LP Excel 8 Term 4

Short term plan: term 4
Unit 8: Food and drink Lesson 81

Teacher name:
Date:
Grade: 8 Number present: absent:
Lesson title Reading: Festive food calendar
Learning objectives 8.6.17.1 use if / unless/ if only in second conditional clauses and wish [that]
clauses [present reference]; use a growing variety of relative clauses
including why clauses on a range of familiar general and curricular topics
8.5.3.1 write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
- present foods and drinks
- talk about foods and drinks
Value links Hospitality: Traditionally a nomadic culture, hospitality has always been an
important part of Kazakh culture.
Plan
Stages / Teachers actions Students actions Assessment Resources

Time criteria
Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Students of the class are Formative
lesson.
listed. Assessment
Warming up
3 min. Where are you from?
Students' attention is
How old are you?
drawn to the lesson.
What color is it?
Good job!
How many students are
Students say different Descriptor:
there in class?
words from the picture - remembers the
Pre- What day of the week
lesson passed
learning today?
•Learners remember Point 1 worksheet
«Brainsto Lead – In
rming» previous lesson Assessment
method vocabulary criteria
7 min. Learners have met the
•Learners answer the learning objectives if
they can talk about
questions Picture
twenty thousand
leagues under the
sea
Middle of Ex:1 P:87 • Learners listen and Descriptor:
the lesson repeat. - look at the
• Direct Ss to the pictures. • Play
Presentati ANSWERS pictures
the recording. Ss listen and repeat
on part. Student’s own answer. - repeat chorally Card
chorally and/or individually.
30 min and/or individually. Worksheet
• Learners which of the Total: 2point
foods/drinks in the
pictures would you
Ex: 2 P: 87 eat/drink for breakfast?
• Read the question and the lunch? dinner? a snack? Students
example aloud and then ask dessert? book
various Ss to offer answers. ANSWERS
I’d eat pizza/roast chicken
Differentiation: «Verbal support» with potatoes and carrots/
method is used to help Ss use new grilled fish and rice for
words in the sentences. dinner. I’d eat salad/a Self assessment
burger for lunch. I’d eat
cereal with milk/yoghurt for
Descriptor:
Ex: 3 P: 87
breakfast. I’d eat chocolate - read the question
•Read the question and the
cake/yoghurt/fresh fruit for - answer the
example aloud and then elicit dessert. I’d drink orange question
answers from various Ss from juice for breakfast. I’d drink Total: 2 point
around the class. a milkshake for a snack
Descriptor:
• Learners which of the - read the question
foods/drinks do you like
eating/drinking? Why?
- answer the
question
ANSWERS
I like eating chocolate cake
Total: 2 point
because it is delicious.
I like eating yoghurt because it
Conclusion during the lesson is light.
some tasks differentiated by I like eating roast chicken with
potatoes and carrots because
outcomes of the students and by
their abilities.
it is filling. -Make CCQ
I like eating cereal because it
is light. questions Yes / No
I like drinking orange juice Total: 1 point.
because it is tasty. I like eating
burgers because they are
delicious.
I like eating pizza because it
is tasty.
I like eating grilled fish and
rice because it is nourishing.
I like eating salad because it is
healthy.
I like drinking milkshakes
because they are tasty.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Vocabulary: foods
Learning objectives 8.2.2.1 understand with little or no support most specific information in
extended talk on a wide range of general and curricular topics
8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
- introduce the topic; To listen and read for gist
- read for specific information
- consolidate comprehension of a text
Value links Tradition: Kazakh traditions and culture have been passed on from one
generation to another through oral histories told by traditional Kazakh tribal
leaders and elders.
Plan

Time criteria

lesson.
listed. Assessment
Warming up
How old are you?
What color is it?
Good job!
there in class?
lesson passed
learning today?
they can talk about
questions Picture
twenty thousand
leagues under the
sea
Middle of Ex:1 P:88 • Learners look at the Descriptor:
the lesson pictures. Which festival - look at the
• Ask Ss to look at the pictures
Presentati is each food related to? pictures
and guess which festival each
on part. Listen and read to find - answer the Card
food is related to.
30 min • Play the recording. Ss listen and out. question Worksheet
read the text and find out. ANSWERS Total: 2point
• Refer Ss to the Word List to look haggis – Burns Night
minestrone – Sagra delle
up the words in the Check these
Virtú smoked fish –
words box. Midsummer hotdogs, corn Students
• Play the video for Ss and elicit on the cob – Independence
their comments book
Day jerk chicken – Notting
Hill Carnival parkin –
Bonfire Night Dundee cake
– Hogmanay
Ex: 2 P: 89
• Learners read the texts
• Explain the task.
again and match the Self assessment
• Allow Ss time to read the
paragraphs to the Descriptor:
headings and then read the text
headings. One heading - read the text
again and complete the task.
is extra
• Check Ss’ answers. - match the
ANSWERS paragraphs to the
A7
Differentiation: «Verbal support» headings
B5
method is used to help Ss use new C2 Total: 2 point
words in the sentences. D6
E8
F1
Ex: 3 P: 89 G3
• Read out the example question • Learners in pairs, ask
and answer and then ask Ss to and answer Descriptor:
ask and answer questions based comprehension - in pairs, ask and
on the text in closed pairs. questions based on the answer
• Monitor the activity around the text - answer the
class and then ask some Ss to ANSWERS question
ask and answer in front of the A: What do the Swedish Total: 2 point
class. and Finnish celebrate
between 20th and 26th
June?
B: Midsummer.
A: What do people do on
4th July in the USA? B: -Make CCQ
They watch fireworks, and
have barbecues and
questions Yes / No
picnics. Total: 1 point.
A: What dish do people
eat at the Notting Hill
Carnival?
B: They eat jerk chicken.
A: When is Guy Fawkes’
Night?
B: It is on 5th November.
A: What is the New Year’s
Eve celebration called in
Scotland?
B: It’s called Hogmanay Descriptor:
• Learners complete the - complete the
Ex: 4 P: 89 collocations. Use: thick, collocations
•Explain the task and give Ss time fireworks, dinner, - Use: thick,
to complete it referring to the text vegetables, street, fireworks, dinner,
as necessary. colourful vegetables, street,
ANSWERS colourful
1 dinner Total: 2 point
2 thick
3 vegetables
4 fireworks
5 street
Ex: 5 P: 89 6 colourful
•Explain the task and give Ss time • Learners complete the Descriptor:
to use the underlined sentences with one of - complete the
words/phrases in the text to the underlined sentences
complete the sentences. words/phrases in the - complete the
• Check Ss’ answers text. sentences
ANSWERS Total: 2 point
1 main course
2 early hours
3 population
4 stuffed
Descriptor:
Ex: 6 P: 89 5 ashes
- complete the
•Explain the task and give Ss time collocations
• Learners choose the
to complete it. • Ask Ss to check - compare answers
correct word. Compare
their answers in their dictionaries. with your partner
answers with your
partner. Check in your Total: 2 point
dictionaries
ANSWERS
1 bitter
Conclusion during the lesson 2 still
some tasks differentiated by 3 spicy
outcomes of the students and by 4 grate
their abilities. 5 dessert
6 recipe
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Use of English: Countable and uncountable nouns
Learning objectives 8.1.6.1 organize and present information clearly to others
8.6.8.1 use a growing variety of future forms including present continuous
and present simple with future meaning on a range of familiar general and
curricular topics
-present countable/uncountable & quantifiers
- practise using countable/uncountable & quantifiers
- present vocabulary related to food/drinks
Value links Freedom: Freedom is the major value of the civil society being formed in
Kazakhstan. This must provide everyone with the possibility of creative self-
realization.
Plan

Time criteria

lesson.
listed. Assessment
Warming up
How old are you?
What color is it?
Good job!
there in class?
lesson passed
learning today?
they can talk about
questions Picture
twenty thousand
leagues under the
sea
Middle of Ex:1 P:90 • Learners read the Descriptor:
the lesson theory and say the - read the theory
• Go through the table with Ss
Presentati examples in your - answers for the
and elicit the L1 equivalents for
on part. language. Which of the question Card
the examples. (Ss’ own answers)
30 min • Ask and elicit answers for the words in bold do we use Total: 2point Worksheet
question in the rubric. Explain that in
we also use any in questions (e.g. ANSWERS
Is there any …?). Affirmative: an, one,
some, a lot/lots of, (a)
few, (a) little, no Students
Negative: many, much, book
any
Questions: How many,
How much, any
• Learners choose the Self assessment
Ex: 2 P: 90 correct words. Descriptor:
•Explain the task. ANSWERS - do the task
• Ss do the task in closed pairs. 1 any
2 much
- answers for the
Check Ss’ answers. question
3 a few
4 a lot of Total: 2 point
Differentiation: «Verbal support» 5 a little
method is used to help Ss use new 6 much
words in the sentences. 7 much
8 no
9 a lot of
10 a few
• Learners copy the table
Ex: 3 P: 90 in your notebook and list Descriptor:
• Explain/elicit the meaning of the words under the - copy the table
any unknown words. headings. In two
• Give Ss time to copy and minutes, add as many
- add as many
complete the table in their more words as you can. more words as you
notebooks. Then write C for can
• Check Ss’ answers around the countable or U for Total: 2 point
class. Then give Ss two minutes uncountable.
to add as many more words as ANSWERS �
they can.
• Learners complete the
Ex: 4 P: 90 dialogue. Use: much,
• Explain the task. many, a, an, some, any. Descriptor:
• Give Ss time to complete it. ANSWERS - complete the
• Check Ss’ answers. 1 some dialogue.
2 any - complete the
3 an dialogue.
4a Total: 2 point
5 much -Make CCQ
Conclusion during the lesson 6 lots
questions Yes / No
some tasks differentiated by 7 any
outcomes of the students and by 8 many Total: 1 point.
their abilities. 9 some
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Use of English: word formation
Learning objectives 8.2.5.1 recognise the opinion of the speaker(s) with little or no support in
extended talk on a wide range of general and curricular topics
- present several, plenty of, (a large/small) amount/number
- practise several, plenty of, (a large/ small) amount/number
- Practising word formation (verb suffixes)
Value links Patriotism: The formation of civil society institutions is impossible without the
development of a patriotism shared by the entire Kazakhstan, and with deep
roots in the culture, psychology, and historical past of the Kazakhs.
Plan

Time criteria

lesson.
listed. Assessment
Warming up
How old are you?
What color is it?
Good job!
there in class?
lesson passed
learning today?
they can talk about
questions Picture
twenty thousand
leagues under the
sea
Middle of Ex:5a P:91 • Learners read the Descriptor:
the lesson examples. Say them in - read the
• Go through the table with Ss
Presentati your language. How do examples
and elicit the L1 equivalents for
on part. we use the words in - answers for the Card
the examples. (Ss’ own answers)
30 min • Ask the question in the rubric bold? question Worksheet
and elicit answers from Ss around ANSWERS Total: 2point
We use plenty of with
the class. countable and uncountable
nouns.
We use several only with
countable nouns to express a
Students
small number of something. book
We use (a large/small)
amount of with uncountable
nouns. We use (a large/small)
number of with countable
Ex: 5b P: 901 nouns.
• Explain the task. • Learners fill in: plenty, Self assessment

• Give Ss time to complete it. several, amount, number Descriptor:
• Check Ss’ answers. ANSWERS - fill the gaps
1 several
2 number
Total: 2 point
Differentiation: «Verbal support» 3 plenty
method is used to help Ss use new 4 amount
words in the sentences. • Learners fill in: box,
Ex: 6 P: 91 bag, can, bottle, packet, Descriptor:
• Read out the containers in the cartoon. - fill the gaps
list and ask Ss to complete the ANSWERS Total: 2 point
gaps under the pictures with 1 box
them. 3 bag
• Play the recording for Ss to 5 carton
listen an check their answers 2 bottle
4 packet
Ex: 7 P: 91 6 can Descriptor:
• Ask Ss to read the theory box • Learners read the - read the theory.
and then explain the task. theory. Form verbs from - complete the
• Give Ss time to complete the the words in brackets in sentences
task and then check their the correct form Total: 2 point
answers. ANSWERS
1 strengthen
Ex: 8 P: 91 2 classify Descriptor:
• Go through the table with Ss 3 specialise - read the theory.
and explain any points they are 4 formulating - complete the
unsure of. • Learners read the sentences
• Give Ss time to complete the theory, then complete Total: 2 point
sentences and then check Ss’ the sentences. Use: all,
answers.. both or half.
-Make CCQ
ANSWERS
Conclusion during the lesson questions Yes / No
1 Both
some tasks differentiated by Total: 1 point.
2 all
outcomes of the students and by 3 half
their abilities. 4 Both
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Reading: food for thought
Learning objectives 8.1.7.1 develop and sustain a consistent argument when speaking or writing
8.5.1.1 plan, write, edit and proofread work at text level with little support on a
range of general and curricular topics
-listen and read for gist
- read for specific information
- assess acquired knowledge from a text, to express an opinion
Value links Respect: Respect of elders and of the spiritual freedom of other nations are
principal values. It is important to develop a productive dialogue between
confessions and to acknowledge religion as an element of civil society.
Plan

Time criteria

lesson.
listed. Assessment
Warming up
How old are you?
What color is it?
Good job!
there in class?
lesson passed
learning today?
they can talk about
questions Picture
twenty thousand
leagues under the
sea
Middle of Ex:1 P:92 • Learners look at the Descriptor:
the lesson picture and the title of - look at the picture
• Ask Ss to look at the picture and
Presentati the text. How do you - answers for the
read the title of the text.
on part. think food is related to question Card
• Elicit Ss’ guesses as to what the
30 min text is about. our brain? Total: 2point Worksheet
• Play the recording. Ss read the ANSWERS
text and find out. I think food affects how
the brain works.
Ex: 2 P: 92 • Learners read again Students
•Ask Ss to read the questions and and choose the correct book
answer choices 1-3. answer
• Give Ss time to read the text ANSWERS
and complete the task. 1A 2C 3C
• Check Ss’ answers around the
class. Self assessment
Descriptor:
Differentiation: «Verbal support» - read again
method is used to help Ss use new - choose the
words in the sentences. correct answer
• Learners what did you Total: 2 point
Ex: 3 P: 92 learn from the text? How
• Ask Ss to discuss the questions can this information help Descriptor:
in pairs. you? Tell the class. - discuss the
• Monitor the activity around the ANSWERS questions in pairs.
class and then ask various Ss to I learnt about how food - tell the class
tell the class. affects the functions in Total: 2 point
the brain.
Conclusion during the lesson I will try to eat more -Make CCQ
some tasks differentiated by protein and fatty acids to questions Yes / No
outcomes of the students and by help my brain be healthy Total: 1 point.
their abilities.
lesson.
Ex: P:
Home task:
Write the days

Teacher name:
Date:
Lesson title Phrasal verbs (break)
Learning objectives 8.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about
8.6.3.1 use a growing variety of compound adjectives and adjectives as
participles and some comparative structures including not as…as, much …
than to indicate degree on a range of familiar general and curricular topics
- present and practise prepositional phrases
- present and practise phrasal verbs with break
- talk about eating habits
Value links Respect - treating people with respect, value and courtesy. Especially
apologising to them where the situation calls for it.
Plan

Time criteria

lesson.
listed. Assessment
Warming up
How old are you?
What color is it?
Good job!
there in class?
lesson passed
learning today?
they can talk about
questions Picture
twenty thousand
leagues under the
sea
Middle of Ex:4 P:93 • Learners complete Descriptor:
the lesson with: in (x2), for, on, at. - fill the gaps
• Explain the task and give Ss
Presentati ANSWERS - complete the
some time to complete it then
on part. 1 At 2 in 3 on 4 for task. Card
check Ss’ answers.
30 min 5 in Total: 2point Worksheet
Ex: 5 P: 93 • Learners read the box
• Read out the box and explain and complete the
the task. sentences.
• Give Ss time to complete the ANSWERS Students
task. 1 out book
• Check Ss’ answers. 2 down
3 into
Differentiation: «Verbal support» 4 up
method is used to help Ss use new Self assessment
words in the sentences. • Learners listen to a boy
Descriptor:
called Kairat talking
Ex: 6 P: 93 about his family’s eating - read the box
habits. Fill in the gaps - complete the
• Explain the task and ask Ss to sentences
look at the gapped text and think ANSWERS
1 cereal
Total: 2 point
about what the missing
information might be. 2 apple
• Play the recording. Ss listen and 3 beef
complete the blanks 1-5. 4 ice cream
• Check Ss’ answers . 5 cake Descriptor:
- complete the
Ex: 7 P: 93 • Learners what do you sentences
eat/drink every day? Use - answer the
• Ask Ss to talk in pairs about
the phrases to tell your question
their eating habits using the table
partner. Total: 2 point
to help them.
• Monitor the activity around the ANSWERS
class and then ask various Ss to I don’t eat any cake or -Make CCQ
tell the rest of the class. biscuits, but I eat some questions Yes / No
sweets from time to Total: 1 point.
Conclusion during the lesson time.
some tasks differentiated by I don’t drink any milk, but
outcomes of the students and by I eat a lot of fruit.
their abilities.
lesson.
Ex: P:
Home task:
Write the days

LP Excel 8 Term 4

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Short term plan: term 4

Unit 8: Food and drink Lesson 81

Stages / Teachers actions Students actions Assessment Resources

Beginning Organization moment : The aim: To develop The teacher to

Unit 8: Food and drink Lesson 82

Stages / Teachers actions Students actions Assessment Resources

Beginning Organization moment : The aim: To develop The teacher to

Short term plan: term 4

Stages / Teachers actions Students actions Assessment Resources

Beginning Organization moment : The aim: To develop The teacher to

Short term plan: term 4

Stages / Teachers actions Students actions Assessment Resources

Beginning Organization moment : The aim: To develop The teacher to

• Explain the task. • Learners fill in: plenty, Self assessment

Unit 8: Food and drink Lesson 85

Stages / Teachers actions Students actions Assessment Resources

Beginning Organization moment : The aim: To develop The teacher to

Unit 8: Food and drink Lesson 86

Stages / Teachers actions Students actions Assessment Resources

Beginning Organization moment : The aim: To develop The teacher to

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