Среднесрочное планирование уроков английского языка в 8 классе
Цель: Учащиеся совершенствуют знания по теме, развивают коммуникативные и личностно-познавательных навыки
Принципы и порядок достижения требования обучения Используемые активные способы преподавания
Вид работ на уроке Включенные модули Оценивание, включающее в себя оценивание для обучения
Выяснение эффективности процесса обучения по отношению к каждому учащемуся Ресурсы и оборудование
Создайте Ваш сайт учителя Курсы ПК и ППК Видеоуроки Олимпиады Вебинары для учителей
Среднесрочное планирование уроков английского языка в 8 классе
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«Среднесрочное планирование уроков английского языка в 8 классе »
| Form 8 «А» (I term) Medium term plan – A modern family in Kazakhstan and the UK
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I term 2014 y | |||||||||||||||||
| WEEKS | The theme of the lesson | Date & Hour | Learning Objectives/Outcomes | Activities & Teaching Method |
Assessment
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Differentiation | Resources & Homework | |||||||||||
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| Unit I. Step 1.2 Me, my family and sports Step 3. Family values
| 03.09.2014 (1 hour)
06.09.2014 (1 hour) | 1. Identify and name the people who constitute a family and appreciate that all family units are not the same - sibling, parent, guardian, grandparent, relative 2. Realise that he/she belongs to a family and that each
393 9
393 9person has a place and role within a family
1. Students will use primary sources to assess and analyze some of the values and beliefs that were common in New England in the early nineteenth century. | 1.Greetings and introductions. 2. Talking about dislikes.
3.Talking about the results of the past events, in the present time | Observations and oral questioning Written comments on children’s work Written work and discussion. Evaluation of lessons in planning.
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book. | Resources: Optional (for fancy decorating): Homework: 1. Learn the poem “Rain” and the new words Ex: 5, p 10 in writing 2. Ex: 6,7,8, p 13 in writing
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| Step four What is your name? Step 5,6 My favorite sport
| 10.09.2014 (1 hour) 13.09.2014 (1 hour) | Students will be able to differentiate objects based on contrast in physical characteristics such as color, texture, size and shape. Students will also be able to recognize and sort objects by color families. to get full information about sport and its role in our life
| Interviewing Talking about the places they have visited. Talking about towns and Kazakhstan cities. | Observations and oral questioning Written comments on children’s work Written work and discussion. Evaluation of lessons in planning.
| Extension: Write an explanation to describe what is happening when items are placed in water and the Newton meter reads differently Support: Help pupils to see what happens to the Newton meter and elastic band when the item goes into the water. | Resources: Homework: 1. Ex: 7 page 17 2.Ex: 3, 5, 6 on page 22-24
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| Step seven Family relations Step eight Teenagers and their friends | 17.09.2014 (1 hour)
20.09.2014 (1 hour) | Introduce the concept that not all families are the same and that people have different and changing relationships within their family Focus on the qualities in a relationship that can support and make them feel safe
Revision and reinforcement of language for:
| Encourage your child to talk with you about his or her friendships.
If your child shows signs of feeling rejected or left out talk with him or her about it. Share a time when you felt the same way. Be sensitive to friendships that may involve negative activities or put-downs of other kids. | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning.
| Extension: Write some evidence that there are forces working in the classroom. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book. | Resources: Handout 1 Friendship Song Handout 2 A Friend Is... Homework: 1.Ex: 4. 2 on page 26-27 2. Ex: 11,12 on page 31 | |||||||||||
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| Step nine Sport stars Step ten Living with an English family
| 24.09.2014 (1 hour)
27.09.2014 (1 hour) | Students will Understand the basic principles behind living a healthy life. Establish goals to that will lead to a healthier lifestyle. Keep a record of progress toward reaching these goals.
Students should be familiar with the book The Relatives Came by Cynthia Rylant. The teacher should re-read it to the whole class. Building background. Give and explain examples of traditions. (ie. special meals, rites of passage, yearly celebrations, inheritance, religious, naming, special family times). The focus should be on traditions and not necessarily on holidays for this lesson. However, holidays may and should be included in discussion of family traditions. | Prepare a set of small cards one for each learner. On three quarters write true; on the others write false. Distribute them; students must not let other see their cards. Learners then stand up and mingle, meeting people and talking. When asked questions, anyone with true card must give true answers; anyone with a false card must lie (except about their name), inventing false life stories. | Use the following three-point rubric to evaluate students' work during this lesson. Three points: Students were highly motivated to set goals; established thoughtful, realistic, and reasonable goals; and recorded their progress regularly. Two points: Students were somewhat motivated to set goals; established workable goals; and recorded their progress most of the time. One point: Students were not motivated to set goals; did not establish workable goals; and reported their progress only occasionally. | Extension:
Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources: http://www.factmonster.com/ce6/sports/A0819119.html http://cbs.sportsline.com/
Homework: 1.Ex: 9 on page 27 2. Ex:15.16 on page 29
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| Step eleven Family traditions
Step twelve Family traditions in the UK and Kazakhstan
| 01.10.2014 ( 1 hour) 04.10.2014 (1 hour)
| Be able to identify cultural or family secrets (recipes, arts and crafts, words and ways of speaking.) which has been passed down through the generations Identify why these aspects and traditions in their life as important
-to widen students’ knowledge about Kazakh traditions and customs.
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Writing little to a pen-friends
Expressing opinions
Drawing diagrams
Respecting one’s opinion | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning. | Extension: Add a different variable to the experiment and ask the pupils to predict the outcome.
Support: Use mixed ability groups so that there is adequate support for some pupils | Resources:. www.learnnc.org/lp/pages/2856 Homework: 1.Ex: 1,2 on page 40 2. Ex: 3 speak on the following situationon page 43
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| Step thirteen Meals and Meal times in the UK Step fourteen The Farmer and the Apple tree
Test yourself
| 08.10.2014 (1 hour)
11.10.2014 (1 hour) | Research shows, families who eat together have better communication and their children do better in school. This lesson has 2 parts: • Learning how to build a healthy plate using the Plate Method • Improving communication skills by talking, writing and sharing about experiences at family meal time.
Students will become aware of strategies for studying for tests. Students will understand how to take tests. Students will learn concentration and memory strategies. |
| Self assessment
To investigate paired spelling as a means of improving written vocabulary. | Extension: Add a different variable to the experiment and ask the pupils to predict the outcome.
Support: Use mixed ability groups so that there is adequate support for some pupils. | Resources:. en.wikipedia.org/wiki/Meal omazingkidsllc.com/.../apple-farmer-annie-seed.. Homework:
Ex: 4 page 45
Repeat all new words | |||||||||||
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| Unit II. Step One Abai, A great Kazakh poet
Step two The importance of literature in our life | 15.10.2014 (1 hour)
18.10.2014 (1 hour) | View videos from the Favorite Poem Project. Discuss the videos as a class, exploring what about each of the readings appealed -- or didn't appeal -- to them. Explore poems from a variety of sources, both print and online. Find poems they feel a particular connection to, and then share those poems by reading them aloud to their classmates.
Students will
| This unit will begin with a whole group mini-lesson on how literature can be divided (format, content, genre) followed by an activity that allows students to take several familiar books and categorize them based on their format, content, and genre. This can be done however a teacher feels best suits the group of students being taught.) | Use the following three-point rubric to evaluate students' work during this lesson.
Rewarding Good Behavior In contrast, good behavior should be showcased and accorded with appropriate rewards to help encourage students to behave well. Remember to be consistent and fair when identifying good and bad behavior and giving corresponding rewards or punishment. This will reinforce the notion among young learners that their actions or non-actions will trigger a consequence. | Extension: I will be available to answerquestions that pupils might have regarding extra aspects of this subject.
Support: Some pupils will work with the teacher while others will use peer support as a method of reinforcement. | Resources: www.brighthubeducation.com/.../100744-the-i.. Homework: 1.Ex: 2 b on page 48
on page 51
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| Step Three William shakespeare Step Four Charles Dickens
| 22.10.2014 (1 hour)
25.10.2014 (1 hour) | -Identify basic biographical information about William Shakespeare.-Recognize elements of the Elizabethan period in history that serve as the backdrop for Shakespeare’s writings.-Identify the distinctive features of the theater experience during Shakespeare’s time, including the structural features of the theater itself, the actors’ performance, and the audience.-Explain the three classifications of Students will achieve a better understanding of the short story by learning literary devices and terms (e.g., imagery, symbolism, protagonist, antagonist, setting) used for analyzing stories. They will also learn how to analyze the relationship between characters, and events in the story using these literary devices.
| Read Alouds One way to get students speaking is through read-alouds, an activity in which students read a passage of text aloud to the class. Since students do not have to generate English sentences or worry about correct grammar, read-alouds focus heavily on pronunciation and vocabulary-building..
| Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in plannin | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources:
www.lessonsnips.com/lesson/charlesdickens
Homework:
1.Ex: 4 on page 53
2. Ex:4 on page 54 | |||||||||||
| | Conclusion control test for I term Working with mistakes | 29.10.2014 (1 hour)
01.11.2014 (1 hour) | 1. Demonstrate an understanding of why they are here and what they hope to gain. 2. Learn to become an academic citizen within the university community. 4. Acquire college or discipline-specific information and strategies for academic success as defined by the offering unit.
| Trick Test – Tell students that to kick off discussing test-taking tips that you have a short quiz for them (see handout). Let them know that you will pass it out face down, and that they should not turn it over until you say, “go.” | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that | Resources:
Homework: Review
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| Form VIII Medium term plan – THE YOUTH
| II term 2014 y | |||||||||||||||||
| 10
| Unit III Step one, Youth in holiday’s world
Step two Youth organizations
| 12.11.2014 (1 hour)
15.11.2014 (1 hour) | Use this simple Bible Teaching Activity for Children and Youth to introduce help them to better understand the idea that Jesus is the Light of the World, ways he brings light into our daily lives, and what that means to living the Christian Life.
| . Conversation Starters To learn English, students need to do more than simply repeat other English constructions. It is crucial that students create their own English constructions and receive feedback to learn from their mistakes. Often, ESL students are wary of speaking out in other classes because of the fear of producing awkward English structures. ESL classes provide a safe haven for these students because it is here that mistakes can be improved upon in a non-threatening environment | Describe another location in the community familiar to the students. Provide photographs, maps, or diagrams if needed. Ask them what they would include in a survey of that site. 2. Give students the results of another survey (perhaps completed by another class for another site), and ask them to suggest a plan to improve habitat quality at that site.
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book |
Homework: Ex: 7 page 59
Ex: 6 page 61
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| Step three Teenagers’ free time
Step Four Music in your life | 19.11.2014 (1 hour)
22.11.2014 (1 hour) | Learn about the amount of spare time people used to have and the economic role of children earlier in our history. • Learn about changing tastes in music, art, drama, and literature during the past 150 years. The students will understand the expectations for the classroom and will understand how to treat the instruments. 2. The students will help with the definitions to the vocabulary and create their own defintions within the classroom setting. 3. The students will get into groups of three and create a poster using the terms and have ready for display
| A Novel Idea Writing is another way to allow your students to try out their English in your classroom. Have your students write narratives about anything from a journal entry that chronicles a day's events to a fairy tale they heard when they were young. Have students write drafts of their stories and peer edit. | Three points: Students created legible, complete KWLQ charts that showed great thought and comprehension of scientific classification; successfully researched answers to three or more questions Two points: Students created mostly legible, complete KWLQ charts that showed some thought and comprehension of scientific classification |
| Homework:
Ex: 7,8 page 62
Homework: To write a topic “Music in our life”
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| Step Five Teenagers and their idols of music
Step six Young people are music lovers
| 25.11.2014 (1hour)
26.11.2014 (1hour) | STUDENTS WILL...Sight sing new choir music using solfege, numbers, and neutral syllables; read music in treble and bass clefs; determine the key or tonal center of a piece; identify the major or minor scale on which a melody is based; understand the meter and figure out what kind of note gets one beat; locate musical patterns such as outlines of chord or musical sequences
Competency Goal 4 (National Standard 4): The learner will compose and arrange music within specified guidelines. Competency Goal 5 (National Standard 5): The learner will read and notate music. | Modeling English Students who are learning English cannot do so successfully without relying on an example of what English should sound like. ESL teachers are the model for many English learners of how English is supposed to sound. Spend less time correcting students' grammar mistakes and more time modeling how they should be speaking. Repeat what students say, such as questions they ask or comments they make | Two points: Students created mostly legible, complete KWLQ charts that showed some thought and comprehension of scientific classification; successfully researched the answer to one or two questions; One point: Students created illegible or incomplete KWLQ charts that lacked thought and comprehension of scientific classification; were unsuccessful in researching answers to any questions; | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources:
Ex:3 page 67
Homework: To write an essay
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| Step Seven Young people and types of music
Step Eight Teenager Pastime
| 29.11.2014 (1 hour)
03.12.2014 (1 hour) | 1.Demonstrate knowledge of basic fundamentals needed for efficient performance on trumpet 2. Demonstrate swareness and ability to execute proper multiple tonguing concepts 3.Demonstrate proper execution of fundamentals using band music
- To develop students understanding of telephone and text communications - To give students a chance to practise speaking
| In this lesson the students will have plenty of opportunities to express themselves on the use of mobile phones in public and how they themselves use mobile phones.
They will create and perform telephone conversations, decipher mini text messages, then write and send their own. The lesson considers the importance of mobile phones for people today and how ‘texting’ has changed the way they communicate | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning
Two compliments I have for _______________
Something I would like to see next time:
Date____________ Signed________________ | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book
| Resources:
Test papers, worksheets
Homework: Ex: 3 and 4 page 70-71
Ex: 5.6 page 55
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| Step nine My plans for future
Step Ten Young people’s pastimes and hobbies
| 06.12.2014 (1 hour)
10.12.2014 (1 hour) | 1. Identify strategies to reach potential and make the most of resources. 2. Tell why goals are important. 3. Recognize th e re lationship between short-term and long-term goals. 4. Identify guidelines to achieve goals.
Students will understand the following:
1. Our perception of passing time is not always accurate. 2. In order to calculate time accurately, we require time-measuring instruments | Modeling English Students who are learning English cannot do so successfully without relying on an example of what English should sound like. ESL teachers are the model for many English learners of how English is supposed to sound. | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning
Feedback…oral and written
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally | Resources:
Homework:
Ex: 4 page 74
Ex: 1.2 page 76 | |||||||||||
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| Step eleven, twelve
Poetry in our life
Step thirteen The most important things in life Step fourteen
The wisdom of life
| 13.12.2014 (1 hour)
16.12.2014 (1 hour) | In this lesson, students write poems using ideas or images in Robert Frost's poem “The Road Not Taken.” First, they read and discuss Frost's “The Road Not Taken.” Then students listen to and read “The Road Not Taken” by Bruce Hornsby. Together with the teacher, students create a poetry prompt.
The learner will: • listen and respond to The Important Book by Margaret Wise Brown. • write about the importance of reading. • decide how they can take action to provide books for children who do not have books to read | Modeling English Students who are learning English cannot do so successfully without relying on an example of what English should sound like. ESL teachers are the model for many English learners of how English is supposed to sound. Spend less time correcting students' grammar mistakes and more time modeling how they should be speaking.. | What am I trying to learn? How does this learning link to previous learning and key science concepts? How does it contribute to meeting stated success criteria for this unit? How could this learning be useful in other subjects or life outside school? (For example, learning to evaluate sources of online information could help me research other subjects and make informed decisions in my life. | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram toshow that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources: http://www.readwritethink.org/lessons/lesson_view.asp?id=859. Homework: Ex: 3.4 page 78
Ex: 2. 3 page 82 | |||||||||||
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| Conclusion control test for ІІ term
Working with mistakes
| 20.12.2014 (1 hour)
23.12.2014 (1 hour) | ■ Emphasize that true wisdom comes from God. ■ Talk about seeking wisdom, knowledge and eternal life | Fun and Games ESL students put a great deal of pressure around the English language, and it can sometimes become a source of discomfort or even dread. |
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| Homework: Ex: 3 page 84
Review | |||||||||||
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| Review | 27.12.2014 (1 hour) |
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| Review | |||||||||||
| Form VIII Medium term plan – VISITING FAMOUS MUSEUMS AND GALLERIES IN THE UK AND KAZAKHSTAN | III term 2015 y | |||||||||||||||||
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| The theme of the lesson |
Date & Hour | Learning Objectives/Outcomes | Activities & Teaching Method |
Assessment |
Differentiation | Resources & Homework | |||||||||||
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| Unit IV Step One, Two Museums in our life and in Kazakhstan
Step Three Visiting museums
| 10.01.2015 (1 hour)
14.01.2015 (1 hour) | Students will be able to • identify moveable and static features on a suit of armor; • recognize the functional and symbolic significance of surface detail; and • note similarities and differences between Sir George Clifford's armor and animal "armor."
To give a short presentation about different types of shops ‐ To discuss different people’s shopping habits ‐ To use idioms which contain the word ‘shop’ ‐ To write a collaborative story about a shopping experience
| Ask the students to match the idioms with the definition, individually and then in pairs, before feeding back as a group. • For higher levels, a more interactive approach would be to cut up the idioms and definitions and distribute them amongst the group of students. Students mingle to find their matching pair of idiom and definition | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them | Resources: Homework: Ex: 1 . 2 page 87
Ex: 2.3.4 page 90
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| Step Four The British museum
Step five Art galleries
| 17.01.2015 (1 hour)
21.01.2015 (1 hour) | To give reading practice based on the accounts of students who have visited the British Museum To revise the formation of superlative adjectives and use them when speaking about museum objects Students will recap the types of art with which they are familiar. In listing examples of artwork, students will become aware of their familiarity, or lack thereof, of artistic works on Guam. Students will discuss what makes artwork “important,” and why these reasons may or may not help local artwork | Fun and Games ESL students put a great deal of pressure around the English language, and it can sometimes become a source of discomfort or even dread. Show your students that English can be fun by playing games to promote English learning. Verb conjugation races, vocabulary Bingo, Mad-Libs, | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | In order to differentiate the task for higher-level students, the teacher could provide this version of the text instead as it does not indicate which phrases should be replaced. | Resources: http://willyou.typewith.me/
Homework: Ex: 3.4 page 9
Ex: 4 page 92 | |||||||||||
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| Step six Scientific museum
Step seven
Museum and galleries in London
| 24.01.2015 (1 hour)
28.01.2015 (1 hour) | To give reading practice based on the accounts of students who have visited the scientific Museum • To revise the formation of superlative adjectives and use them when speaking about museum objects
Introduce ESOL Learners to the Museum of London • Introduce ESOL Learners to the Roman London through objects from the time • Develop language learning though the objects in the Museum’s coll-n | Read Alouds One way to get students speaking is through read-alouds, an activity in which students read a passage of text aloud to the class. Since students do not have to generate English sentences or worry about correct grammar, read-alouds focus heavily on pronunciation and vocabulary-building. Select an English text for your students to read and have each student read part of the passage to the class. | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their b | Resources:
Homework: Ex; 3 page 96
Ex: 2. Page 97 | |||||||||||
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| Step eight Museum in Kazakhstan
Step nine Values | 31.01.2015 (1 hour)
04.02.2015 (1 hour) |
1. Students will be able to use new vocabulary and phrases talking about American and Kazakh customs 2. To develop speaking and listening skills in oral speech and reading the text. To practice working in groups. To try to choose , right answer, to compare different countries. 3. To respect national traditions and customs.
In this lesson, students will: - Recognize what job values from a personal as well as job-related perspective - Will identify what is important to them in the workplace where job values are concerned - Identify job values important to the employer as well as the employee
| Read Alouds One way to get students speaking is through read-alouds, an activity in which students read a passage of text aloud to the class. Since students do not have to generate English sentences or worry about correct grammar, read-alouds focus heavily on pronunciation and vocabulary-building. Select an English text for your students to read and have each student read part of the passage to the class. | Small Group: Now have students check the predictions they made with their group in the Pre-Listening Activity. Did they make correct predictions? Can they choose the correct answers now?
Individual: Hand out a Cloze Dialogue. Have learners individually complete the dialogues. You can hand out a Dialogue template for any learners who want to write their own after they complete the Cloze Dialogue. | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources: esol.britishcouncil.org/.../Museum_E3_L...
Homework: Ex: 4 page 100
Ex: 1.2 page 101 | |||||||||||
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| Step ten Museums in our life
Test yourself
| 07.02.2015 (1 hour)
11.02.2015 (1 hour) | recognize ways works of art reflect medieval Nishapur's status as an important center of trade; • use visual evidence to support inferences; • apply an original two-dimensional design to a three-dimensional form (in alternative activity)
Students will become aware of strategies for studying for tests. Students will understand how to take tests. Students will learn concentration and memory strategies.
|
Read Alouds One way to get students speaking is through read-alouds, an activity in which students read a passage of text aloud to the class. Since students do not have to generate English sentences or worry about correct grammar, read-alouds focus heavily on pronunciation and vocabulary-building | How well have I learnt it? What do I now know, understand, or do? Can I recognise accurate work and correct mistakes? Can I apply this learning to different situations? Could I explain or teach the concepts I have learnt to another person? Have I achieved all of the criteria for success for this learning?
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages
| Resources: Homework: Write an essay about your visit to a museum
REVIEW | |||||||||||
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| Unit V Step One Schools we get knowledge in…
Step Two Schools in Kazakhstan
| 14.02.2015 (1 hour)
18.02.2015 (1 hour) | •define the word community. •identify the different communities of which he/she is a part. •define the Core Democratic Value of “Common Good.” •discuss the difficulties involved in coming to a new school. •generate a list of ways to help fifth graders transition to sixth grade. •define philanthropy.
| Conversation Starters To learn English, students need to do more than simply repeat other English constructions. It is crucial that students create their own English constructions and receive feedback to learn from their mistakes. | After the activity and discussion, quiz students about appropriate strategies for dealing with stress. You might pose specific situations and have students suggest appropriate responses. Alternatively, students might role-play appropriate responses to stressful situations | Extension: I will be available to answer questions that pupils might have regarding extra aspects of this subject. Support: Some pupils will work with the teacher while others will use peer support as a method of reinforcement | Resources: http://www.educationworld.com/a_tsl/archives/03-1
Homework: Ex: 6.8 page 106
Ex: 3-5 page 108 | |||||||||||
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| Step Three Secondary education
Step four Schools in our country
| 21.02.2015 (1 hour)
25.02.2015 (1 hour) | Strategy: most difficult first An initial step towards more formal compacting, this is most effective with skill-based assignments. • With a new assignment, decide which items represent the most difficult examples of the entire task. They may appear sequentially, near the end of the assignment, or from different sections of the assignment. • Choose no more than five examples. • Write the assignment on the board and highlight the Most Difficult First (MDF) part. • Those students that attempt the MDF and answer all parts correctly do not have to complete the rest of the assignment. | Ask the students to match the idioms with the definition, individually and then in pairs, before feeding back as a group. • For higher levels, a more interactive approach would be to cut up the idioms and definitions and distribute them amongst the group of students. Students mingle to find their matching pair of idiom and definition.
| In assessing student work, check to see that the following was accomplished: Students contributed to the discussion of positive behaviors. Students created reasonable consequences for those who need more time to develop the behaviors. A written list of class rules was formed from their responses. The classroom pictures clearly show them participating in a positive way. | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources:
Homework: Ex: 4 reading the text page 111
Ex: 2-6 page 114 | |||||||||||
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| Step Five Schools in great Britain
Step six Comparing the systems of education in GB and KZ | 28.02.2015 (1 hour)
04.03.2015 (1 hour) | 1. Finding out Information-processing skills enable pupils to: • locate, collect and recall relevant information • interpret information to show they understand relevant concepts and ideas • analyse information eg sort, classify, sequence, compare and contrast • understand relationships eg part/whole relationships
| . Ask students to explain what they have read. Having your students explain the text after reading is essential for verifying reading comprehension. After you have read, gone over vocabulary and practiced repetition | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that.
| Homework: Ex: 4 page 116
Ex: 3-4 page 118 | |||||||||||
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| Step seven My school day
Step eight, nine Speaking about schools and a day at school
| 07.03.2015 (1 hour)
11.03.2015 (1 hour) | • Use the reading strategy of connecting to prior knowledge to become actively involved in reading the story • Sequence story events • Discriminate the long /a/ vowel sound • Read words with vowel digraph ay • Use initial capitalization and end punctuation correctly • Recognize and understand that some words mean the opposite or nearly the opposite of each other | Use repetition. After you read the text, have your students read it once, slowly. Discuss the text and go over any exercises you have prepared. Then have your students read the text again. If you have a large class, have students take turns reading paragraphs or groups of sentences. | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages.
| Resources:
Test papers, worksheets
Homework: Ex: 2 page 123
Ex: 3-7 page 125 Write a short essay at your school
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| Step ten, thirteen
Schools of Future education
Conclusion control work for III term
| 14.03.2015 (1 hour)
18.03.2015 (1 hour) | Reasoning who, what, why, how, where and when Reasoning skills (critical thinking) enable pupils to: • give reasons for opinions • draw inferences and make deductions • use precise language to explain what they think • justify beliefs by the use of reasons and/or evidence
| Have your students write down vocabulary words and use them in their own sentences. They should keep an active vocabulary list or notebook where they include definitions, parts of speech and usage. Read the text in full before highlighting vocabulary words, as this gives your students a chance to understand from context. | Establishing next learning steps Assessing the learning achieved by students is an ongoing process to help teachers and students establish the direction for future learning by recognising both successful learning and learning gaps. |
| EX: 4 page 131
Review | |||||||||||
| Form VII Medium term plan – Mass Media
| IV term 2015y | |||||||||||||||||
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| The theme of the lesson | Date & Hour | Learning Objectives/Outcomes | Activities & Teaching Method |
Assessment |
Differentiation | Resources & Homework | |||||||||||
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| Unit VI Step one
Mass media in our life
Step two
Radio and TV in my life | 01.04.2015 (1 hour)
04.04.2015 (1 hour) | Creative thinking skills enable pupils to: • generate and extend ideas • suggest possible hypotheses • apply imagination to their thinking • look for alternatives in explanations and outcomes
| Choose interesting texts based on you students' preferences. If you are teaching teenagers, bring in articles about the internet, movies or TV shows, music or other topics you know they are interested in. If you are teaching business English to adults, bring articles from reputable newspapers or financial journals. If you find the language is too difficult for your students' level, create a beginner version of your own based on the text
| Class observation.
Are they using the language from the frames?
Are they listening to their classmates?
Formal assessment using the AYLLIT Rubric | Visual help to understand new vocabulary: postcards.
Language frames: starter activity postcard
Dictionaries and picture dictionaries on group tables. Postcard Game. Matching game on IWB, students have to match the postcard picture with the correct text,the student whose postcard is matched comes to the front of the . | Resources:
.
Homework: Exercises: 4 Page 137
Exercises: Make up a list of advantages of your favorite TV programme
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| Step three
Adverts
Step four
Watching TV
| 08.04.2015 (1 hour)
11.04.2015 (1 hour) | Making space to think The following teaching strategies have been found to be successful in helping able pupils to extend their thinking. They invite children to think more widely, more deeply and more slowly about the topic in hand. 1. After you have asked a question, pause to allow pupils time to collect their thoughts. 2. After a pupil response, pause to show you are thinking and allowing others to think. Think-pair-share Allow individual thinking time, ask them to discuss their ideas with a partner, then share these in class discussion. |
Start short. Asking your students to read a novel will probably be overwhelming. Start with short snippets of text, such as blog posts or news briefs, that your students can read easily in a short period of time. Shorter texts are generally more concise and use simple language, which makes them ideal for ESL students. | Students will be assessed throughout the activity on their participation as well as on their activity sheet.
| Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources:
laser pointer, hair spray, large index cards, crayons or markers, scissors, flashlight, activity sheet
Homework: Exercises: 4 Page 140
Exercises: 3-4 Page 142
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| Step five
Television and Children
Step six
The internet services
| 15.04.2015 (1hour)
18.04.2015 (1 hour) | Some metacognitive questions to raise levels of awareness: 1. Describe your thinking • What kind of thinking did you do? • What do you call this kind of thinking? • Was this kind of thinking .........? (name a kind of thinking) 2. Describe how you did your thinking • How did you do this thinking? • What did you think about? Why? • Did you have a plan (or strategy)? 3. Evaluate your thinking • Was your thinking good? Why? • Did you have a good plan (or strategy)? • How could you improve your thinking next time?
| Let your students listen to you before asking them to read. Read slowly and clearly, paying attention to pronunciation and emphasis. Listening to you while reading the text will help your students retain vocabulary words and understand general meaning.
Have your students write down vocabulary words and use them in their own sentences. They should keep an active vocabulary list or notebook where they include definitions, parts of speech and usage. | As a class, review worksheet responses. Ask students to highlight the boundaries of Central Asia on their blank maps. Then, using a broader definition of Central Asia, have students list questions (and answers) for each kind of map. Remind students that the questions should reinforce the purpose of each type of map as well as the significant features of Central Asia. If time allows, have students answer each other's questions. | Maps are used to provide a wide range of information about a particular area. In this lesson, students will use physical, political, and thematic maps to investigate the geography of Central Asia through a scavenger hunt. Students will explore ways in which the region of Central Asia is defined and will create their own map-based scavenger hunt for other students to solve.
| Resources:
slides (Presentation)
Homework: Exercises: 2 Page 147
Ex: 3-4 page 148 | |||||||||||
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| Step seven
Computer
Step eight
What is Hardware and Software?
| 22.04.2015 (1 hour)
25.04.2015 (1 hour) | 1.The World Wide Web can be a helpful place to find information on certain topics.
This lesson is an introduction to basic computer hardware and software. If pos- sible, have one or more types of computers available to show students the hardware components found on different computer models. A multimedia pro- jector can be used to show students the different types of software described in the lesson.
| Fun and Games ESL students put a great deal of pressure around the English language, and it can sometimes become a source of discomfort or even dread. Show your students that English can be fun by playing games to promote English learning. Verb conjugation races, vocabulary Bingo, Mad-Libs, Taboo, Scrabble and crosswords are all ways to improve student vocabulary in a fun, engaging way | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book
| Resources:
Test papers, worksheets
Homework: Ex: 2 page 150
Ex:
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| Step nine
Bill gates and computer
Step ten Mobile phone
| 29.04.2015 (1 hour)
02.05.2015 (1 Hour) | The learner will: explain how endowments (giving of grants) are related to the role of foundations. identify criteria for issuing a local grant. create a simple application form for issuing a local grant. To develop students understanding of telephone and text communications - To give students a chance to practise speaking | A Novel Idea Writing is another way to allow your students to try out their English in your classroom. Have your students write narratives about anything from a journal entry that chronicles a day's events to a fairy tale they heard when they were young. | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Compare student analyses from the main lesson activity. Have each pair of students share its thinking with the rest of the class. Which theory of motivation best explains Hiroko's behavior? Did each pair come to the same conclusion? Why or why not? | Resources: Internet access and equipment to show the class online video and conduct research
Homework: Exercises: 2 Page 152
Exercises: 4 Page 153
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| Step eleven
The internet
Step twelve
Mass Media in Kazakhstan
| 06.05.2015 (1 hour)
08.05.2015 (1 hour) | To help students understand how the Internet works; To help students find a website using the address bar; Explain the Terms Internet World Wide Web web address Internet browser address bar homepage link browser buttons Participants define “media;” participants learn about different forms of media; participants discuss the purposes and uses of media.
| Draw a Monster Draw a Monster is an activity for young children learning words for numbers and body parts. It works best in a small class. Students are invited to the board and asked by the teacher to draw a number of body parts on a monster. The teacher should deliberately make bizarre requests, such as "draw five eyes"; | Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them
| Resources: Homework: Exercises: 4-5 Page 154
Exercises: 1 Page 155
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| Step thirteen
Mass media
Step fourteen
The Media in my life | 13.05.2015 (1 hour)
16.05.2015 (1 hour) | To define the mass media. • To identify examples of traditional forms of mass communication. • To explain the relationship between the media and its audience. • To identify examples of the new mass media. • To explain the ways in which audiences can relate to the new mass media. • To understand the significance of the media as an agent of socialisation.
After completing the lessons in this unit, students will be able to: interpret advertising critically. identify persuasive techniques. employ intellectual defenses against persuasive techniques. create a mock advertisement employing at least three persuasive techniques.
| Charades This popular parlor game can also be reinterpreted as an ESL classroom activity for teaching and reviewing verbs and many nouns, especially animals and occupations. The class is divided into teams and each person must take a turn to come up and draw a vocabulary word from a hat. They must act out the part in the hopes that their teammates will guess the word before time runs out.
| Observations and oral questioning
Written comments on children’s work
Written work and discussion.
Evaluation of lessons in planning | Extension: Write some evidence that there are forces working in the classroom. Draw a diagram to show that. Support: Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book | Resources:
Homework: Exercises: Answer the question
Write an essay | |||||||||||
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| Conclusion control test for IV term
Working with mistakes | 20.05.2015 (1 hour)
23.05.2015 (1 hour) | Charades This popular parlor game can also be reinterpreted as an ESL classroom activity for teaching and reviewing verbs and many nouns, especially animals and occupations. The class is divided into teams and each person must take a turn to come up and draw a vocabulary word from a hat. They must act out the part in the hopes that their teammates will guess the word before time runs out.
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The members of the AfL working party used three basic methods for grouping pupils for the differentiated core tasks.
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http://www.museumoflondon.org.uk/English/EventsExhibitions/Permanent/RomanLondon.htm 
2.Two ways to locate information on the Web are through the Internet Library and by using a search engine.3.A Web site is a place where groups of people share information and resources on the Internet.
25
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