Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme Radio and TV in my life
The aims of the lesson: ·  To know and use the terms that are useful for analysing language on the topic “Radio and TV in my life”;·  Recognize layers of meaning in the text, work with vocabulary;

·  Individual and group feedback.

Objectives 1.      Warm-up2.       Team work “Vocabulary work”

3.       Team work “Discussion”

4.       Individual work “Speaking”

5.      Expressions

10 min10 min

10 min

10 min

5 min

The expected result  ü  They will know and use the terms that are useful for analysing language on the topic “Radio and TV in my life”;ü  They will be able to recognize layers of meaning in the text and understand words;

ü  They will be able to work individually and in group.

The main idea —    Create “Wordbank”: Radio, channels, to turn on/off, switch on/off—    Create “Grammar database”: Present/Past/Future Simple tenses

—    Expectation: scan for understanding the main idea of the sentences and scan for gist. Discuss and work with vocabulary words

—    Working out: understanding the implication of the work and selecting material to suit it.

Assessment 1.      Learning/ Respond logs2.      Anecdotal notes

3.      Individual whiteboard

Homework Ex.IV on p.137

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up “Brainstorming questions”

T: Good morning students! Glad to see you. I’m sure everybody is all right. Let’s make our lesson interesting and useful. The theme of our lesson is «We and Mass-Media». Today we are going to speak about some means of communicating. They are traditionally called the media.  The mass media actually rule the world and play a very important part in our lives.

And now tell me what types of mass-media do you know?

P:  I know TV, the Internet, newspapers and radio.

T: What types of mass-media do you use in your everyday life?

P: In my everyday life I usually use TV, the Internet, radio and newspapers.

  1.  Divide the class into two groups
  1. Check their homework
  2. Main part

Step 1: Team work “Vocabulary work

*Match Kazakh word with the English and practise the pronunciation.

Your task is to match the words and their definitions.

  • Television
  • Newspaper
  • Tabloid
  • The Internet
  • Radio
  1. a paper printed and sold usually daily or weekly with news, advertisements etc.;
  2. the process of sending and receiving messages through the air; broadcasting programmes for people to listen to;
  3. broadcasting programmes (the news, plays, advertisements, shows, etc.) for people to watch on their television sets;
  4. a newspaper with rather small pages, many pictures and little serious news;
  5. a way to communicate with your partner who might be a thousand miles away using the computer (e-mails).

 Assessment: Learning/ Respond logs

Step 2: Team work “Discussion

T: Now let’s speak about the main mass-media. You know that newspapers are very popular among people, don’t you?

T:  Do you like reading newspapers?

P:  Yes, I do.

T:   What newspapers do the members of your family prefer reading?  F.eg. your mother?

P:  My mother likes reading …

T: What are the main types of newspapers in Britain?

P:  The main types of British newspapers are quality newspapers and tabloids.

T: Do you know the titles of British newspapers?  What are they?

P: They are …

T: What do people read newspapers for?

P: They want to learn some news (TV programme, horoscopes, weather forecast, etc.)

T: So students, when television arrived, many people predicted that radio would disappear. They were wrong. Since the arrival of television, radio audiences has increased, and radio now has more listeners than ever before. Radio has changed I think that radio has become the most important media for music.

T: What do you think, when do the people listen to the radio nowadays?

P: I think that many people now listen to the radio while they are working or relaxing.

T: What radio stations do you prefer to listen?

P: I prefer to listen to ….

T: I am sure that all of you know the famous English singer Freddy Mercury who loved radio very much. Let’s listen to his well-known song “Radio” and sing it with him.

 Assessment: Anecdotal notes

     Step 3: Individual work “Speaking”

T: You know TV now is one of the most important mass media. We can hardly imagine our life without TV. I think you know much about TV. Prove it answering my questions.

  1. How many television channels do you receive in you town? What is your favourite TV channel?
  2. How often do you usually watch TV?
  3. When do you usually watch TV?

Assessment: Individual whiteboard

  • Conclusion Expression of students about the lesson

 

Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme Adverts. Watching TV
The aims of the lesson: ·  To know and use the terms that are useful for analysing language on the topic “Adverts and watching TV”;·  Recognize layers of meaning in the text, work with vocabulary;

·  Individual and group feedback by speaking about TV.

Objectives 1.      Warm-up2.       Team work “Knowledge Rating Scale”

3.       Team work “Reading for gist”

4.       Individual work “Speaking”

5.       Expressions

10 min10 min

 

10 min

10 min

5 min

The expected result  ü  They will know and use the terms that are useful for analysing language on the topic “Adverts and watching TV”;ü  They will be able to recognize layers of meaning in the text and understand words;

ü  They will be able to speak about TV.

The main idea —    Create “Wordbank”: Advertisement, newspaper,  to express their opinion about advantages and disadvantages of TV—    Create “Grammar database”: Modal verb would/should+ Perfect Infinitive

—    Expectation: scan for understanding the main idea of the sentences and scan for gist. Discuss and work with vocabulary words

—    Working out: understanding the implication of the work and selecting material to suit it.

Assessment 1.      Learning/ Respond logs2.      Anecdotal notes

3.      Individual whiteboard

Homework Ex.II, III on p.139 Ex IV (2) on p.141
Flipped class  

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up “Brainstorming questions”

What can TV do?

… can it be harmful? entertaining? amusing? interfering? encouraging?

  1. Divide the class into two groups
  1. Check their homework

 

  1. Main part

Step 1: Team work “Knowledge Rating Scale

*Teacher introduces with the new lesson and give tasks.

*Before the beginning the task they should complete “Knowledge rating scale” and then after they’ve done their work, they should write translations. Read the text and discuss

Word Know It Well Have Seen or Heard It Have No Clue Translation
  Before the lesson Today at the lesson
       

 Assessment: Learning/ Respond logs

Step 2: Team work “Reading for gist

*Discuss the following text.

Lots of people pretend that they never read advertisements, hut this is doubtful. It is hardly possible not to read advertisements these days. And what fun they often are! Just think what a railway station or a newspaper would be like without advertisements. A cheerful witty advertisement makes us happy. Advertisements perform a useful service to the community for instance, you can find a job, buy or sell a house, announce a birth, marriage or death in ‘‘Small ads” columns. No other item in a newspaper provides such entertaining reading or offers such a deep insight into human nature.

There are advertisements practically everywhere you look in the city or a village.

 Assessment: Anecdotal notes

     Step 3: Individual work “Speaking”

*Express your opinion about the following statements:

  1. Any kind of advertising should be banned from the media.
  2. Some advertisements are great fun, especially those that are shown in cinema.
  3. Advertising changes our style of living.
  4. Every advertisement is a big lie.
  5. Many advertisements promise a lot more than there is to the product.
  6. Advertising for tobacco and alcohol should be forbidden.

Grammar: Modal Verb Could + Perfect Infinitiv.

Modal Verbs Could + Perfect Infinitive is used forevents which were possible in the past but didn’t happen.

Examples:

  1. He could have drowned! (it was possible for him to drown but it didn’t happen).
  2. You could have done it 10 times better (but it didn’t).
  3. The boy could have passed his exams but that morning he was late because of the traffic jam!
  4. They could have saved the man but the ambulance car came too late.
  5. She could have won the prize but luck was against her.

Grammar: Modal Verb should + Perfect Infinitive shows that

Modal Verb should + Perfect Infinitive shows that the action was desirable but it didn’t happen.

Example: 1) I should have worn a tie for the job interview (It was a good idea but I didn’t do it).

2) I should have invited him to the party (It was a good idea for me to do so but I didn’t do it).

  1. You should have been more polite with the boy!
  2. You shouldn’t have gone there so late at night.
  3. You shouldn’t have missed the lessons.

Assessment: Individual whiteboard

  • Conclusion

Expression of students about the lesson

 

 

Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme The Internet services. Computer.What is hardware and software. Bill Gates and computer
The aims of the lesson: ·  To know and use the terms that are useful for analysing language on the topic “Television and children”;·  Recognize layers of meaning in the text, work with vocabulary;

·  Individual and group feedback by speaking about TV.

Objectives 1.      Warm-up2.      Team work “Vocabulary work”

3.      Team work “Reading for gist”

4.      Pair work “Advantages and disadvantages”

5.      Expressions

10 min10 min

10 min

10 min

 

5 min

The expected result  ü  They will know and use the terms that are useful for analysing language on the topic “Television and children”;ü  They will be able to recognize layers of meaning in the text and understand words;

ü  They will be able to speak about TV.

The main idea —    Create “Wordbank”: Radio, channels, to turn on/off, switch on/off—    Create “Grammar database”: Present/Past/Future Simple tenses

—    Expectation: scan for understanding the main idea of the sentences and scan for gist. Discuss and work with vocabulary words

—    Working out: understanding the implication of the work and selecting material to suit it.

Assessment 1.      Learning/ Respond logs2.      Anecdotal notes

3.      Individual whiteboard

Homework Ex V (2) on p.146Ex II (1, 2) on p. 149-150
Teachers reflection  

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up “Brainstorming questions”
  4. Who is he?
  5. Have you ever seen him?
  6. He is the inventor of Internet. And do you know the word internet?
  7. Do you have Internet at home?
  8. Divide the class into two groups
  9. Check their homework
  10. Main part

Step 1: Team work “Vocabulary work

Read the words  with the translations. Pay your attention to the pronunciation of the words.

huge-    громадный

network- сеть

database- база данных

e- mail-электронная почта

service- служба

search- искать

search programme- поисковая  программа

  1. b)Now write  the words
  2. [ huj:dӡ]-
  3. [netwә:k]-
  4. [ databeize]-
  5. [ i: mail]-
  6. [ sә:vis]-
  7. [ sә:tᶘ]-
  8. [ sә:tᶘ prɔgrᴂm]-

 Assessment: Learning/ Respond logs

Step 2: Team work “Reading for gist

*Read the text with using “Popcorn” game

The Internet

The  Internet  is a huge network of computers. Public Internet began in the late  70’s. The Internet is very helpful, because it  is a huge database of knowledge. Everyone  should have the  Internet  as a means of communication. Besides data one can get from  the Internet, we can also send  and receive e- mail. This internet service is cheaper than ordinary mail and much quicker. It is becoming popular day by day. We can get some news from the Internet, because there are many  informational services in the web. For this we can get use different search programmes  such as the google    search programme, rambler search programme, yandex search programme or yahoo  search programme. They are very simple and popular networks of sites. ( 123 words)

 Assessment: Anecdotal notes

     Step 3: Individual work “Answer the questions”

Answer the questions:

  1. a)What is the Internet?
  2. b)When did public Internet appear?
  3. c)In what way can the Internet be useful to everyone?
  4. d)What can you say about advantages of the e- mail?
  5. e)What search programmes do you know? Which one do you use?

Assessment: Individual whiteboard

  • Conclusion Expression of students about the lesson

Positive expressions: ________            __________________________________________

Negative expressions:______________ __________________________________________

 

Approved: _______________________                                                                 Date: _______

LESSON PROCEDURE

The theme Television and children
The aims of the lesson: ·  To know and use the terms that are useful for analysing language on the topic “Television and children”;·  Recognize layers of meaning in the text, work with vocabulary;

·  Individual and group feedback by speaking about TV.

Objectives 1.      Warm-up2.       Team work “Vocabulary work”

3.       Team work “Reading for gist”

4.       Pair work “Advantages and disadvantages”

5.      Expressions

10 min10 min

10 min

10 min

 

5 min

The expected result  ü  They will know and use the terms that are useful for analysing language on the topic “Television and children”;ü  They will be able to recognize layers of meaning in the text and understand words;

ü  They will be able to speak about TV.

The main idea —    Create “Wordbank”: Radio, channels, to turn on/off, switch on/off—    Create “Grammar database”: Present/Past/Future Simple tenses

—    Expectation: scan for understanding the main idea of the sentences and scan for gist. Discuss and work with vocabulary words

—    Working out: understanding the implication of the work and selecting material to suit it.

Assessment 1.      Learning/ Respond logs2.      Anecdotal notes

3.      Individual whiteboard

Homework Ex III on p.142

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up “Brainstorming questions”

T: You have a lot of favourite programmes. So the next task is to match each type of programme on the left with the correct item on the right.

a) nature films 1) football, boxing, swimming
b) quiz shows 2) life of different countries
c) news 3) people try to win prizes by answering questions
d) soap operas 4) advertisements for products
e) commercials 5) animals, fish, birds, plants, flowers
f) travel films 6) information about what’s happening in the world
g) comedies 7) jokes and funny situations
h) sport 8) information for students
i) education programmes 9) story of the daily life of a family
  1. Divide the class into two groups
  1. Check their homework

 

  1. Main part

Step 1: Team work “Vocabulary work

*Match Kazakh word with the English and practise the pronunciation.

T: Do you know that TV has some advantages and disadvantages? Let’s read the text and discuss the positive and negative sides of TV.

But first of all, let’s work with the list of words, try to understand them.

  • advantages and disadvantages
  • to keep people informed
  • to provide
  • to be very harmful for eyes
  • violent programs
  • to make people violent
  • violence
  • a vital problem
  • advertisement
  • to become TV-addicted

Before reading: answer the question “Do you agree that TV has positive and negative sides? What sides are predominant to your mind?”

 Assessment: Learning/ Respond logs

Step 2: Team work “Reading for gist

Advantages and disadvantages of TV

Watching TV, you know, is the perfect way to spend our free time. Do you agree? Or maybe you don’t? It’s a well known fact that TV has good and bad sides.

First of all it keeps people informed; we can learn a lot of information watching TV. We can choose programs that appeal to us more, because TV provides programs for all interests. Sometimes with the help of TV we can relax, entertain ourselves, especially when we are tired.

Advertisement on TV gives us information about different products, and it makes it easier to choose things to buy. When we watch TV we learn something new about the world, famous people and recent news.

But, on the other hand, TV has a lot of disadvantages. It takes a lot of time and it makes us lazy. Besides, it’s very harmful for our health, especially for our eyes. Some violent programs and films on TV make people violent. Violence becomes a vital problem in our days.

There is too much advertisement on TV. Sometimes it can encourage us to buy things we don’t need at all. Watching TV takes all free time from almost all people. We just watch it, not concentrate, and waste time.

So, we can’t say exactly whether it’s useful to watch TV or not, as TV has its advantages and disadvantages.

Millions people in the world spend hours watching TV every day… But what for? Do people really think it’s the best way to spend time?

Many people become TV-addicted and it’s really a problem of our time. But the fact is that “so many people, so many minds!” And what do you think?

 Assessment: Anecdotal notes

     Step 3: Pair work “Advantages and disadvantages”

T:   Make up the table, using facts from the text (it’s better to divide the class in to two groups, the first one – to find the advantages of watching TV, the second one — to find the disadvantages of watching TV)

advantages of watching TV disadvantages of watching TV
1.2.

3.

1.2.

3.

Assessment: Individual whiteboard

  • Conclusion

Expression of students about the lesson

 

Календарно-тематическое планирование по английскому языку для 8 класса по УМК

English 8”, Т.Д.Кузнецова, П.Г.Козлов, изд. «Мектеп», г.Алматы, 2012

Week Date Hour Themes Skills Home task Visuals- literature
Vocabulary Grammar  
I TERM  
Kazakhstan is my Motherland (9 hours)  
1 Diagnostic Test To define students’ level of know of English Word formation, types of sentences (imperative, interrogative, negative) and questions (general, special, tag-question, alternative question) Revision of learnt material of the 7th grade
Kazakhstan is my motherland (population, towns and cities). Vocabulary (country, homeland, city, hills, valleys, etc.) and pronunciation Present / Past Simple, construction there is/ there are To write 10 sentence on the theme ‘My motherland’ Grammar reference 
2 Astana is the capital of  Kazakhstan. Reading and speaking, Present Simple and Present Continuous tenses To ask 5 questions to the text Grammar referencePictures
Sightseeing in Kazakhstan. Sightseeing, glacial, heavenly, mountains, monuments, park, etc.  Present Perfect Continuous tenses To make the project “ Sightseeing in Kazakhstan”(slide show presentation) Grammar tableInteractive board
3 Geographical position of Kazakhstan (climate , landscape, rivers, waterways, hills, mountains, plains,) Vocabulary (climate, landscape, population, rivers, waterways, etc.) and pronunciation  Past Simple tense To write a topic “ Geographical position of Kazakhstan”(15 sentences with the words from new vocabulary) Grammar referenceInteractive board
Ecological problems of Kazakhstan (water/air/land pollution) Vocabulary (pollution, to threaten, oxygen, soil, oil, tankers, etc.) and pronunciation  Past Continuous tense To find information about ecological problems of our city Grammar tablePictures, booklet, cards, placards
4 Ecological problems of English speaking countries Vocabulary (pollution, to threaten, oxygen, soil, oil, tankers, etc.)  AdjectivesPrepositions of place To write an Essay on theme “Environmental protection” Grammar referenceInteractive board
Control test Vocabulary “ Kazakhstan is my Motherland Present/Past Simple, Present/Past Continuous, Present Perfect tenses, “there is/there are” construction, word formation To revise grammar and vocabulary learnt to prepare for corrections
5 Corrections Vocabulary “ Kazakhstan is my Motherland Present/Past Simple, Present/Past Continuous, Present Perfect tenses, “there is/there are” construction, word formation To do corrections Grammar reference
New technology (9 hours)  
5 Mass Media in  our life. Vocabulary (mass media, spectators, readers, newspaper, channels, etc.) and pronunciation Present/Past/Future Simple tensesAdjectives

Adverbs

To learn the new words by heart, to compile 10 sentences Grammar referenceInteractive board
6 Radio and TV in my life.  Radio, channels, to turn on/off, switch on/off Present/Past/Future Simple tenses  Ex.IV on p.137 Grammar tablePictures, cards,
Adverts. Watching TV. Advertisement, newspaper,  to express their opinion about advantages and disadvantages of TV Modal verb would/should+ Perfect Infinitive Ex.II, III on p.139 Ex IV (2) on p.141 Interactive board
7 Television and children. to develop dialogical speech Questions (Past, Present Simple tenses) Ex III on p.142 Grammar table
The Internet services. Computer.What is hardware and software. Bill Gates and computer. Network, social network, facebook, internet page, browser, admin, user, delay,  Hardware, software, mouse, monitor, processor, printer, scanner, keyboard etc. Compound nouns  Ex V (2) on p.146Ex II (1, 2) on p. 149-150 Grammar referenceInteractive board
8 Mobile phone. The Internet. Cell-phone, mobile phone, internet service, banking, etc. Present / Past Simple tense Ex IV on p. 151 Grammar table 
Mass Media in Kazakhstan. Mass Media. The Media in my life. To speak about favourite TV programmes in small groups Degrees of comparison of adjectives Ex II, V (2) on p.154 Interactive board
9 Control test Vocabulary “ New technology Present/Past/Future Simple tensesAdjectives

Adverbs

Degrees of comparison of adjectives

To revise grammar and vocabulary learnt to prepare for corrections
Corrections Vocabulary“ New technology Present/Past/Future Simple tensesAdjectives

Adverbs

Degrees of comparison of adjectives

To do corrections Grammar reference
II TERM  
Education in Kazakhstan, the USA and the UK (14 hours)  
1 Schools we get knowledge in. Educational system, junior, primary, high, infant, college, etc.   articles and prepositions Ex.V on p.106 Interactive board
Schools in Kazakhstan. Secondary, high, college, university, institution, etc. revision of Present Simple Ex III, V on p.107-108 Grammar table 
2 Secondary education. Reading and interpretation  Conditional sentences Ex IV, VI on p. 110-111 Interactive board
Schools in our country.   Reading and interpretation Zero Conditionals Ex II, VI on p. 112-113 Grammar reference
3 Schools in Great Britain. School uniform, suit, hat, skirt, blazer, jacket, etc. First Conditionals Project work Grammar tablePictures
Comparing the systems of education in GB and Kazakhstan. Advantages, disadvantages, pros and cons, etc.  Second Conditionals Ex IV on p. 119 Grammar referenceInteractive board
4 My school day. Speaking  (dialogue speech) adverbs Ex II on p. 121 Grammar table
Speaking about schools. Speaking (monologue speech) Present tenses Ex III, VII on p. 124-125 Grammar reference
5 A day at school. Go to school, make one’s bed, have breakfast, break, bell gone, classmates, courses, coach, trainer, etc. Present tenses Essay on theme“My day at school” Grammar referenceInteractive board
Educational system of the USA. Comprehensive, private, boarding school Degrees of comparison adjectives and adverbs Ex III on p. 129 Grammar reference
6 Schools of future. Reading and speaking  “to be going to…” Ex IV on p. 131, to make a project in groups Interactive board
Project work “The school of my dream” Writing and speaking Future Simple To revise grammar Grammar reference
7 Control work on p. 132 Vocabulary “Education in Kazakhstan, the USA and the UK” Present tenses,  Degrees of comparison adjectives and adverbs, Future Simple, “to be going to…”  To revise grammar and vocabulary learnt to prepare for corrections
Corrections Vocabulary “Education in Kazakhstan, the USA and the UK” Present tenses,  Degrees of comparison adjectives and adverbs, Future Simple, “to be going to…”  To do corrections Grammar reference
III TERM  
The flora and fauna (18 hours)  
1 Wild life of Kazakhstan. Wildlife, animals, plants, the Red Book, sea, ocean, rivers, fish,etc.  adjectives To compile 10 sentences with new words from active vocabulary on theme “wildlife” Grammar referenceInteractive board
Typical Kazakhstan animals. Reading, speaking Degrees of comparison of adjectives and adverbs Essay about favourite pets and animals Grammar tablePictures, booklet
2 Typical Kazakhstan plants. Vocabulary (flora, green, forestgreenpeace) and pronunciation Degrees of comparison of adjectives and adverbs To make slide show on the theme “Typical Kazakhstan plants” Grammar referenceInteractive board

 

Project work “Wildlife of Kazakhstan”   Vocabulary (flora, green, forest, greenpeace Numbers To compile dialogues “Environmental protection” (1 student is a journalist, 2 student is a ministry of ecology) Interactive board
3 Wildlife of the USA and the UK. Mountains, hills, valleys, forests, dying, statistics, etc. Prepositions of place To read the text and get new information about wildlife of the USA and the UK, and find similarities/ differences Grammar referenceInteractive board
Our planet – the Earth. Vocabulary (solar system, planets, the Earth, continents, ocean, etc.) and pronunciation  Prepositions of place To learn the new words and compile 10 sentences Grammar tableMap, pictures
4 Environmental protection. Reading and speaking  Complex object Get ready for discussion of the text (to make 5 questions) to make 5 “True” sentences, 5 “False” sentences Grammar reference 
Nuclear wastes threaten our world. Nuclear, weapon, gun, war, wastes, pollutants, harm, diseases, environmental protection Past Simple To make slide show (Semey) Grammar referenceInteractive board
5 The flora and fauna of Kazakhstan. Vocabulary (flora, fauna, wildlife, etc.) and pronunciation  Articles To make a project work “Flora and fauna of my motherland” Interactive board
The flora and fauna of the USA and the UK. Listening and speaking Definite and indefinite articles To make a presentation: group A “Flora and fauna of the USA”, group B “Flora and fauna of the UK”. Pictures, placards, CD
6 The attitudes to animals and plants in Kazakhstan and English speaking countries (the USA and the UK). Speaking and interpretation  Indefinite pronouns To prepare the new information on the theme “The animals and plants from the Red Book” Interactive board
Save the nature. (Help our animals) Listening and speaking Articles, “there is/there are”, to revise types of the sentences (imperative, negative) Essay “Saving nature” Pictures, cards, CDs
7 Save the nature 2. (Let’s save our forest) Listening, reading and speaking Modal verbs Make up the plan “Saving our nature” Grammar reference 
Save the nature 3. (Our seas and rivers are in danger) Reading and speaking  Construction “there is/there are” To make slide – show (The Aral sea) Interactive boardSlide- show
8 Geography of  the USA.  Economical position of the USA and the UK. mountains, hills, valleys, plains, rivers and waterways, etc. Articles, “there is/there are” Topic “What not to do…” Map, pictures
Project work “Let’s think of the future”. Speaking and listening Present/Future Simple tenses To get ready for the control work Grammar reference
9 Control work. Vocabulary “ The flora and fauna Articles, “there is/there are”, Present/Future Simple tenses,  Construction “there is/there are”,  Modal verbs To revise grammar and vocabulary learnt to prepare for corrections
Corrections Vocabulary “ The flora and fauna Articles, “there is/there are”, Present/Future Simple tenses,  Construction “there is/there are”,  Modal verbs To do corrections Grammar reference
The outstanding people of Kazakhstan and English speaking countries, their influence on world culture (18 hours)  
10 English speaking countries (the U SA and the UK, etc.) Vocabulary  (state, monarchy, presidential, parliament, congress, peers, speakers, parties, etc.) and pronunciation  “There is/there are” To answer the questions about the text Interactive board
Social and political structure of the USA and the UK. Vocabulary  (state, monarchy, presidential, parliament, congress, peers, speakers, parties, etc.) Compound adjectives and nouns To make diagram (to show differences and similarities of the social and political structure of Kazakhstan and the USA (1 group)/the UK (2 group) Grammar reference 
IV TERM  
1 The outstanding  political leaders of Kazakhstan Leader, queen, king, president, ambassador, ministry, etc.  Compound adjectives and nouns To compile 10 sentences; to make 5 questions Grammar tablePictures, booklet
The outstanding political leaders of English speaking countries (the USA and the UK). Leader, queen, king, president, ambassador, ministry, etc.  Compound adjectives and nouns To make project work: 1 group — “The Royal Family”; 2 group – “Outstanding political leaders of the USA” Grammar tablePictures, booklet
2 Traditions and customs of Kazakhstan and English speaking countries (holidays, ceremonies, celebrations). Speaking and listening  Adjectives To make slide shows “Traditions and customs …” Interactive board
The importance of literature in our life. Literature, poet, poem, novel, writer, etc. Present Simple monologue speech Topic by heart Grammar reference
3 Outstanding writers and poets of Kazakhstan. Reading and speaking Past tenses Slide – shows “My favorite poet/writer ” Grammar tableSlide- shows
Outstanding writers and poets of  the USA and the UK. Listening and speaking  Past tenses To make presentation “ Outstanding writers and poets of  the USA and the UK.” Grammar referenceInteractive board
4 Legends, fables  and tales of Kazakh people. Legend, fable, fairy-tales, hero, etc.  Reported speech To dramatize one of the famous Kazakh /English tales Interactive board
Abai, a great Kazakh poet. Reading and speaking  Past tenses To learn by heart one of Abai’s poems Grammar reference
5 William Shakespeare. Sonnets, globe, century, etc.  Past tenses Good reading of one of  the sonnets of W.Shakespeare Grammar reference
Project work “Shakespeare’s world”. Writing and speaking Past tenses To write Essay on the theme “Who is Shakespeare?” Grammar table
6 Mark Twain “The adventures of Tom Sawyer” Listening and speaking  Past tenses Act out one of the scenes from the book Interactive board
Charles Dickens. masterpieces,  Past tense Topic by heart Grammar table
7 Video lesson “Meeting with the characters of Charles Dickens” Writing and speaking  Revision of Present tenses Summary Slide- shows
Project work “My favorite poet or writer”. Writing and speaking Revision of Past tenses To write  Essay on the theme  “My favorite book” Grammar table
8 Control test. Vocabulary “ The outstanding people of Kazakhstan and English speaking countries, their influence on world culture Reported speech , Past tense,  Adjectives,  Compound adjectives and nouns To revise grammar and vocabulary learnt to prepare for corrections
Corrections Vocabulary “ The outstanding people of Kazakhstan and English speaking countries, their influence on world culture Reported speech , Past tense,  Adjectives,  Compound adjectives and nouns To do corrections Grammar reference

 

Пояснительная записка

к календарно-тематическому планированию курса «Английский язык для учащихся 8 класса» по УМК «English 8», авторы Т.Д.Кузнецова, П.Г.Козлов, издательство «Мектеп», Алматы, 2012г.

 

Настоящее календарное планирование разработано в соответствии с Государственным общеобразовательным стандартом среднего образования (начального, основного среднего, общего среднего образования), утверждённым постановлением Правительства Республики Казахстан от 23 августа 2012 года № 1080 и  согласно содержанию типовой программы, разработанной Национальной Академией Образования им.  И. Алтынсарина,   утвержденной  приказом Министра образования и науки Республики Казахстан №115 от 3 апреля 2013 года и зарегистрированной в МЮ РК  — приказ № 115 от 3 апреля 2013 года.

При обучении иностранному языку ведущим является принцип коммуникативной направленности, который определяет все составляющие учебно-воспитательного процесса.

Курс иностранного языка для 8 класса ориентирован на подготовку к обучению на уровне общего среднего образования, т.е. соотносится с общеевропейским уровнем владения языком: 8 класс – А 2 «предпороговый уровень».

Данная программа базового курса обучения английскому языку в 8 классе рассчитана на 68 часов. В указанное количество часов входят уроки для стартового, промежуточного, итогового контроля, уроки выполнения творческих заданий с использованием современных технологий обучения, ИКТ и Интернета.

Цель данного курса: совершенствование уровня знаний учащихся по английскому языку через развитие коммуникативных умений в четырех основных видах речевой деятельности (говорении, аудировании, чтении, письме), способствующих формированию умений учащихся общаться на английском языке, а также дальнейшему развитию общих и специальных учебных знаний. И, как следствие, совершенствование иноязычной коммуникативной компетентности школьников в целом.

На основании требований государственного образовательного стандарта предполагается реализовать актуальные в настоящее время образовательные подходы, которые определяют задачи обучения данной программы.

Задачи обучения:

— усовершенствование и активное взаимодействие всех видов речевой деятельности: чтения, говорения, письма, грамматической стороны речи;

— овладение новыми языковыми средствами (фонетическими, орфографическими, лексическими, грамматическими) в соответствии с темами и ситуациями общения, отобранными для данной программы согласно требованиям Государственного образовательного стандарта РК.

— освоение знаний о разных способах выражения мысли в родном и изучаемом языке;

— приобщение учащихся к культуре, традициям и реалиям Казахстана и стран изучаемого языка;

— формирование умения представлять свою страну, ее культуру в условиях иноязычного межкультурного общения;

— развитие умений выходить из положения в условиях дефицита языковых средств при получении и передаче информации;

— воспитание у школьников понимания важности изучения иностранного языка в современном мире и потребности пользоваться им как средством общения, познания, самореализации и социальной адаптации;

— воспитание качеств гражданина, патриота;

-формирование национального самосознания, стремление к взаимопониманию между людьми разных сообществ, толерантного отношения к проявлениям иной культуры.

Содержание курса для 8 класса включает темы, охватывающие социально-бытовую, учебно-трудовую и социально-культурную сферы, на изучение которых выделено (68 часов):

1) «Моя Родина – Казахстан», «Географическое положение Казахстана», «Экологические проблемы (в нашей стране и в странах изучаемого языка)» (9 часов);

2)«Научно-технический прогресс», «Научное сотрудничество Казахстана», «Наука на службе человечеству», «Изобретения» (9 часов);

3) «Образование США», «Школа (типы школ)», «Система образования в США и в Казахстане», «Профессии» – (14 часов);

4) «Животный и растительный мир (нашей страны и страны изучаемого языка)», «Рельеф, экономическое и географическое положение США» (18 часов);

5) «Страны изучаемого языка», «Общественно-политическое устройство США», «Выдающиеся люди США и их вклад в мировую культуру» – (18 часов).

 

Основные формы проведения занятий  — это уроки с применением современных технологий обучения: ИКТ (с использованием интерактивной доски, аудио и видео записей), игровых технологий, технологий личностно-ориентированного и дифференцированного обучения, способствующих формированию основных компетенций учащихся, развитию их познавательной активности.

Ожидаемые результаты:

            Учащиеся 8 класса должны знать:

1)основные значения изученных лексических единиц (слов, словосочетаний) в объёме 350 слов; основные способы словообразования (аффиксация, словосложение, конверсия);

2) особенности структуры простых и сложных предложений;

3) интонацию различных коммуникативных типов предложений;

4) признаки изученных грамматических явлений (видо-временных форм глаголов, активного и пассивного залога, модальных глаголов и их эквивалентов, артиклей, существительных, степеней сравнения прилагательных и наречий, местоимений, числительных: количественных и порядковых, предлогов);

5) правила перевода прямой речи в косвенную речь;

6) основные нормы речевого этикета (реплики-клише, наиболее распространенная оценочная лексика), принятые в стране изучаемого языка.

Учащиеся 8 класса должны уметь:

1) рассказывать о себе, своей семье, друзьях, сообщать краткие сведения о своей стране и стране изучаемого языка;

2) делать краткие сообщения, описывать события/явления (в рамках изученных тем), передавать основное содержание, основную мысль прочитанного или услышанного в объёме 10-12 фраз;

3) вести различные виды диалогов в объёме до 6-7 реплик со стороны каждого собеседника;

4) понимать основное содержание кратких, несложных аутентичных прагматических текстов и выделять для себя значимую информацию;

5) понимать основное содержание несложных аутентичных текстов, относящихся к разным коммуникативным типам речи (сообщение/рассказ), уметь определить тему текста, выделить главные факты в тексте, опуская второстепенные. Время звучания текста – до 2 минут. Количество

предъявлений – 2 раза;

6) читать аутентичные тексты с пониманием основного содержания (определять тему, выделять основную мысль, выделять главные факты, устанавливать логическую последовательность основных фактов текста);

7) читать несложные аутентичные тексты разных жанров с полным и точным пониманием;

8) читать текст с выборочным пониманием нужной или интересующей информации;

9) написать письмо зарубежному другу;

10) писать поздравления, личные письма с опорой на образец;

11) писать личное письмо и электронное письмо, объем письма – 70-80 слов; излагать краткую информацию о себе, делать выписки из текста в соответствии с коммуникативными задачами.

 

 

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