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Түсінікті
«Ustaz tilegi» - Республикалық кәсіби педагогтар қауымдастығына қосылып, сайттағы 381 569 материалды тегін жүктеп алу мүмкіндігіне ие болыңыз
Толығырақ
2024-2025 оқу жылына арналған
қысқа мерзімді сабақ жоспарларын
Жүктеп алғыңыз келеді ме?
ҚР Білім және Ғылым министірлігінің стандартымен жасалған
4 тоқсан ҚМЖ ағылшын тілі 7 сынып
Материал туралы қысқаша түсінік
ҚМЖ Excel 7 сынып
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Short term plan: term 4
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Unit 8: Healthy habits |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Healthy/unhealthy habits |
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Learning objectives |
7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 7.6.13.1 use a variety of modal forms for different functions on a range of familiar general and curricular topics 7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - present vocabulary for healthy/ unhealthy habits - practise vocabulary for healthy/ unhealthy habits |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:87 • Draw Ss' attention to the pictures. Play the recording. • Ss listen and repeat chorally and/or individually. • Check Ss' intonation and pronunciation. Ex: 2 P: 87 •Draw Ss' attention to the pictures. Present the example and ask Ss to form sentences following the example. Monitor the activity around the class. • Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners listen and repeat. ANSWERS Student’s own answer. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. • Learners look at the picture. Answer the question. ANSWERS We should have a hobby. We shouldn't surt the Internet for too long. We should drink plenty of water. We shouldn't play video games too often. We should do a physical activity. We shouldn't eat late at night. We should eat fruit and vegetables. We shouldn't watch too much TV. |
Descriptor: - play the recording - repeat chorally and/or individually Total: 2 point
Self assessment Descriptor: - look at the picture. - answer the question. Total: 3 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Healthy habits |
Lesson 82 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: Live the dream |
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Learning objectives |
7.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts 7.4.5.1 deduce meaning from context in short texts on a growing range of familiar general and curricular topics 7.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 7. |
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Lesson objectives |
Learners will be able to: - introduce the topic and stimulate interest in the text - predict the content of a text and listen for main idea |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:88 • Draw Ss attention to the picture. Go through the key words and title and elicit meanings of vocabulary. If necessary, check meaning in Ss' L1 Ex: 2 P: 88 • Elicit predictions from the Ss about the text. Play the recording. Ss listen and read to find the answer. Check Ss' answers Ex: 3 P: 88 • Explain the task.
Ss' first go through the Check these words box and look up the meaning of any unknown words. Allow Ss time to complete the task. Check Ss' answers. Ex: 4 P: 88 • Explain the task and allow Ss time to formulate answers. Elicit answers from around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners look at the picture and read the title and the key words. ANSWERS Student’s own answer. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. • Learners listen and read to find out. Answer the question. ANSWERS I think the text is about how much sleep teenagers need and the negative effects of not getting enough • Learners read the text again and mark the statements. ANSWERS 1 F (They are trying to get a little more.) 2F (They feel sleepy later and take longer to wake up.) 3 T 4 F (It can harm your diet, and you may eat more unhealthy food to keep you awake.) 5T 6 T • Learners answer the question. ANSWERS The article is for teenagers, as it addresses the reader as 'you'describes a teenager's experience, and gives advice relevant to teenagers. It has a lot of information about sleep patterns in teenagers, but it is also written to persuade them to change their routines to get enough sleep at night. |
Descriptor: - look at the picture - read the title and the key words Total: 2 point
Self assessment Descriptor: - listen and read to find out - answer the question. Total: 3 point Descriptor: - read the text - mark the statements Total: 3 point Descriptor: - read thext. - answer the question. Total: 3 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Healthy habits |
Lesson 82 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Healthy lifestyles |
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Learning objectives |
7.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: - think of an alternative title for a text - practise giving advice to a friend - practise new vocabulary |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex5 P:89 •Explain the task. Make sure Ss understand that the title must reflect the overall message of the text. Allow time for Ss to compete the exercise. • Check Ss' answers. Elicit why the other answers are wrong. Ex: 6 P: 89 • Explain the task to the Ss. Remind them that when giving advice, we use should/shouldn't. They should use the text in Ex. 2 for ideas. • When giving advice, it is best to finish with positive encouragement. Give them sometime to prepare answers. Check answers by asking Ss to give their advice. Ex: 7 P: 89 • Explain the task. Allow time for Ss to compete the exercise. SS Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 8 P: 89 • Explain the task. Play the recording (twice if necessary). Ss listen and answer the questions. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners make sure Ss understand that the title must reflect the overall message of the text ANSWERS B (Not A, as the text does not tell teens to get less sleep, and not C, as 'success' is not really mentioned.) • Learners your friend feels tired and can’t concentrate at school. Advise him/her what to do. ANSWERS I'm sorry to hear you're feeling so tired. Here's some ideas that could help. You should eat dinner early so you don't go to bed on a full stomach. You should do something quiet and relaxing an hour before you go to bed. You shouldn't use a smartphone or a tablet before bed, as the bright light can wake you up. You should go to bed and get up at the same time every day. I'm sure that you will soon feel much better and be able to concentrate! • Learners fill in the correct words/phrase from the list. Check in your dictionary. ANSWERS 1 feel positive 2 fit 3 sleep 4 physical 5 overweight 6 balanced 7 stressed 8 share 9 support • Learners listen to Nell talking about his lifestyle and answer the question. ANSWERS 1 He gets around 8 hours of sleep every night. 2 He plays basketball after school. 3 He eats plenty of fruit and vegetables and a couple of chocolate bars a week. 4 His family give him support when he is stressed |
Descriptor: - identify the title - compete the exercise. Total: 2 point
Self assessment Descriptor: - use the text for ideas - give advise Total: 3 point Descriptor: - fill in the correct words/phrase - check in your dictionary Total: 3 point Descriptor: - listen to Nell - answer the question Total: 3 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Healthy habits |
Lesson 83 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Use of English: Zero conditional |
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Learning objectives |
7.1.5.1 use feedback to set personal learning objectives 7.6.16.1 use a growing variety of conjunctions including because, since, as to explain reasons on a range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - present the zero conditional, practise the zero conditional - present the first conditional, practise the first conditional |
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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 |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex1 P:90 • Ss close their books. Say and write on the board: If I get up late, I arrive late at school. Explain that this is a conditional sentence. Every conditional sentence has a condition and a result. Explain that there are different types of conditionals for different situations and tenses. Explain that this is called the zero conditional and it uses the present tense for the conditional and for the result. It is not used very often, and its main use is for factual information, where the result is always the same if the condition is met. Ex: 2 P: 90 • Explain the task. Allow Ss time to complete the exercises. Check Ss' answers. Ex: 3 P: 90 • Ss close their books. Say and write on the board: # I get my homework done early, I will go for a run. Explain that this is a first conditional. Explain that it uses the present tense for the conditional and the future tense for the result. It is used to talk about a possible result in the present or the future. Explain that we usually use a comma after the conditional part of the sentence, if it comes before the main clause. Write further examples. If I eat this cake, I will not be able to eat my dinner. . Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 90 • Explain the task. • Allow Ss time to complete the exercises Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners read the theory. Say the examples in your language. Find an example in the text. ANSWERS If you don't get enough sleep, you find it harder to concentrate. If you want to follow your dreams, make sure you catch up on those • Learners write zero conditional sentences as in the example. ANSWERS 2 If you mix blue and red, you get purple. 3 If I don't sleep well, I feel tired. 4 If people eat too much, they get fat. 5 If you freeze water, it turns to ice. 6 If you heat ice, it melts • Learners read the theory. Find examples in the text. Answer the question. ANSWERS If you don't get enough sleep, you will eat more unhealthy food. If you follow these tips, you will boost your performance. • Learners write first conditional sentences, as in the example. ANSWERS 2 If he exercises more, he will lose weight. 3 If I feel thirsty, I will buy a bottle of water. 4 If you eat too much junk food, you will get ill. 5 if she avoids fizzy drinks, she will be fit and healthy. 6 If I have some free time, I will take up a hobby |
Descriptor: - read the theory. - find an example in the text Total: 2 point
Self assessment Descriptor: - write zero conditional sentences - complete the exercises. Total: 2 point Descriptor: - read the theory - find examples in the text Total: 2 point Descriptor: - write first conditional sentences - complete the exercises Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 8: Healthy habits |
Lesson 84 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Use of English: Modals (must, have to) |
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Learning objectives |
7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 7.6.13.1 use a variety of modal forms for different functions on a range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - practise the second conditionaд - present modals (must/have to/need to/ might) - practise modals (must/have to/need to/might) |
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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. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex8 P:91 •Explain the task. Ss work with a partner. Ask one pair to read the example. • Allow Ss time to complete the exercises. • Monitor the activity around the class. • Check Ss' answers. Ex: 9 P: 91 • Ss close their books. Write on the board: Modal Verbs. Then say and write: I must do my homework before I go to the cinema. Underline must and explain that it is a modal. Write: I have to read this book by the weekend. Underline have to and explain that it is a modal. Write: I need to go to the shop on the way home. Explain that need to is a modal verb. I might have time to meet you for coffee on Saturday.
Ex: 10 P: 91 • Explain the task. Allow Ss time to complete the exercises. Check Ss' answers. . Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 11 P: 91 • Explain the task. Allow Ss time to fill in the gaps. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners ask and answer questions, as in the example. ANSWERS 2 A: What would you do if you hurt your leg? B: If I hurt my leg, I would put ice on it. 3 A: What would you do if you put on weight? B: If I put on weight, I would go on a diet. 4 A: What would you do if you felt B: If I felt ill, I would see a doctor. 5 A: What would you do if you wanted to get fit? B: If I wanted to get fit, I would take up a sport. • Learners read the theory. Answer the question. ANSWERS teenagers need to sleep an hour longer than adults necessity might do worse in your exams possibility you must eat dinner early - strong advice you should start doing something quiet and relaxing • Learners choose the correct modal. ANSWERS 1 need to 2 must 3 might 4 mustn't 5 don't have to 6 mustn't • Learners complete the dialogue with modals. ANSWERS 1 must-strong advice 2 don't need to it's not necessary 3 have to it's necessary 4 mustn't-strong advice 5 don't have to it's not necessary 6 might possibility |
Descriptor: - work with a partner. - ask and answer questions Total: 2 point
Self assessment Descriptor: - read the theory - answer the question. Total: 2 point Descriptor: - choose the correct modal Total: 2 point Descriptor: - fill in the gaps - complete the exercises Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 8: Healthy habits |
Lesson 85 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: Food for sport |
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Learning objectives |
7.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.2.6.1 deduce meaning from context with little support in extended talk on a limited range of general and curricular topics 7.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts |
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Lesson objectives |
Learners will be able to: - introduce the topic and stimulate interest in the text - predict the content of a text and listen for main idea - read for specific information and test comprehension |
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Value links |
Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex1 P:92 • Draw Ss' attention to the picture. Explain that an 'eatwell plate' is a summary of the main food groups and recommended portions. Elicit vocabulary for the food and drinks. • Elicit which food and drinks Ss eat/drink most often. Ex: 2 P: 92 • Ask Ss to go through the Check these words box and look up any words they don't know. Elicit predictions from the Ss about the text. Play the recording. Ss listen and read to find the answers. Check Ss' answers.
Ex: 3 P: 92 •Explain the task. Read out the questions and give Ss time to look back at the text. • Allow Ss time to complete the task. Check Ss' answers. . Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners look at the eatwell plate. Name the foods/drinks on it. ANSWERS Student’s own answer • Learners listen and read to find out. Answer the question. ANSWERS Starchy foods such as bread, rice, pasta and potatoes give us a lot of energy. Proteins such as meat, fish, eggs and dairy products keep our muscles strong. • Learners read the text and mark the statements. ANSWERS 1 T 2 DS 3 F (Protein keeps athletes ' muscles strong.) 4 F (Carbohydrate such as... are an excellent source of energy.) 5 F (Athletes must have a drink available during exercise.) 6 DS |
Descriptor: - look at the eatwell plate - name the foods/drinks Total: 2 point
Self assessment Descriptor: - listen and read - answer the question. Total: 2 point Descriptor: - read the text - mark the statements. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
|
Poster Success
|
|
Short term plan: term 4
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex4a P:93 •Explain the task. Allow Ss time to make sentences in closed pairs. Monitor the activity around the class for pronunciation and intonation. Elicit answers from Ss around the class. Ex:4b P: 93 •Explain the task. Ss should copy out the table and tick the correct boxes. • Give Ss time to complete the task. When they are done, ask a S a question, such as: How often do you eat out? The S answers: / sometimes eat out. Then ask: Who else sometimes eats out? Ss raise their hands. In this way, Ss identify who shares the same tastes. Check Ss' answers around the class Ex: 5 P: 93 •Explain the task. Ss should copy out the table and tick the correct boxes. • Give Ss time to complete the task. When they are done, ask a S a question, such as: How often do you eat out? The S answers: / sometimes eat out. Then ask: Who else sometimes eats out? Ss raise their hands. In this way, Ss identify who shares the same tastes. Check Ss' answers around the class. Ex: 6 P: 93 •Ask the Ss to get into pairs. Explain the task. Suggest they use the eatwell plate in Ex. 2 and the menu in Ex. 4a for ideas. • Monitor the activity around the class. Check Ss' answers. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities |
• Learners listen to Paul, a professional swimmer, and complete his daily menu with the words below. ANSWERS 1 egg 2 cheese 3 yoghurt 4 bananas 5 sugar 6 pasta 7 beef 8 tomatoes 9 chicken 10 potatoes 11 pizza 12 apples • Learners tell the class what Paul eats every day. ANSWERS For breakfast Paul eats three egg sandwiches with bacon and cheese, a bowl of yoghurt with strawberries and bananas, and four slices of bread topped with sugar. Then, at lunch, he has one plate of pasta with tomato sauce, two beef burgers and two bottles of sports drinks. Finally, he eats five pieces of roast chicken, two baked potatoes and seven slices of cheese pizza, followed by two apples • Learners answer the questions. Find someone in the class with the same tests ANSWERS 1 Sometimes 2✓ Every day 3 ✔ Sometimes 4 Never 5✓ Every day 6 Often 7 Sometimes 8 Every day 1 I sometimes eat out. 2 I eat homemade food every day. 3 I sometimes eat junk food like burgers. 4 I never drink fizzy drinks. 5 I drink water every day. 6 I often order takeaway. 7 I sometimes eat snacks between meals. 8 I eat fruit every day. • Learners answer the question. ANSWERS A: For breakfast, I have a bowl of yoghurt and some fruit. B: For breakfast, I have bacon and eggs. |
Descriptor: - listen to Paul - complete his daily menu Total: 2 point
Self assessment Descriptor: - tell the class - what Paul eats every day Total: 2 point Descriptor: - and tick the correct boxes. - complete the task. Total: 2 point -Make CCQ questions Yes / No A: For lunch, I have meat and vegetables, or sometimes some fish. B: For lunch, I have a cheese sandwich. A: For dinner, I have pasta and tomato sauce. B: For dinner, I have roast chicken and potatoes. A: As a snack, I have a banana or an apple. B: As a snack, I have bread and a glass of milk. |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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