Материалдар / 7 сынып агылшын КМЖ

7 сынып агылшын КМЖ

Материал туралы қысқаша түсінік

7 сынып агылшын КМЖ 2 токсан

Бакытжанова Айнара

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

03 Қараша 2024

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Шет тілі Сабақ жоспары 7 сынып

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LESSON 30 Unit 3: Holidays and Travel			School:
Date: 8 November			Teacher name:
Grade: 7б			Number present:		Number absent:
Theme of the lesson:		Discussing unusual and interesting journeys across Kazakhstan and around the world
Learning objective		7.C6 organize and present information clearly to others 7.UE14 use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics 7.L1 understand with the little support the main points in extended talk on limited range of general and curricular topics
Lesson objectives:		All learners will be able to: Demonstrate knowledge on the topic using vocabulary. Determine in practice using prepositions before nouns and adjectives in common prepositional phrases. Listen and discuss with support the main points in extended talk on topic Most learners will be able to: the usage of prepositions before nouns and adjectives in common prepositional phrases on a wide range. Some learners will be able to: Understand and describe without support the main points in extended talk on the topic” Discussing unusual and interesting journeys across Kazakhstan and around the world”.
Previous learning		unit revision
Plan
Planned timing	Planned activities			Learners’ activities		Evaluation	Recourses
Beginning 5 min	Greeting: Teacher greets with learners; Lead in: Answer the questions: What do you see on the video? Do you like this heroes? What do they usually do? What is the theme of our lesson?			Learners respond to greeting and take their places		Verbal evaluation	Video
Middle 30 min	Task 1: Connect words with pictures by meaning: -ride a camel -go on safari -swim with dolphins -climb a mountain -fly in a hot – air balloon -try an extreme sport -camp on a riverbank -travel abroad Task 2: Work with whole class. The Caspian Sea is the largest enclosed body …. water …. Earth. Caspian Sea washes the western part … KZ. Caspian Sea is not connected .... an ocean which makes it like a lake. The northern part of the sea is ….. 6 m deep. The northern part differentiates …. the sudden Task 3: Work in group. Forming 3 groups. Every group has own task. group should do: Complete the questions to the topic “Australia”. group should do: Make a dialogue on the topic “Australia”. group should do: Demonstrate knowledge on the topic “Australia” by cluster.			Learners connect words with pictures by meaning Fill the missed prepositions and put them on the places. (with, on, of, about, of, by) Learners Demonstrate knowledge on the topic “Australia” by cluster and make questions and dialogue		Individual avaluation Verbal evaluation Mutual avaluation	Pictures
End 5 min	Reflection. Method “Five fingers ”. In the beginning of the lesson learners are introduced to Descriptors. In order to motivate learners after each their answer a teacher gives formative assessment in oral form. Reflection through “ Five fingers” finger – difficulties during the lesson finger - what do you like during the lesson finger – your mood finger – what do you do today? finger – what do you learn today? Home task: read the text ones more and answer the questions Saying goodbye			Learners reflect each other at the end of the lesson through two stars and wish in oral form. In order to make changes according to the perception level of learners disadvantages of the lesson will be assessed.		Self-assessment

LESSON 31

Unit 3: Holidays and Travel

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Learning about map reading

Learning objectives

7.R9 recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects

7.UE14 use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics

Lesson objectives

all learners will be able to

remember famous places in Kazakhstan in simple texts with support;
learn prepositions before nouns and adjectives in common prepositional phrases from simple text with support;
identify where famous places of Kazakhstan are situated in with support;

most learners will be able to

narrate famous places in Kazakhstan in simple texts;
use prepositions before nouns and adjectives in common prepositional phrases from simple text with some support;
identify where famous places of Kazakhstan are situated in with some support;

some learners will be able to

collect more information about famous places in Kazakhstan
apply prepositions before nouns and adjectives in common prepositional phrases with other information;
give an improvement of an opinion at discourse level on the best places to visit in Kazakhstan:

Previous learning

Discussing unusual and interesting journeys across Kazakhstan and around the world

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organization moment

Forming in to four groups.

I’ll give you a piece of papers with words and you should connect these pieces and make up one word.

The first group is NORTH

The second group is SOUTH

The third group is WEST

The fourth group is EAST

Ss look at the pictures and answer the questions.

What is it?

What are going to speak about?

How do you think what is the theme of our lesson?

Verbal evaluation

Pieces of papers

Slide

Middle

30 min

Task 1 .

Form two groups the first group – prepositions, the second group – adjectives. Work in groups

The first group: the north and the south– prepositions:

It is an 11th or 12th-century mausoleum (for) a noble woman located (in) the village of it, 18 km west of Taraz, Kazakhstan (on) the Silk Road. It is one (of) the natural monuments (in) the region. A lot (of) climbers (from) all over the world come (to) visit the mountain annually.

The second group: the west and the east – adjectives:

(Beautiful) and (rich) Akmola region, an ancient land of an ancient people. A mountain is one of (natural) monuments in East Kazakhstan region. It is (the highest) peak of Altai and of all Siberia. It is locally (famous) as a monument to love and faithfulness.

Task 2

Look at the map and tell what the main cities are and what part are situated there using the direction “south, north, east and west.

Task 5. Define what famous places are situated in Kazakhstan and give information about these cities, add information other interesting places in Kazakhstan.

Ss choose from the text the words with prepositions before nouns and adjectives.

Recognizes the words with prepositions before nouns and adjectives in the text.

Ss examines the map.

Ss fill the table with the names of cites.

Tells the location of cities correctly.

gives more information about it.

adds information other interesting places in Kazakhstan

Individual avaluation

Mutual avaluation

Verbal evaluation

pictures

End

5 min

“The tree of wishes”

Apple- I have known much information.

Flower- I have understood much information. It was very useful information.

Leaf- Today some questions were not clear for me.

Home task: write short story about beautiful place in our Republic

Saying goodbye

Students choose one of them

Self-assessment

LESSON 28 Unit 3: Holidays and Travel			School:
Date: 10 November			Teacher name: Izbulatova G B
Grade: 7 b			Number present:		Number absent:
Theme of the lesson:		Gathering information about festivals in Kazakhstan and around the world (Food and drink)
Learning objectives		7C.3 Respect differing points of view. 7S.7 Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 7 R.2 Understand specific information and details in texts on a range of familiar general and curricular topics.
Lesson objectives		All learners will able to: -speak about the best places of Kazakhstan; Most learners will able to: -speak on a topic using new expressions; . use first conditional in speaking activities ; Some learners will able to: -Speak about sightseeing of Kazakhstan and it’s nature;
Previous learning		Learning about map reading
Plan.
Planned timings	Teacher’s activities			Students’ activities		Evaluation	Resources
Beginning 3 min	A)Greeting (Duty’s report.) B)Checking the attendance Psychological spirit: 1)Divide class into two groups by method “Puzzle”(The Theatre, The Cinema ) Training: “I wish you …” Let’s stand in a circle and wishes to each other			Greeting. I group-The Theatre II group-The Cinema - I wish you luck! -I wish you Success! -I wish you health! -I wish you happiness! -Be pretty! -Be boldness!		Verbal evaluation	Pictures.
Miidle 30 min	Pre-learning. Watching video. I.Brainstorming. -What can you say about this video? -How do you think our today’s new theme is? -What is the best places do you know in Kazakhstan? -Have you ever been in__________ ? The large city in the south of the country. The city where many mausoleums are situated? The city has produced oil. T: ok ,very good. 1.T :There are a lot of wonderful places to visit in Kazakhstan. Today we have unusual lesson.You will admire places of interest, and I’m sure you will show your knowledge and we’ll talk about our country. Let’s begin our travelling from the visiting the capital of our country. Before we go to the Astana, find the right translation of the following words. Work with translation. Be Attentive!			-Learners answer to the questions. After reading the text Ss should answer the questions, make questions and choose a reporter for another group.		Individual avaluation Mutual avaluation Verbal evaluation	https://www.youtube.com/watch?v=dHz_PvyEooA PPT ,Pictures of the best places.Activeboard
End 7 min.	Reflection Open the “Magic box” and take one of the stickers.If you make up the sentences,you’ll have the ticket to the cities. Home task: read the text and make 5questions to the text Saying goodbye			Pupils go to the box and choose stickers.		Self-assessment	The tacher assesses learners with tickets

LESSON 33 Unit 3: Holidays and Travel			School:
Date:			Teacher name:
Grade: 7			Number present:		Number absent:
Theme of the lesson:		Gathering information about festivals in Kazakhstan and around the world (Food and drink)
Learning objectives		7C.3 Respect differing points of view. 7S.7 Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. 7 R.2 Understand specific information and details in texts on a range of familiar general and curricular topics. 7UE.17 Use if\unless in first conditional clauses, use defining relative clauses with which who that where on a wide range of familiar general and curricular topics.
Lesson objectives		All learners will able to: -speak about the best places of Kazakhstan; Most learners will able to: -speak on a topic using new expressions; . use first conditional in speaking activities ; Some learners will able to: -Speak about sightseeing of Kazakhstan and it’s nature;
Previous learning		Gathering information about festivals in Kazakhstan and around the world
Plan.
Planned timings	Planned activities			Students’ activities		Evaluation	Resources
Beginning 5 min	A)Greeting (Duty’s report.) B)Checking the attendance Psychological spirit: 1)Divide class into two groups by method “Puzzle Training: “Show me the …” Show the sightseeing of Kazakhstan			Learners do the task		Verbal evaluation	Pictures.
Miidle 30 min	Pre-learning. 1.T :There are a lot of wonderful places to visit in Kazakhstan. Today we have unusual lesson.You will admire places of interest, and I’m sure you will show your knowledge and we’ll talk about our country. Let’s begin our travelling from the visiting the capital of our country. Before we go to the Astana, find the right translation of the following words.			Learners answer		Individual avaluation
	Work with translation. Be Attentive! Work with translation. I’ll check you,how did you understand the text? Method “Reporter”. 2.Pair work. Let’s revise our grammar: First Conditional. Use first conditional by method “Add details” Teacher gives “Wait time” Read an translate. Cut the paper and stick the sentences in order . -Each group checks the works on a posters Task for the more able learners : Task for the less able learners. 1.I/have money 2.You /come/to our country 3.We /go/ to the Almaty 4.It / a nice day 5.It /sunny day a)We / go to the lake b)We /go for a picnic to mountain. c)I / go to Duman Entertainment centre d) You / visit to mausoleum e)We / go to the metro Descriptor: - applies correct form of the First conditional; -makes up the sentences; -reads and translates the sentences			Learners answer to the questions. Learners stick the sentences Learners match and write on laminated paper the sentences using first conditional		Verbal evaluation Mutual avaluation Individual avaluation	Pictures PPT
End 7 min.	Feedback Feedback. The teacher gives comments about learners work and awards learner. Home task: make the presentation about one of the wonderful place in Kazakhstan Saying goodbye			Students will choose one and put on the board their stickers.

LESSON 34

Unit 3: Holidays and Travel

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

The best places to visit in Kazakhstan

Learning objectives

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics

7.S3 give an opinion at discourse level on a growing range of general and curricular topics

7.C3 respect differing points of view

Lesson objectives

All learners will be able to:

- analyze and discuss the main points in text on the best places to visit in Kazakhstan with support

- apply an opinion at discourse level on the best places to visit in Kazakhstan.

Most learners will be able to:

analyze and discuss the main points in texts on the best places to visit in Kazakhstan with some support;

suggest an opinion at discourse level on the best places to visit in Kazakhstan.

Some learners will be able to:

-explain the main points in texts on the best places to visit in Kazakhstan without support

- give an improvement of an opinion at discourse level on the best places to visit in Kazakhstan

Previous learning

Gathering information about festivals in Kazakhstan and around the world (Food and drink)

Plan

Planned timing

Planned activities

Students’ activities

Evaluation

Resources

Beginning

5 min

- Greeting

- Warming up (date, weather, season, month, day of the week, feeling)

- Checking absence

- Phonetic drill. Let’s remember some English proverbs:

East or West home is the best!

There is no place like home!

What do these proverbs mean?

What is the theme of our lesson?

Why do you think so?

Concept checking: What should you do?

Students guessed about the theme

As you guessed, today we’ll talk about our country and the best places to visit in Kazakhstan.

Verbal evaluation

Blackboard

Middle

30 min

Regrouping :

Students are divided into three groups with the help of cards of popular cities of Kazakhstan. Each of them take one card and find another from the famous cities. At the end they should form 3 groups of cities).

Look at your cards. You should form three groups “Astana”, “Almaty”, “Shymkent”.

I Task. Answer the questions using internet resources. Each group describe your city. (Group work).

Less able students answer the questions.

More able students give full description of the city.

Where is this city situated?

What is this city famous for?

What places do you like to visit in this city?

Why do you recommend visiting this city?

Descriptor:

1. Answers the questions using internet;

2. Give the description of the city.

FA by cards:

Group of Astana –Baiterek

Group of Almaty- gold apple

Group of Shymkent- red tulip

Learners answer the questions using internet resources

Mutual avaluation

Cards of three cities

End

5 min

Feedback: Tree of success

Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need some helps

Red leaf - I don't understand

Homework:Write a review about your favourite city of Kazakhstan

Saying goodbye

Self-assessment

LESSON 35

Unit 3: Holidays and Travel

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:		The best places to visit in Kazakhstan
Learning objectives		7.C3 respect differing points of view 7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics 7.S3 give an opinion at discourse level on a growing range of general and curricular topics 7.UE17 use if / unless in first conditional clauses; use defining relative clauses with which who that where on a wide range of familiar general and curricular topics 7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives		All learners will be able to: - analyze and discuss the main points in text on the best places to visit in Kazakhstan with support - apply an opinion at discourse level on the best places to visit in Kazakhstan. Most learners will be able to: analyze and discuss the main points in texts on the best places to visit in Kazakhstan with some support; suggest an opinion at discourse level on the best places to visit in Kazakhstan. Some learners will be able to: -explain the main points in texts on the best places to visit in Kazakhstan without support - give an improvement of an opinion at discourse level on the best places to visit in Kazakhstan
Previous learning		The best places to visit in Kazakhstan
Plan
Planned timing	Planned activities		Students’ activities	Evaluation	Resources
Beginning 3 min	- Greeting - Warming up (date, weather, season, month, day of the week, feeling), сhecking absence Let’s continue out theme from the previous lesson and check a review about your favourite city of Kazakhstan		Learners answer	Verbal evaluation	Blackboard
Middle 30 min	1. Task. Read the text attentively. Group “Almaty” Make up 10 questions about the text. Almaty was the capital of Kazakhstan from 1929 to 1997. Now it is big commercial and cultural center of country. There are a lot of sightseeing in Almaty. Medeu is located in mountain. It is the highest skating rink in the world. Kok-Tobe mountain. It has a variety of amusement park. There is also 372 metres tall TV Tower. There is also a ski resort in Almaty- Shymbulak. It is elevated 2200 metres above sea level. Group “Shymkent” Make an advertisement using pictures and sentences from the text. Shymkent-the third largest city in Kazakhstan. There are many anciant cities. Tukestan historical region of central Asia. This city is 1500 years old. It was Khodja Ahmed Yasawi, the poet and Sufi. This place is worshiped by the Muslim community of Kazakhstan and Central Asian Countries. Arystan Bab Mausoleum it situeted in Sairam. Arystan Bab was a mentor of Khodja Ahmed Yasawi, and his teacher. Descriptors: 1. Analyze the text, find out and name the best places to visit in Astana. 2. Analyze the text make up ten questions about the text. 3. Analyze the text and make up advertisement using pictures and sentences from the text. 2 Task. Look at the pictures. Discuss and make up a dialogue using pictures and Internet resources. Imagine that you are visiting this place.		Learners Group “Almaty” make up 10 questions about the text Learners Group “Shymkent” make an advertisement using pictures and sentences from the text Learners make up the dialogue in pairs using pictures and Internet resources.	Mutual avaluation	Cards of three cities Texts, pictures Pictures,Internet resources
End (5 min)	Feedback: Tree of success Green leaf - I totally understand Yellow leaf - I understand the lesson but I need some helps Red leaf - I don't understand Homework: write and tell about place where you was in your summer holidays Saying goodbye			Self-assessment

LESSON 36

Unit 3: Holidays and Travel

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Making a brochure/leaflet

Learning objectives

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

7.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

-use appropriate subject-specific vocabulary and syntax to talk and to understand the theme “ making a brochure”.

- complete the range familiar topics on the theme “Making a brochure/leaflet ” with support.

Make a scheme on the theme: “Making a brochure/leaflet ” with moderate grammatical accuracy

Previous learning

The best places of Kazakhstan

Plan

Time

Planned activities

Students’ activities

Evaluation

Resources

Beginning

5min

Greeting and organization moments.

.Lead in - Showing video to determine the topic

What did you understand from showing video?

How do you think what kind of theme will we talk about?

Learners guess the topic of the lesson

Verbal evaluation

https://youtube.be/pe_phr53of4

Middle

30min

5. Pre-reading task.

Task 1 -

Match the new words with definitions.

Make a project work using vocabulary.

1.Brochure- a)design

2.Template- b)model, texture

3.Margin- c)mold

4.Graphics- d)benefit

5.Mockup- e)pamphlet

Answer: 1-e, 2-c, 3-d, 4-a, 5-b;

Post-reading task

Task-2

Make a brochure.

Task-3 Answer the questions.

1.What is a brochure?

2.What purposes can a brochure serve?

3.Who might a brochure target?

4.What can you do with brochures?

5.How do you plan to make a brochure?

6.How do write My brochure and design your brochure?

Learners match the new words with definitions.

Learners make a project work using vocabulary.

Learners make a brochure.

Learners answer the questions

Individual avaluation

Mutual avaluation

Individual avaluation

Verbal evaluation

worksheet

Flipchart, markers, glue, different color papers

End

REFLECTION. METHOD

"FIVE FINGERS".

Home task: Complete the chart about brochure

Saying goodbye

Learners should draw the shape of own hands and write on each finger.

Self-assessment

LESSON 37 Unit 3: Holidays and Travel			School:
Date:			Teacher name:
Grade: 7			Number present:			Number absent:
Theme of the lesson:		Writing an article for a school magazine or school e-zine about festivals or unusual and interesting journeys SA 3
Learning objectives		7.L5 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.W7 Use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics
Lesson objectives		All learners will be able to: - Identify the position of speakers in an extended talk with some support - Write a text keeping the layout and format of a given genre with a little support
Previous learning		Writing an article for a school magazine
Plan
Planned timings	Planned activities			Students’ activities	Evaluation		Resources
Start 5 min	Greetings. Lead-in: Teacher asks learners to make a cluster. They have a piece of paper or they can do orally. The central word is Travel. Teacher can add some words.			Learners make a cluster.	Verbal evaluation
Middle 10 min	Differentiation Learners are given handouts with matching task. A level Guess the words according the definitions to travel to a place by plane ________ to travel to a place by boat or ship_____ to travel by standing by the side of the road __ to travel to a place on foot_______ to travel to a place by car ______ to travel to a place by bicycle ______ B Level Match the words and their descriptions: 1. to drive _________ 2. to cycle _________ 3. to sail _________ 4. to walk _________ 5. to fly _________ 6. to hitchhike _________ to travel to a place by plane to travel to a place by boat or ship to travel by standing by the side of the road to travel to a place on foot to travel to a place by car to travel to a place by bicycle			Learners can do level A and B tasks	Mutual avaluation
SA 20 min	LISTENING Task 1.CD2. Tapescript 2. Go to the following link to listen to the information: What this talk is about? How many people are in a talk? What preferences do a caller request? Task 2. Choose the right answer A, B, C or D. Example:0.What date is flight reservation going to be? What is the man's destination? When is the man's departure date? What is the flight number for the second half of his journey? How long is the man's layover between flights? What request did the man make regarding his flight? WRITING Task 3. Answer the questions while you are writing. Teacher should print both examples of handouts for each learner. Who will you write to? What is the place like? Where are you? What are the people like? Are you having a good time? What did you do yesterday? Where are you staying? What are you doing tomorrow?			Learners listen to the conversation twice and answer the questions Learners choose the right answer Learners write a postcard to a friend	Individual avaluation		Worksheets
End 5 min	Feedback Feedback. The teacher gives comments about learners work and awards learner. Home task: wtire the letter about your holiday to your relatives Saying goodbye			Students will choose one and put on the board their stickers.	Self-assessment

LESSON 38

Unit 3: Holidays and Travel

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Unit revision

Learning objectives

7.C8 Develop intercultural awareness through reading and discussion

7.R2 Understand specific information and details in texts on a range of familiar general and curricular topics.

7.W6 Link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics.

Lesson objectives

All learners will be able to:

Realise particular facts and parts in reading passage.

Most learners will be able to:

Raise awareness about cultural diversity through reading and discussion.

Write a text keeping layout and format of a given genre with a little support.

Write topic related vocabulary correctly.

Some learners will be able to:

Connect sentences into paragraphs with basic connectors and linking words with some support.

Previous learning

Unit revision SA 3

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

GREETINGS.

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

Lead-in:

Which festival would you advise tourists to visit in your area? Why?

Learners brainstorm festivals people can go on holiday and discuss how people celebrate them.

Verbal evaluation

Presentation

Middle

30 min

Pre-reading

Teacher elicits their knowledge about these festivals

(Where are celebrated? Which festival would you like to visit most/least?)

While-reading

Read the text and mark the sentences True or False.

Peer assessment. Whole class discussion.

Post-reading. Writing

Tell the students that they are going to work individually and assess themselves (what they have learnt from this unit). Pay students’ attention to the assessment criteria.

Enable students to proofread. Teacher provides open class feedback.

Differentiation by pace (extension):

If a student quickly grasps core activity, s/he may draw a map according to the text. Students find out the differences and similarities of Nauryz and Christmas using Venn diagram.

Learners look at the photos and try to guess the festivals, where they are celebrated.

Learners read the text and mark the sentences True or False

Learners should apply learnt material in terms of grammar, vocabulary and linking words.

Mutual avaluation

Individual avaluation

Verbal evaluation

End

5 min

Plenary:

I have learnt ….

Now I can …

It was interesting …

It was difficult …

It was unclear …

Home task: wtire the letter about your holiday to your relatives

Saying goodbye

Learners finish the statements

Self-assessment

LESSON 39

Unit 4: Space and Earth

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Looking at the future and the environment

Learning objectives

L8 understand supported narratives on a wide range of

general and curricular topics

S3 give an opinion at discourse level on a growing range of general and curricular topics

Lesson objectives

All learners will be able to

understand the meaning of a story about environment

Most learners will be able to

speak about ecological problems

Some learners will be able to

write an essay and tell the class

Assessment criteria

Recognize the meaning of a story with some support

Convey fantasy ideas including emotions and senses

Previous learning

Revision unit 3

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

ORGANIZATION MOMENT

Greeting

Dividing the class into group with the pictures of nature

Pictures of nature

Middle

30 min

Task1 Method “Brainstorming”

Work with a partner . What do you think the video will be about?

Find out about building sustainably?

Descriptor;

-Works in pairs

- Describes the pictures

Task2 Method «Dubbing»

Watch the video without sound and check your ideas.

Descriptor:

-watches the video without voice

-works with groups and checks ideas

Task3

Method «Who is quickly?»

Which of the words below do you think you will hear in the video?

Ss look at the photos and describe them.

Ss do the task

Ss watch the video and find given words

Verbal evaluation

Mutual avaluation

Individual avaluation

Task4 Method “Check up yourself”

Watch the video with sound. Check your answers to exercise 3

Task5. Method “Match the word”

Watch the video again and match the information.

1 hail stones

2 95%destroyed

3 the wind speed was

4 the solar panels

5 a new and improved

a of homes and businesses

b Greensburg was created

c create energy for the building

d the size of tennis balls

e 320km per hour

Task6 Method “Changing station”

Discuss the questions in groups.

1 What are the most common natural disasters in your country?

2Are there any buildings in your town with solar panels?

3 Do many people have solar panels on their houses in your town ?

4Do you think solar panels are a good idea? Why\Why not?

Ss watch the video

match the sentences with the right column

Ss discuss with group

and answer the questions

Verbal evaluation

End

5 min

FEEDBACK “INSERT”

V - I know…..

-- - …. is not clear to me

+ - …. is new information to me

? – I was surprised at ….

Home task; Ex 6 page48

Saying goodbye

Self-assessment

Blanks

LESSON 40 Unit 4: Space and Earth			School:
Date:			Teacher name:
Grade: 7			Number present:			Number absent:
Theme of the lesson:		Looking at the future and the environment
Learning objectives		7.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.L5 recognize the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics
Lesson objectives		All learners will be able to understand the meaning of a story about environment Most learners will be able to speak about ecological problems Some learners will be able to write an essay and tell the class
Assessment criteria		Recognize the meaning of a story with some support Convey fantasy ideas including emotions and senses
Previous learning		Looking at the future and the environment
Plan
Planned timings	Planned activities			Students’ activities	Evaluation		Resources
Start 5 min	ORGANIZATION MOMENT Greeting Checking up the homework Dividing the class into group with the pictures of nature			Ss answer	Verbal evaluation		Pictures of nature
Middle 30 min	Task 1. Complete the sentences with the verb in correct form save • worship • threaten • survive • protect • preserve • face • clean up Several forms of pollution .......................... the environment. 2 The local green group .......................the beach next Saturday. 3 In ancient times, people ............................ a variety of gods. 4 We need to do more ..............................the environment. 5 Greenpeace is doing a lot ..........................whales. 6 Archaeologists are not sure if the monument.......................... for long. 7 Conservationists are doing everything they can ............ the temple. 8 A number of animal species ................extinction unless we do something. Task 2 Complete the sentences with thecorrect word cultural • polluted • rising • responsible • melting • public 1 ......................... seas worry many islanders. 2 ......................... ice is putting many seals at risk. 3 Using ......................... transport can help reduce pollution. 4 Stonehenge and the Tower of London are two ......................... sites in the UK. 5 The coast of California has got a lot of ......................... beaches. 6 Many people believe that industries are................ for pollution Task 3 Match the words. Use six of the phrases from Ex. 5 to complete the sentences. 1 The Sphinx is a ..... of Egypt. 2 The pollution in the sea and on the beaches is spoiling many ............ . 3 Car exhaust fumes can damage monuments located along ................ . 4 Cutting down trees causes ..................... . 5 Many people have difficulty breathing in hot and .............. . 6 More and more plants and animals are Becoming ................................			Ss complete the sentences with the verb in correct form Ss complete the sentences with thecorrect word Ss match the words.	Individual avaluation Mutual avaluation Verbal evaluation
End 5 min	REFLECTION Open the “Magic box” and take one of the stickers.If you make up the sentences, you’ll have the ticket to the cities. Home task: Ex 1,2 page 42 Read the text and answer the questions. Saying goodbye			Ss do the task	Self-assessment

LESSON 41 Unit 4: Space and Earth		School:
Date:		Teacher name:
Grade: 7		Number present:	Number absent:
Theme of the lesson:	The most environmental issues

Learning objectives

7.L5.Recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics.

7.S1.Use formal and informal registers in their talk on a limited range of general and curricular topics.

7.L.8understand supported narratives on a wide range of general and curricular topics.

Lesson objectives

All learners will be able to;

Use formal and informal registers..

Most learners will be able to;

Ask and answer the questions.

Some learners will be able to;

Speak about environment problem.

Assessment criteria

Apply the difference between formal and informal speech in a talk.

Identify the position of speakers in an extended talk with some support.

Demonstrate an ability to organize and express idea clearly.

Previous learning

Looking at the future and the environment.

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5.min

ORG MOMENT

1Teacher greets learners.

Making a friendly atmosphere.

Pupils make a circle, keeps saying compliments to each other.

2.Dividing into subgroups

Teacher divides learners into two group with the method of ‘Puzzle’

Learners respond to greeting

and take their places

Learners should take picture clips and should build up a picture of mountain and hill.

Verbal evaluation

pictures

Middle

30 min

Task1.Listen to a radio show about the solar system and mark the sentences as True or False.

1The sun is bigger than the planet._______.

2The earth is the only planet with ice on it.________.

3there are strong winds on the outer planets.______.

4Jupiter has a moon with ice on it._______.

5.All the asteroids are small.________

Task2Match the problems to the solutions and make sentences.

Answer key; 1/E,2/C,3/A,4/B,5/D..

Descriptor ; match the problems with solutions.

Task3.Discussion box.

Why is rubbish becoming a big problem.?

How does it affect our lives?

What can we do?

Descriptor; discussions in a group, make evaluation of classmates answer

Ss listen to a radio show about the solar system and mark the sentences as True or False.

Ss make sentences

Mutual avaluation

Individual avaluation

Verbal evaluation

End

5.min

Say some information about environment issues.

They also make comments

about the lesson orally.

Home task: Ex: 8 pageb 31 a) Write four things you are going to do this weekend; b) Write five predictions for the future.

Saying goodbye

Ss give self assessment for their participation

with ‘Traffic lights’ cards.

Self-assessment

Cards colorful

LESSON 42 Unit 4: Space and Earth		School:
Date:		Teacher name:
Grade: 7		Number present:	Number absent:
Theme of the lesson:	The most environmental issues

Learning objectives

7.L5.Recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics.

7.S1.Use formal and informal registers in their talk on a limited range of general and curricular topics.

7.L.8understand supported narratives on a wide range of general and curricular topics.

Lesson objectives

All learners will be able to;

Use formal and informal registers..

Most learners will be able to;

Ask and answer the questions.

Some learners will be able to;

Speak about environment problem.

Assessment criteria

Apply the difference between formal and informal speech in a talk.

Identify the position of speakers in an extended talk with some support.

Demonstrate an ability to organize and express idea clearly.

Previous learning

Looking at the future and the environment.

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

ORGANIZATION MOMENT.

Greeting.

-Good morning dear learners ?

-How are you?

-What is the day today ?

-What is the date today ?

-Who is on duty today?

-What about weather you can say?

-Now we begin our lesson

Learners answer

Verbal evaluation

Express Publishing

On the page

46-47

Middle

30 min

PRE - READING

Look at the picture. What do you see ?

Task 1. “Brain storm”

1What is the writer doing in the text?

A describing space exploration

B telling us why we go into space

C encouraging us to become astronauts

2 What does the writer say in

paragraph B?

A Mars is too far away .

B It is easier to explore Mars than other planets

C Mars is similar to Jupiter.

3 What does the writer suggest in

paragraph C?

A Only robots can survive on Mars. B Lots of countries are interested in Mars.

C Scientists are already on Mars .

4 Why does the writer say “It won’t be easy” in paragraph D?

A Astronauts do not want to go Mars.

B Only one astronaut can go to Mars.

C The mission will take a long time.

Task 2

“Comprehension check.” Read the text and mark the sentences as T( true) or F (false).

1 The Sun is bigger than the planets.-------

2 The Earth is the only planet with ice on it.--------

3 There are strong winds on the outer planets.-------

4 Jupiter has a moon with ice on it .--------

5 All the asteroids are small.-----

Read the text again and, for questions 1-4, choose the correct answer A B or C

Learners choose the correct answer and marks the sentences T or F.

Individual avaluation

Mutual avaluation

End

5 min

Feedback

Which four planets comprise: the inner solar System (closest to the Sun)? The outer solar system?

Who is the first man has flown names? How many planets on the earth?

Home task: write 5 questons by the text

Saying goodbye

Learners answer

Self-assessment

LESSON 43

Unit 4: Space and Earth

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Looking at Science Fiction (This relates to Literature)

Learning objectives

7.C4 evaluate and respond constructively to feedback from others

7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics

7.R4 read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics

7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

topics

Lesson objectives

All learners will be able to:

identify the name of the planets with the help of mnemonic

Most learners will be able to:

complete matching task correctly

Some learners will be able to:

use taught information to complete the test while speaking task

use learnt vocabulary from the reading task while speaking in pairs

Previous learning

The most environmental issues

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

ORGANIZATION MOMENT.

Greeting.

Introduce lesson objectives on the board for the lesson to the class.

Class organization

Verbal evaluation

PPP

Middle

30 min

Dive in:

Write ‘The Planets’ on the board and ask your class if anyone knows how many planets there are in the solar system. Ask them if they know the names of the planets in English.

Show PPP with the task, and students put the planets on order.

Point out that the clue is a mnemonic- My Very Excellent Mother Just Sent Us Nine Pizzas.

Ask students what they know about Pluto (it’s been reclassified as a dwarf planet or ‘plutoid’). Students share their ideas.

Key: The eight planets that orbit the sun are (in order from the sun): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Another large body is Pluto, now classified as a dwarf planet or plutoid.

Pre – Speaking

Put students in pairs. Tell them to discuss what they know about the planets. Now, tell students that they are going to work alone. Then, hand out the worksheet. Working alone, students do exercise.

Peer Assessment: Get each student to swap worksheets with another student. Then, go over the answers (drawing attention to the pronunciation of the planets). Students mark each other’s work and give a total out of eight. Ask students: Who scored the highest?

Speaking

Tell the class to turn to Speaking cards, the quiz. Put students in pairs. Tell them they are going to test each other on what they remember about the planets from the previous task.

Nominate one student from each pair as A and one as B. Monitor and help if it is necessary.

Self-Assessment: When students have finished, get them to look back at the text about planets for the answers and work out their scores. Ask students: Who did the best?

Students answers the questions.

Students discuss in pairs.

Students should complete matching exercise.

Student A reads out questions 1 to 4 for Student B to answer, then B reads out questions 5 to 8 for A to answer.

Individual avaluation

Mutual avaluation

Verbal evaluation

PPP

Handout The Planets

Speaking Cards

End

5min

Feedback

Ask Ss to write a reflection of the lesson.

3 – new words

2 – adjectives to describe the lesson

1 – one activity you like

Home task: repeat words and grammar

Saying goodbye

Learners write a reflection

Self-assessment

LESSON 44

Unit 4: Space and Earth

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Looking at Science Fiction

Learning objectives

7.C4 evaluate and respond constructively to feedback from others

7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics topics

Lesson objectives

Recognise typical features at word, sentence and text level in a

range of written genres

Give an opinion at discourse level on a growing range of

general and curricular topics

Begin to link comments with some flexibility to what others

say at sentence and discourse level in pair, group and whole class

exchanges

Assessment criteria

-Identify the meaning and details of the reading texts

-Identify the correct form of a word, appropriate sentence

structure and text layout

-Provide a point of view in conversations and discussions

-Interact in a pair, group and a whole class work presenting

logically connected information with ideas of other people

Previous learning

Looking at Science Fiction

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

1. ORG. MOMENT.

Greeting.

-Good morning dear boys and girls

-I’m very glad to see you!

-How are you?

Introduce lesson objectives on the board for the lesson to the class.

Learners answer

Verbal evaluation

Middle

30 min

Now children look at screen

I’m going to show you a video.

Please pay attention.

Video “Energy, let’s save it”

Brainstorming

1 – What is energy?

2-What kind of electronic things do you use at home?

3-Do you save the energy at home?

4-What kind of problems will be if you don’t save the energy?

Learners watch a video and do the task

Mutual avaluation

READING

Task 1. Read the text Is Pluto a Planet? and answer the questions.

Example:0.Is Pluto no longer a planet? Yes, It is

1. What planet is a full planet

2. Is Pluto the only dwarf planet?

3. How many classes of planets are according to the astronomer?

Task 2. Connect numbers and letters and find the right pictures.

1.Comets

2.Craters

3.Moon

A. It is the largest object you can see in the night sky

B. A small, frozen mass of dust and gas revolving around the sun.

C. They are holes made when a large moving rock hit the moon.

SPEAKING

Task 3. Answer the questions below.

Where are you planning to travel to? Name the planet?

What will you do if you see aliens or some unusual animals?

Learners read the text and answer the questions

Learners connect numbers and letters and find the right pictures

Learners answer the questions

Individual avaluation

Verbal evaluation

End

5min

Feedback

Red-I know material

Yellow-I understand the material

Green-I can use the material

Home task: repeat words and grammar

Saying goodbye

Traffic light

Self-assessment

LESSON 45

Unit 4: Space and Earth

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Writing a short science fiction story and/or a composition about life in the future

Learning objectives

7C4.evaluate and respond constructively to feedback from others.

7R4.read a limited range of extended fiction and non-fiction text on familiar and some unfamiliar general and curricular topics.

7W1.plan,write,edite and proofread work at text level with some support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Identify the main idea of the text.

Most learners will be able to:

provide prepared speech to answer a variety of questions at sentences level

Some learners will be able to:

plan and write a short composition using specific information

Assessment criteria

1. Analyze given feedback.

2.Skim the extended fiction or non-fiction texts to identify the general information

3Make a clear plan of writing; Write a text; Check the written draft.

Previous learning

The most environmental issues

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

1. ORG. MOMENT.

-Good morning dear boys and girls

-I’m very glad to see you!

-How are you?

-We are fine, thank you.

-What is the weather like today?

-The weather is very good

Learners answer

Verbal evaluation

Middle

30 min

Pre-reading.

Task1.Work with a partner. Look at pictures and answer the questions.

1.What do you mean when we say the Moon is ‘full’? 2.Who was the first person to walk on the Moon? 3.What effect does the Moon have on the Sea?

While-reading. Method: JIGSAW

Task 2.Read the text. Try to find the meaning of the text.

The Moon.

Objects that orbit planets are called natural satellites or moons. Jupiter has 67 of them,but the Earth has only one –the Moon. Each month,this object, the second brightest in the sky,goes through its phases-from the new moon we can’t see to the shining ball that we call the full moon.But where did our nearest neighbour come from?

Scientists believe that something hit the Earth 4,6 billion years ago. The pieces which broke away then came together to make the Moon. The Moon is much smaller than the Earth and conditions there are very different : tempetatures can get as high at 127’c and fall as low as -173’c The Moon has little or no atmosphere to protect it,which means that it’s often hit by asteroids. This explains why the Moons surface has lots of big holes called craters.

On 21^st July 1969,the American astronaut Neil Armstrong became the first person to walk on the Moon. It was one of the great archievements of the 20^th century, but what about the future? We will certainly return to the Moon one day. NASA and the European Space Agency will probably send more astronauts to the Moon over the next twenty years.Such trips might not interest as many of people as those of the 1960 and 1970s,but it’s exciting to think that there will be some kind of base on the moon-we may even create lunar cities.We definitely won’t live on the Moon all the time,but we might go there for a holiday.

Post-reading .

Task 3. Read the task and answer the questions.

1.How many moons has Jupitor got?

2.How hot it it get on the Moon?

3.How cold does it get on the Moon?

4.Why does the Moon have so many craters? 5.When did the first person walk on the Moon? 6.What do NASA and European Space Agency plan to do

Learners answer the questions

Learners read the text and try to find the meaning of the text

Learners read the task and answer the questions

Individual avaluation

Mutual avaluation

Verbal evaluation

Slide

Pictures

End

5min

Feedback

Red-I know material

Yellow-I understand the material

Green-I can use the material

Home task: Write a short composition about “ Future life”

Saying goodbye

Learners give feedback

Self-assessment

LESSON 46

Unit 4: Space and Earth

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Using ‘will’ for prediction

Learning objectives

7.R7 recognise typical features at word, sentence and text level in a range of written genres

7.W6 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

7.W2 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics

7.W3 write with moderate grammatical accuracy on a limited range of familiar general and curricular topics

7.UE4 use an increased variety of determiners including neither, either on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to

→ understand the main idea of the text

Most learners will be able to

→ answer the question using will and going to

Some learners will be able to

→ write sentences with grammatical accuracy on a limited range

Assessment criteria

Identify the correct form of a word, appropriate sentence structure and text layout.

Demonstrate the ability to write grammatically correct sentences on familiar topics.

Previous learning

Writing a short science fiction story and/or a composition about life in the future

Plan

Planned timings

Planned activities

Students’ activities

Evaluation

Resources

Start

5 min

GREETING Org.moment

-Good morning children.

- Good morning teacher!

-How are you?

-We are fine thanks!

- How is the weather today?

-It is sunny.

-How will be the weather tomorrow?

-It will be windy tomorrow.

-Who is on duty today?

-I’m on duty today.

-Who will be on duty tomorrow?

Learners answer

Verbal evaluation

Middle

30 min

Now children look at screen I’m going to show you a video. Ple ase pay attention. Video “Energy, let’s save it”

Brainstorming

1 – What is energy?

2-What kind of electronic things do you use at home?

3-Do you save the energy at home?

4-What kind of problems will be if you don’t save the energy?

Task 1. If you understand what about will be our todays theme let’s read the text “Eco house”

Teacher: So tomorrow we’ve visiting the Eco House which I hope you’ll all enjoy . Before our visit we’re going to think about the subject of saving energy and how we can help the environment and look after our planet.

The big question is this: What can we each do at home to help fight climate change?

Rebecca and David have prepared short presentations about the sorts of things we are going to learn about at the Eco House, so Rebecca, you can begin.

Right now we are going to talk about how we are damaging the Earth’s atmosphere….

Learners watch a video and do the task

Mutual avaluation

End

5min

FEEDBACK “A Reporter”

Good morning dear audience. I am ----from BBC channel. I am holding live broadcast at the 7 th form. Here they are discussing about “Energy”. I am going to ask some questions to pupils.

Home task: to repeat words and grammar

Saying goodbye

Learners answer

Self-assessment

LESSON 47

Unit 4: The world of work

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Summative control work for the 2^nd term

Lesson objectives

7.L3 Understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics.

7.R5 Deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.W2 Write with minimal support about real and events, activities and experiences on a growing range of familiar general topics and some curricular topics.

7.UE9 Use appropriately a variety of active and passive simple present and past forms and past perfect simple forms

on a range of familiar general

Assessment criteria

The register completely corresponds to the requirements of the task; consistent and intentional misuse of register* may indicate a writer’s personal style.

Writes simple and compound sentence forms correctly and demonstrates some variety in length.

Errors in grammar and/or punctuation do not distort meaning.

Shows sustained ability to maintain a conversation and to make relevant contributions at some length.

Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.

Produces extended stretches of language despite some hesitation.

Previous learning

Using ‘will’ for prediction

Plan

Planned

timings

Planned activities

Students’ activities

Evaluation

Resources

Beginning

2 min

ORGANIZATION MOMENT

1.Greeting 2. Lesson objective

Middle

35 min

LISTENING

Task 1. Do the matching exercise 1 – 5 while you listen to the recording. Complete the table with the correct place from the box above. Write the correct answer to the question 6.

READING

Task 2. Read the article. Part 1.Read the article again and give answers to the questions.

Write no more than THREE WORDS or A NUMBER.

Example: When will space be a popular place for holiday? In 2020

1. How many people will be able to stay at the hotel?

2. When will the centre be ready?

3. Where will tourists be able to travel while they are at the center?

4. Where will most of the hotel on the moon be?

Part 2. Read definition of the word from the text. Write it in the given place.

5. a 2-wheeled vehicle that a person rides by pushing on foot pedals _______

6. the large round object that circles the Earth and that shines at night by reflecting light from the sun __________

WRITING

Task 3. Choose one of the topics below.

Topic 1-2. Read the beginning of the story and create your continuation.

What were the problems?

How did you solve them?

SPEAKING

Task 4. You have to work in pairs. Choose one card and discuss the questions.

Card 1. You may use the questions:

1. What are the most interesting places in Astana?

2. Why do people enjoy visiting these places?

3. What is the most exciting place to visit?

4. How does it look like?

5. Why are these places popular among visitors?

6. Would you like to visit Astana again?

Learners listen and complete the table

Learners read the article and give answers to the questions

Learners read definition of the word from the text

Learners choose one of the topics below and write the essay

Learners answer the questions

Individual avaluation

End

2 min

FEEDBACK

. The teacher gives comments about learners work and awards learner.

Homework: to repeat words and grammar

Saying goodbye

Self-assessment

LESSON 48

Unit 4: The world of work

School:

Date:

Teacher name:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Unit revision

Lesson objectives

7.L3 Understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics.

7.S5 Keep interaction with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

Assessment criteria

All learners will be able to:

identify the name of the planets

Most learners will be able to:

complete listening correctly

Some learners will be able to:

use taught information to vocabulary task

use learnt vocabulary from the listening task while speaking in groups

Previous learning

Summative control work for the 2^nd term

Plan

Planned

timings

Planned activities

Students’ activities

Evaluation

Resources

Beginning

5 min

ORGANIZATION MOMENT

1.Greeting

2. Lesson objective

Dive in:

Ask Ss to name all the planets in our Solar System. Ask them if they believe one day humans will go to live on any of these planets.

Learners answer

Verbal evaluation

Vocabulary

Middle

30 min

Pre – Listening

Check the vocabulary. Dictate words from previous lessons. When you finish, tell Ss to compare their spelling. Then choose one S to write their list on the board. Encourage other Ss to call out any corrections necessary.

Listening

Tell Ss that they will hear a formal debate about space exploration. Give each S a copy of the poster. Explain that they must listen to the debate and complete the missing information in the poster.

Self-Assessment: When students have finished, give them right answers and get them to look back and work out their answers.

Answer key:

Space

colonization

planets

Timothy Brown

Sandra Wikins

Ask Ss which speaker is in favor of colonization (Dr.Brown) and who is against it (Dr.Wilkins). Give each S a copy of the Notes page. Explain thet they are going to listen again. This time they must complete the missing information in the notes as if they were a reporter from the local paper. Give Ss a few moments to study the notes and complete any info they can remember. Play the recording.

Tell Ss to compare their answers, and play the recording again if it is necessary. Monitor and help too.

Post-Listening

Divide the class into two halves. Tell one half to list all the advantages of colonizing space and living on other planets. Tell the other half to list all the disadvantages of space colonization. When Ss are ready, mix the groups and have them explain their arguments

Learners compare their spelling

Learners listen to the debate and complete the missing information in the poster

Learners complete the missing information in the notes as if they were a reporter from the local paper.

Learners discuss

Learners do the task

Mutual avaluation

Individual avaluation

Verbal evaluation

Mutual avaluation

Worksheet

End

5 min

FEEDBACK

Ask Ss to write a reflection of the lesson.

3 – new words

2 – adjectives to describe the lesson

1 – one activity you like

Homework: to repeat words and grammar

Saying goodbye

Learners write a reflection of the lesson.

Self-assessment

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