Материалдар / 7 сыныпқа арналған қысқа мерзімді жоспар

7 сыныпқа арналған қысқа мерзімді жоспар

Материал туралы қысқаша түсінік

7 сынып мұғалімдеріне

Жошиева Самал Кулжангожаевна

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

04 Желтоқсан 2018

713

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Шет тілі Сабақ жоспары 7 сынып

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Long-term plan unit: 1 HOBBIES AND LEISURE	School:
Lesson 1
Date:	Teacher’s name:
CLASS:	Number present:	absent:
Theme of the lesson: Welcome to school again! Diagnostic test
Learning objective (s) that this lesson is contributing to	• identification of levels for later work• reinforcement of learning and pupil motivation• identification of problem areas
Lesson objectives	All learners will be able to:
	Most learners will be able to:
	Some learners will be able to:
Success criteria	7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings7.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics;
Value links	Cooperation, lifelong learning
Cross curricular links	Geography
ICT skills
Previous learning	Themes from the Grade 6 curriculum
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)	Teacher’s notes
Greeting	The teacher greets students; students respond to greeting and take their places.Hello, boys and girls! How are you?
Warm up	• Books closed. T writes theme park on the board. Checks that students understand that this is a park with lots of rides which has a particular theme or setting, e.g. Disneyworld in Florida.• Students find out which theme parks they have been to and what they thought of them	BackgroundThe modern rollercoaster was invented by an American inventor and businessman called La Marcus Adna Thompson. Known as a Switchback Railyway, it opened at Coney Island in New York in 1884.
Practice	• T asks students to open their books at page 4.• Elicits sentences to describe the photo, which shows people going round the loop of a rollercoaster. Finds out who enjoys going on rollercoasters and who dislikes them. Also finds out why students hold their opinions.• T gives students a couple of minutes to answer the three questions.• Students can then compare their answers in pairs before you check answers with the class.• T tells students that the theme of Unit 1 is the different ways that people enjoy themselves.	Suggested answers• I think that they are excited about the ride, but they must be scared, too.• I usually hang out with my friends after school or at the weekend. We often meet at home and play video games. Sometimes we go to the cinema.• The best day out I’ve ever had is my last birthday.My parents took me and my sister to a theme park. I got great presents, too.
Diagnostic test	For identification of levels for later work, reinforcement of learning and pupil motivation, identification of problem areas students have a 10 minute diagnostic test.
Additional Information
Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment - how are you planning to check learners` learning?	Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support	-through questioning and the redirecting of questioning in feedback activities-through observation in group and end performance activities-through formative task	-White board and video is used no more than 10 minutes-Use water based pens-Health promoting techniques-Breaks and physical activities used.-Points from Safety rules used at this lesson.
REFLECTION	Answer the most relevant questions to reflect on your lesson.Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 1 HOBBIES AND LEISURE	School:
Lesson 2
Date:	Teacher’s name:
CLASS:	Number present:	absent:
Theme of the lesson: Free time activities
Learning objective (s) that this lesson is contributing to	• learn phrases for free time activities• talk about the free time activities that they enjoy doing
Lesson objectives	All learners will be able to:
	Most learners will be able to:
	Some learners will be able to:
Success criteria	7.1.3.1- respect differing points of view;7.1.4.1- evaluate and respond constructively to feedback from others;7.2.1.1- understand with little support the main points in extended talk on a limited range of general and curricular topics
Value links	Labour and creativity
Cross curricular links	Handcraft, music, art
ICT skills	Using Google sites, MyPortfolio
Previous learning	Free time activities
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)	Teacher’s notes
Greeting	The teacher greets students; students respond to greeting and take their places.Hello, boys and girls! How are you?
Warm up	Warm-up• Books closed. T writes free time activities on the board.• Puts students into small groups. Asks students to brainstorm as many different free time activities in their groups as they can.• T can make this competitive by telling students that the group which comes up with the most activities wins.
Practice	ListeningT asks students to open their books at page 5.• Puts students into pairs to match the pictures with the words in the box.• Plays the recording for students to check their answers and repeat the words.• To extend this exercise, asks students to order the free time activities in the box in Exercise 1from most to least favourite. Students can then compare the order of activities with a partner.	Answersa meet friends b have a party c play computer games d draw pictures e use the Internet f watch films g read books or magazines h take photosi play an instrument j spend time with your family
	Refers students to the eight incomplete questions.• Completes the first question as an example and then write the completed question on the board.• Asks students to work alone to complete the questions with the correct form of verbs in Exercise 1. Monitors while students do this. Helps as necessary.• Checks answers.	Answers1 play 2 have 3 read 4 spend 5 use 6 play7 meet 8 take
Homework	Exercises 1, 2, 3 and 4 on page 3 of the Workbook for homework.T asks students to do a survey among their friends and family members to find out which of the free time activities on page 5 are the most and least favourite. At the beginning of the next lesson, students can compare their results in pairs.
Additional Information
Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment - how are you planning to check learners` learning?	Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support	-through questioning and the redirecting of questioning in feedback activities-through observation in group and end performance activities-through formative task	-White board and video is used no more than 10 minutes-Use water based pens-Health promoting techniques-Breaks and physical activities used.-Points from Safety rules used at this lesson.
REFLECTION	Answer the most relevant questions to reflect on your lesson.Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 1 HOBBIES AND LEISURE	School:
Lesson 3
Date:	Teacher’s name:
CLASS:	Number present:	absent:
Theme of the lesson: Plans for the long weekend
Learning objective (s) that this lesson is contributing to	• read an online forum about a long weekend• learn expressions with have• talk about what people can do in their town on a long weekend
Lesson objectives	All learners will be able to:
	Most learners will be able to:
	Some learners will be able to:
Success criteria	7.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics;7.4.2.1- understand specific information and detail in texts on a range of familiar 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;
Value links	Kazakh patriotism and civil responsibility
Cross curricular links	Geography, ICT
ICT skills	Create a new presentation
Previous learning	Holiday activities
Plan
Stages of the lesson	Planned activities (replace the notes below with your planned activities)	Teacher’s notes
Greeting	The teacher greets students; students respond to greeting and take their places.Hello, boys and girls! How are you?
Warm up	• Books closed. T asks: Do you go out with your friends or family on public holidays? Where do you go and what do you do?• Elicits students’ ideas and write them on the board, e.g. meet friends in a café, have a picnic, go for a walk, visit relatives or do activities.
Practice	Asks students to open their books at page 6. • Asks students to look at and describe the photos. Helps weaker students with this by eliciting or teaching the following vocabulary: open-air swimming pool, concert, museum, exhibition.• Reads out the questions.• Puts students into pairs to ask and answer them.2 • Asks students to work alone to read the online forum to check the ideas they came up with in Exercise 1.• T could then ask students whether they have long weekends in their country and when the next long weekend is. Stronger students could say what the next holiday is called and what it marks.	Answera weekend in which either the Friday or the Monday is a holiday
	3. Refers students to the six questions.• Puts students into pairs and ask them to read the text again and answer the questions. Asks students to underline phrases in the text that contain the answers, e.g. in answering the question in item 1 students would underline the phrase lunch with my grandparents, which can be found in the paragraph about Michele Green.• Checks answers. Encourages stronger students to give as much detail as possible in their answers.• Refers students to the information in the FACT! box. Asks students to say if there are any open-air swimming pools in their area and what they are like.	Answers1 M 2 S 3 R 4 M 5 S 6 R
	4.Books closed. T writes the verb have on the board, then elicit any expressions that students know using this verb. Students may know phrases such as have breakfast, have a drink and have a bath.• Asks students to open their books at page 6 and find three expressions with have in the text.• Checks that students have found the expressions, then go through the meaning of each. Does this by asking students to use the context of each expression in the text to determine the meaning.	Answershave a good time have something to drink have a party
	T can show this video as either a lead-in or a follow-up to the Language focus 1 lesson.VIDEO1.1 A New York City food tour• Asks: Do you enjoy going to cafés and restaurants? Put students into pairs to ask and answer the question.• Reads out the information about the video.• Plays the video.• Students watch it and answer the three questions.• Checks answers.• Then asks students to name some of the best cafés and restaurants in their town.• Sees page 137 for further activities you can do with this video.	Answers• Very large sandwiches.• No, it serves American-style dishes.• Their desserts, e.g. frozen hot chocolate or ice cream sundae.
Homework	Exercise 6 on page 4 and Exercises 1, 2, 3 and 4 on page 7 of the Workbook for homework.
Additional Information
Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners?	Assessment - how are you planning to check learners` learning?	Health and safety check ICT links
More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support	-through questioning and the redirecting of questioning in feedback activities-through observation in group and end performance activities-through formative task	-White board and video is used no more than 10 minutes-Use water based pens-Health promoting techniques-Breaks and physical activities used.-Points from Safety rules used at this lesson.
REFLECTION	Answer the most relevant questions to reflect on your lesson.Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult?

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