Материалдар / Еnglish plus 7 2-тоқсан бойынша ҚМЖ жинағы

Еnglish plus 7 2-тоқсан бойынша ҚМЖ жинағы

Материал туралы қысқаша түсінік

Шнар Нуркенова

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

15 Қырқүйек 2024

120

0 рет жүктелген

Шет тілі Барлық материалдар 7 сынып

1170 ₸ 1300 ₸

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беріледі

Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Материалдың толық нұсқасын
жүктеп алып көруге болады

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 25
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	At home
Learning objectives	7.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics 7.6.14.1 use an increased variety of prepositions of time, location and directionuse by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn vocabulary for furniture. • Learn and use prepositions of place. • Play a memory game about furniture.
Value links	Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• With books closed, write the words Furniture and Rooms on the board and check that students understand them.

• Ask students to work in pairs and write down as many English words as they can under the two headings

Lead - In

During the holiday season people travel from near and far to celebrate with friends and family. Whether you’re traveling by plane, train, or car, getting around during the holiday season can be difficult.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:22

Students can work in pairs to decide which things are not in the photo. Allow them a few minutes to study the photo carefully, as it is designed to test the students’ observational skills

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 22

• Focus students on the groups of words, and explain that in each group there is one item that does not belong in the room.

• Before students complete the activity, check understanding of the rooms by asking for translations

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 22

Students complete the sentences with the prepositions. They will need to study the photo carefully again. In a weaker class, allow them to work in pairs

Check that students understand the prepositions by asking some more questions about objects in the picture, for example, What is on the table? What is next to the sofa?

Students which thing in the box are not in the photo

ANSWERS

The items not in the photo are a cupboard, a bath, a shower and a wardrobe.

Students choose the odd word out for each room

ANSWERS

1 wardrobe

2 microwave

3 desk, bed

4 lamp

Students complete the sentences about the photo

ANSWERS

1 on

2 next to

3 in front of

4 under

5 between

6 behind

Assessment criteria

- Learn vocabulary for furniture

Descriptor:

- decide which things are not in the photo

Assessment criteria:

- Learn and use prepositions of place.

Descriptor:

- complete the sentences about the photo

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 18 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 26
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Seeing stars
Learning objectives	7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics 7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.S1 provide basic information about themselves and others at discourse level on a range of general topics
Lesson objectives	Learners will be able to: • Read an advert and a postcard about a celebrity home. • Read for general meaning and specific information. • Talk about houses
Value links	Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Ask individual students: Where do you live? Describe your house. Is your house big?

• Elicit some answers from the class, then ask: Do you know any very big houses? Who lives in them?

Lead - In

Leonardo DiCaprio has many homes, and one of his latest is a Tudor-style mansion he bought from musician Moby (who also owns the house next door) in 2018 for $4.91 million.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:24

Ask the question to the class and elicit ideas. If students find this difficut, brainstorm features which might be found in a famous person’s house, such as swimming pools, cinema rooms, big gardens, etc. Use L1 if necessary, and write suitable ideas on the board.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 24

• Focus students on the postcard image and explain that it shows the house of a celebrity. Ask for ideas about who the celebrity might be.

• Tell students to read the sentences carefully and to think about whether they are true or false as they listen.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 4 P: 24

• Encourage them to work out the meaning from the context of the text. In a weaker class, allow students to do this in pairs. In a stronger class, once students have finished, ask them to write new sentences containing words 1–5. You can then ask them to read these out, to ensure they have used the words correctly

Students answer the question. Do you want to visit the home of a famous person? Which person’s home and why?

ANSWERS

Students own answers

Students read and listen to the adverb and the postcard and write true or false.

ANSWERS

1 True.

2 False. The tours start from your hotel.

3 False. They give you drinks in the car.

4 False. Jen is on the tour.

5 False. Jen’s dad organized the tour.

6 True

Students match words with their definitions

ANSWERS

1 c

2 a

3 d

4 b

5 e

Assessment criteria

- Read an advert and a postcard about a celebrity home

Descriptor:

- answer the question

Assessment criteria:

- Read for general meaning and specific information

Descriptor:

- match words with their definitions

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 4 P: 18 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 27
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Present Continuous: affirmative and negative
Learning objectives	7.1.6.1 organize and present information clearly to others 7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the affirmative and negative forms of the present continuous. • Use the present continuous to describe things that are happening now
Value links	Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Refer students back to the text on page 20 and ask: Where is Jen sitting at the moment? What is Britney doing in Europe? What is she looking for in London?

Lead - In

I am writing a letter.

You are reading a book.

He is speaking in English.

She is listening to music.

We are playing football.

They are swimming in the river.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:25

• Read through the sentences with the class, and ask them to complete the gaps individually.

• Students then choose the correct words in the rules.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 4 P: 25

• Explain that students are going to hear people doing different activities, and that they should guess what these are.

• Tell students to read through the verbs in the box before they listen.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 5 P: 25

• Students complete the sentences with the correct form of the verbs. Remind students to think about the spelling of the -ing forms as well as the correct form of the verb be.

• In a weaker class, do the exercise orally first as a wholeclass activity.

Students complete the sentences with words in the box.

ANSWERS

1 ’re having

2 ’m sitting

3 isn’t living

4 is looking

Students listen and complete the sentences using the present continuous.

ANSWERS

1 ’s running

4 is calling

2 ’s writing

5 is crying

3 ’re sleeping

Students complete the sentences using the present continuous.

ANSWERS

1 is sleeping

5 aren’t looking

2 is describing 6 isn’t raining

3 are listening

7 are taking

4 is running

8 is climbing

Assessment criteria

- Learn the affirmative and negative forms of the present continuous.

Descriptor:

- complete the sentences with words in the box.

Assessment criteria:

- Use the present continuous to describe things that are happening now

Descriptor:

- complete the sentences using the present continuous

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 18 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 28
Teacher name:
Date:		14.11.2023
Grade: 7		Number present:	absent:
Lesson title	Present Continuous: affirmative and negative
Learning objectives	7.1.6.1 organize and present information clearly to others 7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the affirmative and negative forms of the present continuous. • Use the present continuous to describe things that are happening now
Value links	Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Refer students back to the text on page 20 and ask: Where is Jen sitting at the moment? What is Britney doing in Europe? What is she looking for in London?

Lead - In

I am not writing a letter.

You aren’t reading a book.

He isn’t speaking in English.

She isn’t listening to music.

We aren’t playing football.

They are’t swimming in the river.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:2 P:19 wb

• Tell students to read through the verbs in the box before they listen.

• Once students have completed the sentences with the correct form of the verbs, ask individuals to read out their sentences to check answers.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 19 wb

• Read the example exchange with the class and elicit one more example from the class.

• Students write their sentences individually.

Differentiation: Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 6 P: 25

• Ask students to read their sentences to each other in pairs and say whether they are true or false. Check that they are able to form the correct versions of any that are incorrect.

• Ask some students to read their sentences to the class and ask the class to say whether they are correct or not.

Students complete the sentences using the present continuous form of the verbs in the box

ANSWERS

1 am studying

2 is watching

3 is reading

4 are surfing

5 Is washing

6 is sleeping

Students write affirmative and negative sentences using present continuous

ANSWERS

1 Anna isn’t reading her book. She is looking out of the window.

2 You aren’t listening to the teacher. You are talkig.

3 I am sending a text on my mobile phone. I am not making a call.

Students write three true and three false sentences

ANSWERS

Students’ own answers.

Assessment criteria

- Learn the affirmative and negative forms of the present continuous.

Descriptor:

- complete the sentences with words in the box.

Assessment criteria:

- Use the present continuous to describe things that are happening now

Descriptor:

- complete the sentences using the present continuous

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 4 P: 19 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 29
Teacher name:
Date:		15.11.2023
Grade: 7		Number present:	absent:
Lesson title	Housework
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives	• Learn expressions for housework. • Do a questionnaire on being helpful at home. • Listen to a conversation about the questionnaire. • Listen for general meaning and specific details.
Value links	Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Write the word housework on the board.

• Elicit or explain the meaning, and ask students what things they do to help at home. They can discuss this in their own language.

Lead - In

Do you help at home?

Who make dinner in your home?

Who take out the rubbish at home?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:26

• Read through the table with the class and make sure students understand the verbs in the headings.

• Students check the meaning of the words in the box, then use them to complete the table.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 26

Read the title of the questionnaire and the questions under the title with the class.

• If students do not understand the word helpful, refer them back to the housework phrases and ask if they think these help other people at home. Ask some individual students if they think they are very helpful or not very helpful.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 4 P: 26

• Allow students time to read the questions and all the options.

• Play the CD again and ask students to answer the questions individually, then compare their answers in pairs

Students check the meaning of the words in the box and complete the table.

ANSWERS

clear: the table

make: your bed, breakfast, lunch, dinner do: the ironing, the shopping, the vacuuming, the washing up

tidy: your room

clean: the car, the floor, your room

take: the dog for a walk, out the rubbish

Students work in pairs. Do the questionnaire and compare your scores.

ANSWERS

Students own answer.

Students listen and choose the correct answer

ANSWERS

1 b

2 c

3 c

4 a

5 b

6 c

Assessment criteria

- Learn expressions for housework

Descriptor:

- check the meaning of the words in the box and complete the table.

Assessment criteria:

- Do a questionnaire on being helpful at home.

Descriptor:

- work in pairs. Do the questionnaire and compare your scores.

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 18 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 30
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Present Continuous: questions
Learning objectives	7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the question form of the present continuous. • Write questions using the present continuous. • Learn the rules for using the present simple and present continuous. • Practise using the present simple and present continuous
Value links	Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Ask students to think back to the listening on page 22. Ask if they can remember the first question that Megan asked Jack. (What are you reading?) Elicit that this is the question form of the present continuous

Lead - In

Are you writing a letter?

Are you reading a book?

Is he speaking in English?

Is she listening to music?

Are we playing football?

Are they swimming in the river?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:27

• Once students have matched the questions and answers, ask them to explain what made them choose each one. Clarify that the subject pronouns should correspond in the question and answer.

• Using the example questions and answers, students deduce the rules.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 27

• Clarify that these are all question forms and that students need to put the words in the correct order.

• In a weaker class, warn students that some of these use question words, and others do not. In a stronger class, allow them to discover this as they do the exercise

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 4 P: 27

Read through the examples with the class and elicit which is in the present simple and which is in the present continuous. In a weaker class, students can complete the rules in pairs

Students match questions with answers

ANSWERS

1 b

2 c

3 a

Students order the words to make questions

ANSWERS

1 Is the teacher sitting in a chair?

2 Why are you learning English?

3 Are your parents working?

4 What are your parents doing?

5 Are you enjoying the lesson?

6 Who is talking to your teacher?

Students study the examples and write Present Simple or Present continuous.

ANSWERS

1 present simple

2 present continuous

Assessment criteria

- Learn the question form of the present continuous.

Descriptor:

- match questions with answers

Assessment criteria:

- Write questions using the present continuous.

Descriptor:

- study the examples and write Present Simple or Present continuous.

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 2 P: 21 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 31
Teacher name:
Date:		21.11.2023
Grade: 7		Number present:	absent:
Lesson title	Present Continuous: questions WB p 21
Learning objectives	7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics
Lesson objectives	Learners will be able to: • Learn the question form of the present continuous. • Write questions using the present continuous.
Value links	Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

Lead - In

Are you running now?

Are you sleeping?

Is he speaking in English?

Is she listening to music?

Are we playing football?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:5 P:27

• Remind students to think about the spelling of the verbs as well as choosing the correct tense while they complete the telephone conversation.

• Ask students to explain their choice of tense when you check answers.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 6 P: 27

• Students write their questions. Make sure that students have formed the questions correctly and chosen the correct tense. In a stronger class, students can do this activity without writing questions first

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 1 P: 21 wb

• Students write their questions individually, then ask and answer with a partner. Go round and monitor for accuracy. • Once they have finished, find out how many students were able to answer all their partner’s questions correctly.

Students complete the telephone conversation with the present simple or present continuous form of the verbs in brackets

ANSWERS

1 ’m watching

2 love

3 watch

4 is looking

5 drives

6 are watching

Students write present simple or present continuous questions using the words in the box.

ANSWERS

Students’ own answers.

Students look at the picture. Write questions using present continuous.

ANSWERS

Students’ own answers.

Assessment criteria

- Learn the question form of the present continuous.

Descriptor:

- complete the telephone conversation with the present simple or present continuous

Assessment criteria:

- Write questions using the present continuous.

Descriptor:

- look at the picture. Write questions using present continuous.

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 3 P: 21 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 32
Teacher name:
Date:		22.11.2023
Grade: 7		Number present:	absent:
Lesson title	Making requests and compromises
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Listen to a conversation about making compromises. • Learn key phrases for making requests and compromises. • Practise making compromises.
Value links	Self-Discipline – If you value self-discipline, you might be a person who wakes up early, exercises daily, and doesn’t get distracted by vices.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Ask students if their parents sometimes ask them to tidy their bedroom.

• Ask if they do it immediately or if they want to do it later.

• Ask what usually happens in this situation.

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:28

• Students look at the photo and guess what Leah’s mum is saying. In a stronger class, ask students to think about how Leah and her mum are feeling, using the photo

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 28

Explain that students are going to listen to the conversation between Leah and her mum to find out what Leah’s mum wants Leah to do.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 28

• Students read the key phrases then find them in the dialogue in order to identify who says each one. • You can ask them to translate the phrases into their own language to check understanding.

Ex: 5 P: 28

Allow students time to read through the sentences.

Listen again and ask students to repeat the sentences, emphasizing the stresses

Students look at the photo. What is Leah’s mum saying

ANSWERS

Students’ own answers

Students listen to the dialogue. What does Leah’s mum want Leah to do?

ANSWERS

She wants Leah to tidy her room.

Students find the key phrases in the dialogue

ANSWERS

1 Mum

2 Leah

3 Leah

4 Leah

5 Mum

Students listen to the sentences. What are the stressed words

ANSWERS

1 article, interesting

2 haven’t, time

3 Dad, kitchen

4 do

5 watching, TV

Assessment criteria

- Listen to a conversation about making compromises

Descriptor:

- look at the photo. What is Leah’s mum saying

Assessment criteria:

- Learn key phrases for making requests and compromises

Descriptor:

- find the key phrases in the dialogue

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 5 P: 21 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 33
Teacher name:
Date:		23.11.2023
Grade: 7		Number present:	absent:
Lesson title	A perfect place to live
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 7.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics 7.4.1.1 understand the main points in a limited range of short simple texts on general and curricular topics
Lesson objectives	Learners will be able to: • Study a model description of an ideal home. • Learn how to use and, but and because. • Write a description of an ideal home
Value links	Humility – You might highly value humility if you find yourself disgusted by people who are arrogant or braggadocious, and instead find yourself gravitating to people who are always expressing their gratefulness for the blessings in their life.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• With books closed, write My ideal home on the board.

• Ask students for some ideas about their ideal home. Give them a few ideas to start with if necessary, by saying My ideal home is very big and there’s a swimming pool in the garden.

Lead - In

Hi I’m Chloe. I first moved to Gran Alacant in 2015 when work offered me the opportunity to work in Spain. Initially, I was only supposed to stay for 6 months but nearly 5 and a half years later, I’m still here and I have made a good life for myself here in Gran Alacant.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Ex:1 P:29

• Tell students to read through topics 1–3 and check they understand them before reading the text quickly and matching the paragraphs to the topics.

• Point out that they do not need to understand every word in the text at this stage, they should just read for gist

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 29

• Focus attention on the gapped key phrases in the box.

• Ask students to find the key phrases in the model text and complete them. In a weaker class, ask students to do this in pairs

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 4 P: 29

• Tell students to read the sentences carefully to check they understand the context before completing them with the linking words.

Students read the model text and match topics

ANSWERS

1 C

2 A

3 B

Students read the model text again and complete the key phrases

ANSWERS

1 It’s, near

2 It’s also got

3 can see

4 There’s

5 favourite room

6 like being

Students complete the sentences with but, and or because

ANSWERS

1 but

2 and

3 because

Assessment criteria

- Study a model description of an ideal home

Descriptor:

- read the model text and match topics

Assessment criteria:

- Learn how to use and, but and because.

Descriptor:

- complete the sentences with but, and or because

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 23 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 34
Teacher name:
Date:		28.11.2023
Grade: 7		Number present:	absent:
Lesson title	Holidays and Travel
Learning objectives	7.4.2.1 understand with little support specific information and detail in short, simple texts on a limited range of general and curricular topics 7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.6.17.1 use subordinate clauses following think know believe hope, say, tell use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Read a travel brochure about adventure holidays in Kazakhstan. • Talk about holidays and travel. • Learn and practise using indirect speech. • Learn how to use say and tell with indirect speech.
Value links	Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

• Divide students into pairs and ask them to tell each other about their last holiday: where did they go, who with, how long did they stay, what did they do, etc.

• Ask a few students to describe their partner’s holiday.

Pre - listening

Lead – In

Look at the board. If you solve the crossword you’ll see the theme of the lesson.

The main nationality of the Republic.

The capital of the country.
The first president of the state.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students solve the crossword

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

poster

Main part

What is the national emblem?
The name of the spaceport.
A Kazakh’s traditional animal.
The national traditional dish.
The national currency of the Republic.
A very popular folk instrument.
The most important Kazakh holiday.

While listening

Ex:1 P:30

• Ask students if they recognise any of the places shown.

• In a weaker class, pre-teach the following words and phrases: destination, rafting, peak.

• Ask students to read the text, then play the recording.

• Check answers as a class.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 30

• Explain the task.

• Play the recording again and ask students to write the names of the people

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 30

• Draw students’ attention to the words in blue in the sentences in exercise 2.

• Read the rules and check understanding.

• Point out that said and told are the past simple forms of say and tell and that both verbs are irregular. Elicit or explain that the two verbs have the same meaning, but are used in different ways

Ex: 4 P: 30

• Explain the task.

• Students complete the table in pairs.

post-listening:

Check students’ understanding of the whole listening text by asking more questions on details.

Students read the travel brochure then listen to the conversation. Which adventure holiday do the people choose?

ANSWERS

They choose camel riding in the steppe.

Students listen again. Who said these things?

ANSWERS

1 Henry

2 Serik

3 Kate

4 Tanya

5 Serik

6 Tanya

Students look at the verbs in blue in the sentences in ex 2

ANSWERS

1 tell

2 Say

3 tell

Students look at the examples of direct and indirect speech and write the names of tenses

ANSWERS

1 Present simple

2 Past simple

3 Present continuous 4 Past continuous

When we report what someone else said, we change the present simple to the past simple and the present continuous to the past continuous.

Assessment criteria

- Read a travel brochure about adventure holidays in Kazakhstan

Descriptor:

- read the travel brochure then listen to the conversation

Assessment criteria:

- Talk about holidays and travel

Descriptor:

- listen again and talk about who said these things.

-Make CCQ questions Yes / No

1. Are The Shymbulak Resort and Medeu complex popular in Tashkent? No

2. Is the Sharyn river the dangerous place for rafting? No

3. Is the Tien Shan largest mountain in Kazakhstan? Res

4. Do the nomads travel in the desrt nowadays? No

5. Is the Khan Tengri highest peak in Kazakhstan? Yes

6. He said that he liked winter sport. Is indirect speedh? Yes

CD 1

1.24

Cards

CD 1

1.24

Worksheets

End

Home task:

Ex: 4 P: 18 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 35
Teacher name:
Date:		29.11.2023
Grade: 7		Number present:	absent:
Lesson title	Finding things
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Learn key phrases for finding things. • Listen to a conversation about finding things. • Practise talking about finding things.
Value links	Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students if they ever put something in a place and then cannot find it when they need it.

• Ask what kinds of things they cannot find. Ask if anyone helps them to find the things

Lead - In

How to find lost things.

1 Checking in Common Lost Object Areas

2 Look under and around larger items.

3 Check in small spaces to make sure the item hasn’t fallen or gotten stuck.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

worksheets

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:31

• Tell students to look at the pictures carefully and make a note of where things are.

• Explain that they are going to listen to sentences which give false information. They should listen and write true sentences

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 31

• Read through the key phrases with the class.

• Ask students to translate them into their own language.

• Ask students if they can remember who said each of the phrases.

• Allow students time to read the questions before listening again

Ex: 4 P: 31

• Refer students back to the house plan.

• Play the CD once for students to listen to the dialogue and read it.

• Students practise the dialogue in pairs. Remind them to swap roles and start again.

Students to listen eight false sentences about the picture.

ANSWERS

2 The clothes are in the wardrobe.

3 The toaster is next to the microwave.

4 The lamp is between the armchairs.

5 The laptop is on the bed.

6 The magazine is in front of the TV.

7 The umbrella is behind the armchair.

8 The bag is under the table

Students study the key phrases and listen to the conversation

ANSWERS

1 She’s got an exam.

2 They are in the kitchen.

3 In the kitchen.

4 In the microwave.

5 She thinks he is responsible for putting the book in the microwave.

Students look at the house plan and listen

ANSWERS

Students own answer

Assessment criteria

- Learn key phrases for finding things.

Descriptor:

- study the key phrases and listen to the conversation

Assessment criteria:

- Listen to a conversation about finding things.

Descriptor:

- look at the house plan and listen

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

Students book

End of the lesson

5 min

Home task:

Ex: 1 P: 23 WB

Poster Success

KWL chart

Short term plan

Тексерілді:

Unit of a long term plan: Holidays and Travel		Lesson 36
Teacher name:
Date:		30.11.2023
Grade: 7		Number present:	absent:
Lesson title	CLIL. Poetry Summative assessment for the unit “Holidays and Travel”
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 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	Learners will be able to: • Read a poem. • Learn vocabulary for talking about poems.
Value links	Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Warm-up

• Ask students if they know any poems in their own language or in English. Ask if they enjoy reading poems and why.

• Ask what makes a text a poem. Elicit the words rhyme, rhythm and verse.

Ex: 1 p:32

Students work in pairs to read the poem and answer the questions.

Ex:21 p:32

• Play the CD. Students listen and read the poem again.

• Ask students where the writer lives

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students read the poem and answer the question

ANSWERS

1 seven verses

2 No

3 No

Students listen and read the poem again

ANSWERS

The writer lives in a house

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Middle of the lesson

Presentation part.

37 min

Summative assessment for the unit “Holidays and Travel”

Listening

Task 1. Listen to the conversation and answer the questions.

1. What this talk is about?

2. How many people in a talk?

3. What preferences does a caller request?

Task 2. Choose the right answer A, B, C or D

Writing

Task 3. Write a postcard to a friend. You may answer the questions while you are writing.

• Who will you write to?

• Where are you?

• Are you having a good time?

• Where are you staying?

Students listen and answer the question

Students choose the right answer

Students Write a postcard to a friend

Assessment criteria

- Read a poem.

Descriptor:

- listen and answer the question

Assessment criteria:

- Learn how to use and, but and because.

Descriptor:

- complete the sentences with but, and or because

CD 1

Cards

Worksheets

End of the lesson

5 min

Home task:

Ex: 1 P: 23 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Prepositions: movement
Learning objectives	7.6.14.1 use an increased variety of prepositions of time, location and directionuse by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn verbs and prepositions of movement. • Do a quiz about daredevils.
Value links	Patience – A person who has patience as a core personal value is going to prioritize giving their time to others. They will sit down and be calm while waiting for others. This is a great trait for a teacher.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

With books closed, write the words dare and daredevil on the board.

• Elicit the meaning of dare (be brave enough to do something dangerous).

• Ask students to name some activities that are dangerous, then ask students if they would dare to do these things.

• Elicit or explain the meaning of daredevil. Ask if anyone thinks he/she is a daredevil.

Lead - In

Prepositions of movement are used to show movement from one place to another. They are most often used with verbs of motion and are found after the verb.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

worksheets

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:50

• If necessary, students can check the meanings of the verbs in their dictionaries.

• Students can work in pairs to match the prepositions with the pictures.

• Check answers with the class, and model and drill pronunciation of the prepositions where necessary.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 50

Students read the quiz and choose the correct prepositions, based on the context.

Ex: 3 P: 50

• Students do the quiz in pairs.

• While checking answers to the quiz, encourage students to explain how they made their choices. In a weaker class, prompt them: 2,200 kilometres isn’t far enough, 5,000 °C is too hot.

Students match pictures with prepositions

ANSWERS

1 up

2 down

3 into

4 across

5 through

6 around ,

7 over

8 under

9 off

Students read the quiz and choose the correct answers.

ANSWERS

1 off

2 around

3 across

4 down

5 along

6 across

7 over

Students do the quiz. Listen and check your answers.

ANSWERS

1 a 2 c 3 b 4 a 5 c 6 b 7 c

Assessment criteria

- Learn verbs and prepositions of movement.

Descriptor:

- match pictures with prepositions

Assessment criteria:

- Do a quiz about daredevils

Descriptor:

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

Students book

End of the lesson

5 min

Home task:

Ex: 1 P: 38 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Daredevils
Learning objectives	7.4.1.1 understand the main points in a growing range of short, simple texts on general and curricular topics 7.3.1.1 provide basic information about themselves and others at discourse level on a range of a general topics
Lesson objectives	Learners will be able to: • Read about Niagara Falls. • Read for general meaning and specific information. • Talk about people who do dangerous things.
Value links	Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write Niagara Falls on the board and ask students what they know about it.

• Elicit ideas, then ask what dangerous things people do at Niagara Falls. Elicit students’ ideas, but do not accept or reject any at this stage

Lead - In

In the sense of a professional stunt person, a daredevil receives special training in performing dangerous tasks safety.

In films, stunt people crash cars, stage fight scenes, and engage in other tasks that require training to be safe.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

worksheets

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:52

• Allow students time to read the title and look at the photos before reading and listening.

• In a stronger class, encourage students to scan the text to find the names of the daredevils, without listening to the CD

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 52

• Clarify that the headings below can all be matched to one of the paragraphs in the text. Students read the text again more carefully and match the headings.

• Check answers with the class. Ask students to tell you the information that made them choose each answer.

Ex: 4 P: 52

• Ask students to read the text again and decide whether the sentences are true or false. They correct the false ones.

Students read the text. Which daredevils does it mention?

ANSWERS

The Great Blondin, Signor Farini and Annie Taylor

Students match headings with paragraphs. Then listen and check.

ANSWERS

1 D

2 B

3 E

4 A.

Students read the text again. Write true or false.

ANSWERS

1 True.

2 False. Farini watched and copied Blondin.

3 True.

4 False. People weren’t expecting to see Annie alive.

5 False. Stunts are prohibited.

Assessment criteria

- Read about Niagara Falls.

Descriptor:

- read the text

Assessment criteria:

- Read for general meaning and specific information.

Descriptor:

- match headings with paragraphs. Then listen and check.

-Make CCQ questions Yes / No

CD 2.03

Cards

Worksheets

Students book

End of the lesson

5 min

Home task:

Ex: 3 P: 38 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Past Continuous: affirmative and negative
Learning objectives	7.1.6.1 organize and present information clearly to others 7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: Learn the affirmative and negative forms of the past continuous. • Practise using reference material. • Use the past continuous to talk about an event.
Value links	Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

With books closed, write on the board: I fell off my bike while I was cycling through the forest. Draw a long line on the board, with an arrow in the middle of it. Ask students to tell you which part of the sentence can be represented by the long line (I was cycling) and which part by the arrow (I fell off my bike).

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

worksheets

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:53

Refer students back to the text on page 40 and ask: When did Blondin cook eggs? Elicit the answer (While he was standing on the tightrope). Write this on the board and underline the past continuous verb.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 53

• Look at the photo and read the title of the text. Ask if anyone can guess what it is about and what the man is doing. Elicit or explain that Alain Robert climbs very tall buildings without safety equipment.

Ex: 4 P: 53

• Students practise using the new tense to write about events that were happening recently in their own lives.

• Point out that they can use either the affirmative or negative forms of the verb to make the sentence true for them.

Students complete the sentences with the words in the box.

ANSWERS

1 was standing

3 were watching

2 was carrying

4 weren’t expecting

Students complete the text using past continuous form.

ANSWERS

1 was walking

4 was climbing

2 weren’t talking

5 wasn’t wearing

3 were looking

6 wasn’t using

Students write the sentences about today.

ANSWERS

1 My friends were / weren’t playing football at 6 a.m.

2 I was / wasn’t sitting in a car at 8.15 a.m.

3 We were / weren’t listening to the teacher five minutes ago.

4 My friends and I were / weren’t talking at 8.45 a.m.

5 I was / wasn’t sleeping at 5 a.m.

6 It was / wasn’t raining before school

Assessment criteria

- Learn the affirmative and negative forms of the past continuous.

Descriptor:

- complete the sentences with the words in the box.

Assessment criteria:

- Practise using reference material.

Descriptor:

- complete the text using past continuous form.

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

Students book

End of the lesson

5 min

Home task:

Ex: 1 P: 39 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Geographical features
Learning objectives	7.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics 7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
Lesson objectives	Learners will be able to: • Learn words for geographical features. • Listen to a conversation about a dangerous journey. • Listen for general meaning and specific details.
Value links	Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students if there are any famous mountains, lakes or rivers in their country

Lead - In

Natural geographic features include landforms and ecosystems.Landforms are types of terrain and bodies of water. Different types of terrain include hills, valleys, cliffs, beaches, rivers and canyons. These can be further divided into major landforms and minor landforms. The four major types are mountains, hills, plateaus and plains.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

worksheets

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:54

• Students check the meaning of the words in the box if necessary, then use them to complete the place names.

• Play the CD for students to check their answers.

• Model and drill the pronunciation of any words that are new to students.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 54

•Do the first sentence with the class as an example.

• Students work in pairs to complete the sentences. In a weaker class, you could offer support by giving the first letter of the answer each time. In a stronger class, if there are any questions they do not know, refer them to reference material or the internet to find out the answers.

Ex: 3 P: 54

• Explain to students that they are going to listen to a conversation between two girls about a daring adventure.

• Tell students to read all the options before they listen.

Ex: 4 P: 54

• Explain to students that they are now going to listen again more carefully for more specific details.

• Allow students time to read through the questions and all the options. In a stronger class, encourage students to choose answers from memory before you play the CD.

Students complete the names of places with the words in the box.

ANSWERS :

2 Lake 7 Desert

3 Pole 8 Falls

4 Mountains 9 Sea

5 Forest 10 Ocean

6 River

Students work in pairs. Complete the sentences with the words in exercise 1

ANSWERS :

1 mountains 4 Ocean

2 Desert 5 Sea

3 Pole 6 river / forest

Students listen to Laura and Emily’s story. Which trip did they make?

ANSWERS:

Students choose the correct answers.

ANSWERS:

1 c.

2 b

3 b

4 c

5 a

Assessment criteria

- Learn words for geographical features.

Descriptor:

- complete the names of places

Assessment criteria:

- Listen to a conversation about a dangerous journey.

Descriptor:

- listen to Laura and Emily’s story

-Make CCQ questions Yes / No

CD 1

2.04

Cards

Worksheet

Students book

2.05

End of the lesson

5 min

Home task:

Ex: 2 P: 40 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Past Continuous: questions
Learning objectives	7.6.10.1 use present continuous forms with present and future meaning and past continuous forms for background and interrupted past actions on a limited range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the question forms of the past continuous. • Write questions using the past continuous. • Learn the rules for using the past simple and past continuous.. • Practise using the past simple and past continuous
Value links	Open-Mindedness – An open-minded person is someone who is always willing to hear new points of view and even change their own point of view if new arguments are highly convincing. It’s the opposite of stubbornness.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• Refer students back to exercise 4 on page 42.

• Focus on the verb forms and elicit that some use the past continuous form. Tell students they are going to practise forming questions in the past continuous.

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the past

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Grammar table

PPT

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:55

• Remind students to read through all the options before they start to match the questions and answers.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 55

• Students complete the questions using the past continuous, then write answers based on the information provided in the recording in the previous lesson.

Ex: 3 P: 55

• Students write the questions and answers individually, then ask and answer giving true information with a partner

Students match questions with answers.

ANSWERS

1 e

2 f

3 c

4 b

5 d

6 a

Students write questions and answers about Laura and Emily’s trip using the past continuous.

ANSWERS

1 Were, skiing; Yes, they were.

2 Was, swimming; No, she wasn’t.

3 were, cycling; They were cycling across the United States and into Central America.

4 were, sailing; They were sailing to Ecuador. 5 was waiting; Their families were waiting for them

Students write questions using past continuous. Then ask and answer the questions with a partner.

ANSWERS

1 What were you doing at 6.30 yesterday evening? 2 Were you and your family having breakfast at 7.30 a.m.? 3 What were your parents doing at 8.30 a.m. yesterday? 4 Were you walking to school at 8 o’clock? 5 Where were you sitting at 9.30 yesterday morning? 6 Who was sitting next to you in your English lesson last week? Students’ own answers.

Assessment criteria

- Learn the question forms of the past continuous.

Descriptor:

- match questions with answers

Assessment criteria:

- Write questions using the past continuous

Descriptor:

- write questions and answers about Laura and Emily’s trip using the past continuous

-Make CCQ questions Yes / No

Worksheet

Students book

2.06

2.07

End of the lesson

5 min

Home task:

Ex: 2 P: 41 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Expressing interest
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
Lesson objectives	Learners will be able to: • Listen to a conversation about an interesting event. • Learn key phrases for expressing interest. • Practise expressing interest.
Value links	Thoughtfulness – You may highly value people who are thoughtful. If this is you, then you might find yourself rolling your eyes at people who are full of bluster and never stop to reflect on their own actions.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• Ask students to tell you something interesting that they did last summer.

• Respond with interest, for example, by saying Really? or You’re kidding! Ask the class what you are doing and elicit that you are showing you are interested

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

worksheets

Middle of the lesson

Presentation part.

37 min

Ex:1 P:56

• Look at the photo and ask students for their ideas

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 56

• For this activity, the aim is for students to just listen before they read the dialogue. Ask them to cover it with a piece of paper or a book. They can still look at the photo.

• Tell them to listen carefully to the speakers’ intonation.

Ex: 4 P: 56

• Keep the dialogue covered, and ask students to read through the key phrases and try to complete them from memory.

• Play the CD and tell students to check their answers. Ask students how intonation is used to express surprise.

• Students practise the key phrases, using the correct intonation. In a stronger class, tell individual students something for them to react to, for example, I won a prize. Did you run the marathon last year? You worked very well

Students what are Shaun and Leah looking at? What do you think they are saying?

ANSWERS

They are looking at a photo of a skateboarder doing tricks. Students’ own answers.

Students cover the dialogue and listen. Did Shaun try skateboarding?

ANSWERS

No, he didn’t.

Students cover the dialogue and complete the key phrases.

ANSWERS

1 amazing

2 kidding

3 Well

4 very kind

We stress words to show interest.

Assessment criteria

- Learn the affirmative and negative forms of the past continuous.

Descriptor:

- complete the sentences with the words in the box.

Assessment criteria:

- Practise using reference material.

Descriptor:

- complete the text using past continuous form.

-Make CCQ questions Yes / No

CD 1

Cards

Worksheets

Students book

End of the lesson

5 min

Home task:

Ex: 4 P: 41 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	A narrative text
Learning objectives	7.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics 7.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics
Lesson objectives	Learners will be able to: • Study a model text about a rescue. • Learn about when, while and as soon as. • Write an account of a rescue
Value links	Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students to think about Laura and Emily skiing across the Arctic

• Ask students if they can remember what happened to Laura. (She fell through the ice.)

• Ask what happened after that. Elicit that when she woke up she was in hospital, so someone had rescued her.

• Write the word rescue on the board and ask students what other situations can lead to a rescue

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:57

• Look at the summary sentences with the class and elicit that they explain what is happening at important stages of the story.

• In a weaker class, you may need to help them locate relevant information in the text. In a stronger class, when you check answers, ask students to tell you which pieces of text helped them do the matching

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 57

• Read through the key phrases and the words in the box with the class

• Ask students to find the key phrases in the model text and complete them with the words in the box.

• In a weaker class, check understanding by asking students to translate the sentences into their own language. In a stronger class, ask students to use the words in new sentences

Ex: 3 P: 57

• Before starting the exercise, ask students to find examples of when, while and as soon as in the model text. • Elicit the difference in meaning between them (we use when + past simple and while + past continuous; we use as soon as when an action follows immediately after another)

Students read the model text.

ANSWERS

1 d

2 e

3 f

4 c

5 a

6 b

Students complete the key phrases with the words in the box.

ANSWERS

1 while

2 When

3 After

4 As soon as

5 Suddenly

Students choose the correct words.

ANSWERS

1 while

2 As soon as

3 When

Assessment criteria

- Study a model text about a rescue

Descriptor:

-read the model text.

Assessment criteria:

- Learn about when, while and as soon as.

Descriptor:

- complete the key phrases with the words in the box.

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 4 P: 41 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name
Date:
Grade: 7		Number present:	absent:
Lesson title	Space and Earth
Learning objectives	7.1.8.1 develop intercultural awareness through reading and discussion 7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Learn vocabulary for talking about Space and Earth. • Read a text about the Baikonur Cosmodrome. • Learn and practise using the passive voice.
Value links	Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• Ask students if they have ever been to Baikonur. Ask what they know about the cosmodrome and whether they would like to visit it.

• Write their ideas about Baikonur on the board, but do not confirm or reject any at this stage.

• Tell students they are going to read a text about Baikonur.

Lead - In

Earth is the only planet known to support life.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:58

• Focus students’ attention on the words in the box.

• In pairs, students check the meaning of the words and complete the sentences with six of the words

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 58

• Focus students' attention on the numbers in the box. Ask: Which numbers might refer to years? (1950s, 2011, 2003, 2015) What might the other numbers refer to? (dates, measurements, amount of something, etc.)

• Play the recording, students check their answers.

Ex: 3 P: 58

• Explain the task and emphasise that students need to use the correct tense (present simple or past simple).

• In a weaker class, do this together as a class activity

Students check the meaning of these words in a dictionary.

ANSWERS

1 star, galaxy

2 planets

3 satellite

4 Cosmodrome

5 astronaut

Students complete the text with the numbers in the box.

ANSWERS

1) 1950s

2) 200

3) 1

4) 13th

5) 2001

6) 2015

7) 500th

8) 2003

9) 6

10) 2nd

Students complete the text about food in space with the correct form of the verbs in brackets.

ANSWERS

1 was served

2 were designed

3 were invented

4 is dried

5 were used

6 are placed

7 is eaten

8 is kept

9 are opened

10 is drunk

Assessment criteria

- Learn vocabulary for talking about Space and Earth.

Descriptor:

- check the meaning of these words in a dictionary

Assessment criteria:

- Learn and practise using the passive voice.

Descriptor:

- complete the text about food in space with the correct form of the verbs in brackets

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 1 P: 46 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Directions / Summative assessment for the unit “Space and Earth”
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Learn vocabulary for places in a town. • Learn key phrases for asking for and giving directions. • Identify the meaning and details of the reading texts
Value links	Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, think of a place fairly close to your school, such as a sports centre, shop or cinema. Ask students where it is.

• Elicit some ideas, then ask: How do I get there from this school?

• Elicit some directions, but do not correct students at this stage.

• Tell students they are going to practise asking for and giving directions

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:57

• Look at the example with the class and ask students to work in pairs to form more compound nouns.

• Check answers with the class by asking students to read out their answers.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 57

• Refer students to the map and ask them to locate the places they have named. They can do this in pairs.

Summative assessment for the unit “Space and Earth”

Duration: 20 min

Reading

Task 1. Read the text 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.

Speaking

Task 3: Work in a group of 3-4. 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?

Total marks: 9

Students match words with the words in the box to form compound nouns.

ANSWERS

2 stop 3 park

4 crossing 5 station

6 office 7 school

8 centre 9 park

10 centre 11 lights

12 club

Students look at the map and match places.

ANSWERS

B secondary school

C pedestrian crossing

D post office

E sports centre

F youth club

G traffic lights

H shopping centre

I bus stop

J skateboard park

K police station

L car park

Students read the text and answer the questions

Assessment criteria

- Learn vocabulary for places in a town.

Descriptor:

- match words with the words in the box

Assessment criteria:

- Identify the meaning and details of the reading texts

Descriptor:

- Read the text and answer the questions.

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 4 P: 46 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	summative assessment for term 2
Learning 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.R3 Understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts. 7.S7 Use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics.
Lesson objectives	Learners will be able to: - Understand with some support most of the detail of an argument in extended talk -Deduce meaning from context in short texts on a growing range of familiar general and curricular topics
Value links	Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

Lead - In

summative assessment for term 2

Listening

Task. 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 questions 6.CD3. Tapescript2.

Reading

Task. Read the article.

Part 1.

Read the article again and give answers to the questions. Write no more than THREE WORDS or A NUMBER.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students complete the table with the correct place from the box above

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Middle of the lesson

Presentation part.

37 min

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 centre?

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.

Writing

Task. Choose one of the topics below.

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

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

Speaking

Task. You have to work in pairs. Choose one card and discuss the questions. You have one minute to prepare and 2-3 minutes to talk.

Students read the article again and give answers to the questions

Students choose one of the topics below.

Students choose one card and discuss the questions

Assessment criteria

- Understand with some support most of the detail of an argument in extended talk

Descriptor:

- complete the table with the correct place from the box

Assessment criteria:

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

Descriptor:

- read the article again and give answers to the questions

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 4 P: 46 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	CLIL. Natural science: Natural disaster
Learning objectives	7.1.2.1use speaking and listening skills to provide sensitive feedback to peers 7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives	Learners will be able to: • Learn vocabulary for talking about natural disasters. • Read a text about earthquakes.
Value links	Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, write earthquake on the board and elicit the meaning.

• Ask students if they have watched reports about earthquakes in the news recently. Ask: What happened? Where? What did people do? Elicit some answers.

• Tell students they are going to learn what causes earthquakes.

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:60

• Students work individually to check the meaning of the words in their dictionaries.

• Check that students understand the words. Model and drill pronunciation of the words.

• In pairs, students discuss which natural disasters they think are the most dangerous.

• Get some feedback from a few students and encourage them to give reasons for their answers

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 60

• Play the recording and ask students to listen and read the text. • Allow students time to read the questions. In a weaker class, pre-teach the following words and phrases: surface, layer, core, mantle and crust.

• Ask them to read the text again and answer the questions.

• Ask students to compare their answers in pairs, then check answers with the class

Ex: 3 P: 60

• Students find the words in the text and match them with the definitions.

• Check answers as a class

Students check the meaning of the words in the box. Which of these natural disasters is the most dangerous, in your opinion

ANSWERS

Students’ own answers.

Students read and listen to the text then answer the questions.

ANSWERS

1 Tectonic plates are pieces of the Earth’ crust.

2 It’s made up of four layers: inner core, outer core, mantle and crust.

3 A hypocentre is the location below the Earth’s surface where the earthquake starts.

4 A seismograph measures the strength of an earthquake.

5 More than a million earthquakes occur every year.

Students read the text and answer the questions

Students match the words in blue in the text with definition.

ANSWERS

1 occur

2 prevent

3 cause

4 collide

5 damage

6 slide

Assessment criteria

- Learn vocabulary for talking about natural disasters.

Descriptor:

- check the meaning of the words in the box.

Assessment criteria:

- Read a text about earthquakes

Descriptor:

- read and listen to the text then answer the questions. .

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 4 P: 46 WB

Poster Success

KWL chart

Short term plan

Unit of a long term plan: Space and Earth
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Cumulative review
Learning objectives	7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics 7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics 7.5.6.1 link, with minimal support, sentences into coherent paragraphs using basic connectors on a growing range of familiar general topics
Lesson objectives	Learners will be able to: Learn verbs and prepositions of movement Learn words for geographical features Write questions using the past continuous
Value links	Patience – A person who has patience as a core personal value is going to prioritize giving their time to others. They will sit down and be calm while waiting for others. This is a great trait for a teacher.
Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Organization moment :

1.Greeting.

Ask about the weather.

Warm-up

• With books closed, ask students if there are any famous mountains, lakes or rivers in their country.

• Ask students to name some activities that are dangerous, then ask students if they would dare to do these things.

• Elicit or explain the meaning of daredevil. Ask if anyone thinks he/she is a daredevil.

Lead - In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create fndly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

worksheet

Student’s book

Middle of the lesson

Presentation part.

37 min

Ex:1 P:62

Students read and choose the correct prepositions, based on the context.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P: 62

• Students find the words in the text and match them with the definitions

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 3 P: 62

• Students practise using the new tense to write about events that were happening recently in their own lives

• Point out that they can use either the affirmative or negative forms of the verb to make the sentence true for them

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Students choose the correct words

ANSWERS

1 across

2 off

3 through

4 up

5 over

6 down.

Students match descriptions with the words in the box.

ANSWERS

1 pole

2 lake

3 forest

4 valley

5 desert

6 ocean

Students write an affirmative and a negative sentence for each picture using past continuous form.

ANSWERS

1 He was cycling. He wasn’t running.

2 She was reading a magazine. She wasn’t listening to music.

3 They weren’t cleaning the floor. They were clearing the table.

4 The cat wasn’t swimming. It was climbing up a tree.

5 He was making his bed. He wasn’t doing his homework.

6 They weren’t watching a DVD. They were playing in a group.

Assessment criteria

- Learn verbs and prepositions of movement

Descriptor:

- choose the correct words

Assessment criteria:

- Learn words for geographical features

Descriptor:

- match descriptions with the words in the box.

-Make CCQ questions Yes / No

Card

Worksheet

Students book

End of the lesson

5 min

Home task:

Ex: 4 P: 46 WB

Poster Success

KWL chart

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