Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
Еnglish plus 7 2-тоқсан бойынша ҚМЖ жинағы
Дипломдар мен сертификаттарды алып үлгеріңіз!
Short term plan
Тексерілді:
Unit of a long term plan: Holidays and Travel |
Lesson 25 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
At home |
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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 |
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Lesson objectives |
Learners will be able to: • Learn vocabulary for furniture. • Learn and use prepositions of place. • Play a memory game about furniture. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Seeing stars |
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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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Present Continuous: affirmative and negative |
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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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
14.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Present Continuous: affirmative and negative |
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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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
15.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Housework |
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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 |
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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. |
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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. |
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Plan |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Present Continuous: questions |
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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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
21.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Present Continuous: questions WB p 21 |
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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 |
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Lesson objectives |
Learners will be able to: • Learn the question form of the present continuous. • Write questions using the present continuous. |
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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. |
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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 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 |
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Teacher name: |
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Date: |
22.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Making requests and compromises |
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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 |
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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. |
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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. |
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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 |
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Teacher name: |
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Date: |
23.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
A perfect place to live |
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Learning objectives |
7.1.10.1 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 7.5.1.1 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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
28.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Holidays and Travel |
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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 |
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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. |
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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. |
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Plan |
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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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.
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“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 |
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Main part |
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 |
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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 |
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Teacher name: |
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Date: |
29.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Finding things |
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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 |
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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. |
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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. |
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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 Areas2 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 |
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Teacher name: |
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Date: |
30.11.2023 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
CLIL. Poetry Summative assessment for the unit “Holidays and Travel” |
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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 |
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Lesson objectives |
Learners will be able to: • Read a poem. • Learn vocabulary for talking about poems. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Prepositions: movement |
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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 |
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Lesson objectives |
Learners will be able to: • Learn verbs and prepositions of movement. • Do a quiz about daredevils. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Daredevils |
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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 |
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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. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Past Continuous: affirmative and negative |
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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 |
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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. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Geographical features |
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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 |
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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. |
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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. |
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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: C 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 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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Past Continuous: questions |
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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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
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Lesson title |
Expressing interest |
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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 |
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Lesson objectives |
Learners will be able to: • Listen to a conversation about an interesting event. • Learn key phrases for expressing interest. • Practise expressing interest. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
A narrative text |
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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 |
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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 |
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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. |
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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 |
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Teacher name |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Space and Earth |
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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 |
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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. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Directions / Summative assessment for the unit “Space and Earth” |
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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 |
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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 |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
summative assessment for term 2 |
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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. |
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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 |
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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. |
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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 ListeningTask. 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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
CLIL. Natural science: Natural disaster |
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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 |
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Lesson objectives |
Learners will be able to: • Learn vocabulary for talking about natural disasters. • Read a text about earthquakes. |
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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. |
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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 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Cumulative review |
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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 |
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Lesson objectives |
Learners will be able to: Learn verbs and prepositions of movement Learn words for geographical features Write questions using the past continuous |
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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. |
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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 |