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Excel 7 сынып 3-тоқсан ҚМЖ жинағы
Short term plan: term 3
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Unit 5: Reading for pleasure |
Lesson 49 |
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Teacher name: Askarova A |
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Date: 9.01 |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
The Hound of the Baskervilles |
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Learning objectives |
7.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics 7.3.8.1 recount some extended stories and events on a growing range of |
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Lesson objectives |
Learners will be able to: - introduce the topic; to read for specific information - read for specific information - consolidate vocabulary from the text |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Hand out the completed Progress Report Cards for the previous module and ask the pupils to file them in their language. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions Did you read this book? What about it? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to the literature |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:54 • Elicit what, if anything, Ss know about Sir Arthur Conan Doyle and the famous character he created. Ask Ss to read the biography and elicit answers around the class. Ex: 2 P: 54 • Explain that the plot of a book/film is the series of events that make up the story. Allow Ss time to read the plot and answer the questions. Elicit answers around the class. Ex: 3 P: 54 • Explain the task Elicit Ss' guesses as to what happens. Play the recording. Ss listen and read the text to find out. Ex: 4 P: 55 •Explain the task Allow Ss time to read the text again and complete the task Check Ss' answers. Ex: 5 P: 55 •Explain the task. Allow Ss time to fill in the gaps with the corect verbs. Check 55 answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the biography to find out. Answer the question. ANSWERS Sir Arthur Conan Doyle was a British writer born in 1859. He created the famous detective Sherlock Holmes • Learners read the plot to find out. Answer the question. ANSWERS The Hound of the Baskervilles is about a family who are threatened by an enormous dog. One member of the family is killed, and his nephew is in danger. Sherlock Holmes and Dr Watson try to find out if the legend is true and solve the mystery of who is trying to kill the nephew. It is a detective story. • Learners listen and read to find out. Answer the question ANSWERS I think that on the way back to his house, an enormous hound chases after Sir Henry. • Learners read the extract and mark the sentences ANSWERS 1T 2 DS 3 T 4 F 5 DS 6 T • Learners complete the sentences ANSWERS 1 broke 2 burst 3 ruin 4 hung 5 starred |
Descriptor: - read the biography - answer the question Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the plot - answer the question. Total: 3 point Descriptor: - read the extract - mark the sentences Total: 3 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Reading for pleasure |
Lesson 50 |
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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 |
The time Machine |
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Learning objectives |
7.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics 7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics 7.3.8.1 recount some extended stories and events on a growing range of |
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Lesson objectives |
Learners will be able to: - introduce the topic; to read for specific information - predict the content of textto and read confirmation -
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson •Learners remember previous lesson vocabulary Did you listen about the time machine? |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - know daily routines vocabulary - know prepositions of place Point 1 Assessment criteria - Learners have met the learning objectives and predict the content of a text |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:56 • Elicit what Ss know about H.G. Wells and the stories he wrote. Allow time for Ss to read the biography and then elicit answers around the class. Ex: 2 P: 56 • Draw attention to the pictures and elicit guesses to what happens the extract Ss read and listen to the text to find Check Ssanswers Ex: 3 P: 57 • Ask Ss to read the questions and the answer choices Allow Ss time to read the text again and complet the task. Check Ss answers. Ex: 4 P: 57 • Explain the task. Elicit answers to the questions from Ss around the class. Ex: 5 P: 57 • Explain the task. Allow Ss some time to fill in the gaps. Check Ss answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils read the biography to find out. Answer the question. ANSWERS H.G. Wells was a British writer born in 1866. He wrote science-fiction storie • Pupils listen and read to find out. Answer the question ANSWERS The Time Traveller and Weena are walking the gardenA Morlock appears and the Time Traveller follows a wellHe finds a of Morlocks under the groundlights match and discovers that the Morlocks are of the light. frightened when they start to follow and he climbs out the • Pupils read the extract and choose the correct answer. ANSWERS 1 B 2 C 3 A • Pupils answer the question ANSWERS 1 The Time Traveller thinks Weena is nice, because they quickly became friends and she cares for him. 2 The Morlocks look like white apes with greyish-red eyes. 3 The Time Traveller goes down the well to find out about the Morlocks. 4 The Eloi are afraid because the Morlocks have the power and hunt them. • Pupils complete the sentences. ANSWERS 1 became 2 vanished 3 began 4 moved 5 lit |
Descriptor: - read the biography - answer the question Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the extract - choose the correct answer Total: 2 point Descriptor: - answer the question Total: 2 point Descriptor: - complete the sentences. Total: 1 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 3
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Unit 5 Reading for pleasure |
Lesson 51 |
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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 |
Maadai-Kara |
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Learning objectives |
7.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics 7.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, 7.1.6.1 organise and present information clearly to others 7.3.8.1 recount some extended stories and events on a growing range of |
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Lesson objectives |
Learners will be able to: - introduce the topic; to read for specific information - listen and read for specific information - read for specific information |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about Maadai-Kara |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P: 58 • Explain the task. Allow Ss time to read through the short text and answer the questions. Check Ss' answers. Ex: 2 P: 58 • Explain the task. Play the recording. Ss listen and read to find out the answers to the questions. Elicit answers from Ss around the class. Ex: 3 P: 59 • Explain the task. Allow Ss time to answer the questions. Elicit answers from Ss around the class. Ex: 4 P: 59 • Explain the task. Allow Ss time to read the text again and develop their answers. Check Ss' answers. Ex: 5 P: 59 • Give Ss time to look up the words in the Check these words box and elicit their meanings. Explain the task, Allow Ss time to fill in the gaps. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by thir abilities. |
•Pupils read the text to find out. Answer the question. ANSWERS Kai is a special type of singing from the Altai Mountains in Kazakhstan, People use it to tell epic stories •Pupils listen and read to find out. Answer the question ANSWERS Maadai-Kara was the ruler of the human world. Kögüdei Mergen was his son. Altyn Küskü was his daughter-in-law, because she married his son. Play the video for Ss and elicit their comments at the end. •Pupils read the text and answer the question. ANSWERS 1 Erlik was the god of the underworld. 2 Maadai-Kara left his son on the Black Mountain to keep him safe. 3 Kara-Kula made all of Maadai-Kara's people slaves. 4 Kögüdei Mergen released all the good souls from the underworld. 5 Kögüdei Mergen is now a star in the sky. •Pupils answer the question. ANSWERS In the third and fourth paragraphs we see the themes of immortality. In paragraph three, Mergen goes to the underworld, and releases all the good souls. We can also see it in the fourth paragraph when Kögüdei Mergen, Altyn Küskü and the seven khans become stars •Pupils complete the sentences. ANSWERS 1 fought 2 faced 3 took 4 grow 5 rode |
Descriptor: - read the text - answer the question. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen and read - answer the question. Total: 2 point
Descriptor: - read the text - answer the question Total: 2 point Descriptor: - complete the sentences. Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 5 Reading for pleasure |
Lesson 52 |
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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 |
The Magic Garden of the Poor |
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Learning objectives |
7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics 7.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - predict the content of the text; to listen and read for specific information - read for specific information - express a personal opinion on the topic |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? revise the vocabulary from the previous Lead – In
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. The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners remember previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - can tell the time Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about The Magic Garden of the Poor |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P: 60 • Ask Ss to look at the picture and read the title. Elicit Sr guesses about how the garden was created, Play the recording. Students listen and read the text to find out the answers. Ex: 2 P: 61 •Ask Ss to read the questions and the answer choices. Allow Ss time to read the text again and choose their answers. Ss can work in closed pairs. Check Ss' answers. Ex: 3 P: 61 • Explain the task. Ss work in closed pairs and discuss their opinions. Monitor the activity around the class. Ask some Ss to share their answers with the class. Ex: 4 P: 61 • Give Ss time to look up the words in the Check these words box and elicit their meanings. Explain the task. Allow Ss time to complete it. Check Ss' answers. Ex: 5 P: 61 • Present folk tales Read out the theory and the examples. Elicit further examples of folk tales from Ss around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by thir abilities. |
•Pupils listen and read to find out. Answer the question ANSWERS The garden was created by They brought seeds from all over the world and glad them in a wise man's garden. •Pupils read the text and for question choose the correct answer. ANSWERS 1 A 2 C 3 B . •Pupils discuss in pairs. Answer the question. ANSWERS A: If I were the farmer, I would take the gold. Farmers usually don't have much money, and they don't know when their crops will fail. B: Well, If I were the farmer, I would share the money with the poor. It is always good to help others when you can. •Pupils complete the sentences. ANSWERS 1 set 2 slammed 3 passed 4 struck 5 failed •Pupils read the theory box. ANSWERS Ss' own answers |
Descriptor: - listen and read - answer the question. Total: 2 point
Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read the text - choose the correct answer. Total: 2 point
Descriptor: - discuss in pairs - answer the question Total: 2 point Descriptor: - complete the sentences. Total: 1 point -Make CCQ questions Yes / No Total: 1 point |
Card Worksheet |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit: 5 |
Lesson 53 |
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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 |
Edutainment. Prepositions, |
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Learning objectives |
7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics 7.4.3.1 understand the detail of an argument on a growing range of familiar general and curricular topics, including some extended texts |
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Lesson objectives |
Learners will be able to: - give a short response showing their opinion, agreement or disagreement - distinguish facts from opinions |
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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 |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the vocabulary from the previous lesson Lead – In Ex:1 P:62 • Read out the task and ask Ss to choose which reasons are important for them. Elicit answers from Ss around the class. |
The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners talk about days of the week previous lesson vocabulary Determines the topic and purpose of the lesson Students say different words from the picture • Pupils use the list to tell the class. ANSWERS A: I think stories help us see how people solve their problems. B: I agree and I also think that stories help us to see the difference between good and bad. A: I think stories shape our culture. B: Yes, and they also develop our imagination |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about days of the we Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about time expressions used with the present perfect Descriptor: - read out the task - use the list to tell the class. Total: 3 point |
Pictures worksheet picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 2 P: 62 • xplain the task. Ask Ss to work in pairs and think of two characters for a detective story, a good one and a bad one. Allow Ss time to think of names, where the characters live, what they look like and what they are like. Ask Ss to present their characters to the class. Ex: 3 P: 62 • Explain the task. Allow Ss some time to read the sentences and decide whether each one is true on false. Alternatively, allow Ss to look through the module and find the relevant information to mark the statements correctly. Check Ss' answers Ex: 4 P: 62 • Explain the task and allow Ss time to look through Module 5 and think of quiz questions. Ss swap their quizzes, do them and then report back to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils create your own good and bad characters for a detective story. ANSWERS Mary Jones is a tall thin detective with red hair who lives in England. She is cheerful and good at science, and she uses this knowledge to catch criminals. Ben Thorn is a tall, fat business man who is bald. He lives and works in the USA, and he uses his company to hide the fact that he is damaging the environment to make money. • Pupils do the quiz. Mark the sentences. ANSWERS 1 F (He was a famous fictional detective.) 2 F(H.G. Wells wrote The Time Machine.) 3 F (He was born in 1866.) 4 T 5T 6 F (It is a special type of singing.) 7T 8 F (It was full of trees.) • Pupils go through module 5 again and prepare a quiz. ANSWERS 1 The Harry Potter books were written by the Brothers Grimm. F (They were written by J.K. Rowling.) 2 Sir Arthur Conan Doyle was born in Edinburgh. T 3 Dr Wilson was Sherlock Holmes' partner. F (Dr Watson was his partner.) 4 H. G. Wells taught science. T 5 Altyn Küskü was the wife of Maadai-Kara. F (She was the wife of Kögüdel Mergen) 6 Rich people could go into the Magical Garden of the Poor, F (only people in need of help |
Descriptor: -work in pairs - create your own good and bad characters Total: 2 point Descriptor: - do the quiz - mark the sentences Total: 2 point
Self assessment Descriptor: - go through module 5 - prepare a quiz Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Vocabulary card |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6 Entertainment and Media |
Lesson 54 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: TV programs |
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Learning objectives |
7.2.3.1 understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics 7.3.4.1 respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics 7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - respond to more complex questions appropriately - participate in surveys, questionnaires and interviews - give a short response showing their opinion, agreement or disagreement |
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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 |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. Determines the topic and purpose of the lesson • Learners talk about favourite dayprevious lesson vocabulary Students say different words from the picture and count one to hundred |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about favourite day Total: 1 point Assessment criteria - Learners have met the learning objectives |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:63 • Play the recording. Ss listen and repeat chorally or individually. Elicit which types of programmes Ss enjoy by asking various Ss around the class. SSD Ex: 2 P: 63 • To consolidate new vocabulary Draw Ss' attention to the pictures (1-6) and elicit what they show Ex: 3 P: 63 • To discuss TV programmes Go through the adjectives in the list and explain/ elicit the meanings of any unknown ones. Read out the example exchange with a S and then Ss discuss the TV programmes in pairs using the adjectives. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. Answer the question. ANSWERS I enjoy watching documentaries Pupils look at the pictures. Answer the question. ANSWERS Picture 2 shows a music programme. Picture 3 shows an awards ceremony. Picture 4 shows a sports programme. Picture 5 shows a nature programme. Picture 6 shows a fashion show. Pupils use the adjectives to discuss TV programmes, as in the example ANSWERS A: What do you think of soap operas? B: I find them silly. I prefer drama shows. A: What do you like to watch? B: I like quiz shows. I find them interesting. A: What do you think of drama shows? B: I find them boring. I prefer the news. A: What do you like to watch? B: I like cartoons, I find them amusing. A: What do you think of quiz shows? B: I find them terrible. I prefer sports programmes. A: What do you like to watch? B: I like sitcoms. I find them funny, etc |
Descriptor: - listen and repeat - answer the question Total: 2 point
Self assessment Descriptor: - look at the pictures - answer the question Total: 2 point Descriptor: - use the adjectives - discuss TV programmes Total: 3 point -Make CCQ questions Yes / No Total: 10 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 55 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: Forest school, |
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Learning objectives |
7.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 7.5.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics 7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: - engage effectively in a range of collaborative discussions with diverse partners - compose and participate with fluency in dialogues, conversations, discussions and debates using a range of vocabulary, grammar and linking devices |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about Forest school |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:64 a) To introduce the topic Blicit some fins about robots that Ss have seen from Ss around the das and ask them to briefly describe them. b) To predict the content of the text Dioct Se attention to the pictures and elicit the films the characion are tom and what they are about. Play the recording. St laten and follow the text in thoir hocks and find out. Ex: 2 P: 64 • To read for specific information Allow Ss some time to read the texts and mark the sentences, Direct Ss to the Word List to look up the meaning of the words in the Check these words box. Ex: 4 P: 65 • To present vocabulary related to the theme Go through the list of words with Ss and explain Elicit any unknown words/phrases. Ss complete the task. Check Ss' answers. Ex: 5 P: 65 • Present verbs related to the theme Allow Ss two minutes to complete the task. Check Ss' answers. Ex: 6 P: 65 • To practise recommending films Explain the task and ask two Ss to read the example exchange aloud. Ss complete the task in pairs. Monitor the activity around the class and then ask some pairs to act out their exchanges in front of the class ANSWERS A: Have you seen 'Slumdog Millionaire'? B: Yes, I saw it last Saturday. A: Did you like it? B: Yes, it was great. It's a must-see! etc. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
a)Pupils answer the question. Tell the class. ANSWERS Rodney Copperbeitton is a robet it a world of robots in the film Robots, He is an inventer and he goes to Robot City to met the fosse inte and holes Bigwell. He makes lots of friends and helps to make the role world a better place b)Pupils listen and read to find out. Answer the question. ANSWERS 1 WALL & is hon the fim "WALL E'. He lives on Earth which is polluted but he has the solution to the planet's problems. 2 The Terminator robot is from the film 'Terminator Genisys, & is about a war between robots and humans. 3 The X-Men are superheroes from the film 'X-Men: Apocalypse. They fight against a supervillain to keep the world safe. Pupils read the article and mark the statements. ANSWERS 1 T 2 T 3 DS 4 T ST 6 DS 7 F (They have to fight against Apocalypse.) Pupils fill the gaps. ANSWERS 1 effects 2 plot 3 computer-animated 4 blockbuster 5 sound 6 cast Pupils fill the gaps ANSWERS 1 directed 2 starred 3 played 4 composed 5 released 6 won |
Descriptor: - answer the question. - Tell the class Total: 2 point
Descriptor: - listen and read - answer the question. Total: 3 point Descriptor: - read the article - mark the statements Total: 2 point Descriptor: - fill the gaps Total: 1 point Descriptor: - fill the gaps Total: 1 point Descriptor: - use the phrases - recommend films Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 56 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Recommending |
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Learning objectives |
7.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms on a range of familiar general and curricular topics 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 7.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups |
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Lesson objectives |
Learners will be able to: - To listen for specific information - To talk about your favourite film |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about favourite film |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:7a P:65 • Explain the task and play the recording. Ss listen and answer the questions in the rubric. • Check Ss' answers around the class. Ex: 7b P: 65 • Ss talk in pairs about their favourite films answering the questions in the rubric. • Ask some pairs to report back to the class on their favourite film. Ex: 8 P: 65 • Allow Ss some time to complete the email. Tell Ss they can use their answers to Ex. 7b to help them. • Check Ss' answers and ask some Ss to read out their emails to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen to three people talking about the films they like. Answer the question. ANSWERS Jane likes comedies. They make her relax and laugh. She doesn't like fantasies because she thinks they aren't realistic. Steve likes science-fiction films because he likes the special effects. He doesn't like dramas because he thinks they're too slow. Susan likes computer-animated films because she thinks they are funny and clever. She doesn't like science-fiction films and westerns because we thinks they're boring. Pupils think of your favourite film. Answer the question. ANSWERS My favourite film is 'The Dark Knight'. It is a brilliant action adventure film. It was directed by Christopher Nolan. It stars Christian Bale as Batman, Heath Ledger as the Joker and Aaron Eckhart as Harvey Dent. Batman has to fight a very dangerous criminal called the Joker. It is a very exciting film with great action scenes, brilliant special effects and great acting. Pupils complete the email to your English pen-friend about your favourite film. ANSWERS My favourite film is 'The Dark Knight'. It is a brilliant action adventure film. It was directed by Christopher Nolan. It stars Christian Bale as Batman, Heath Ledger as the Joker and Aaron Eckhart as Harvey Dent. The film is about Batman who has to fight a very dangerous criminal called the Joker. It is a very exciting film and it has great action scenes, brilliant special effects and fantastic acting. Don't miss it! Rico |
Descriptor: - listen to three people talking - answer the question. Total: 3 point Descriptor: - think of your favourite film - answer the question. Total: 2 point Descriptor: - fill the gaps Total: 1 point Descriptor: - complete the email Total: 1 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 57 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Use of English: The passive |
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Learning objectives |
7.6.9.1 use appropriately a variety of active and passive simple present and past forms and past perfect simple forms on a range of familiar general and curricular topics 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics 7.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups |
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Lesson objectives |
Learners will be able to: - To present the passive (present simple & past simple) - To practise the present simple of the passive |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 66 • Elicit which is the subject (lots of tourists), verb (visit) and object (the Acropolis). Show Ss how the sentence structure changes if we start the sentence with the object of the active sentence as the subject. The Acropolis is visited by lots of tourists. Explain that to form the passive verb form we need the verb to be and the past participle of the main verb. Elicit that the subject of the active sentence becomes the agent (the person doing the action) and is introduced with by. Explain that the passive sentence gives emphasis to the action rather than the person who did it. Ex:2 P:66 • Explain the task and allow Ss some time to complete it. Check Ss' answers around the class. Ex: 3 P: 66 • Explain the task and allow Ss some time to complete it. • Check Ss' answers around the class. . Ex: 5 P: 66 • Explain the task and read out the example. Ss complete the task. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the theory. Say the examples in your language. Find examples in the text. ANSWERS was directed by, was designed and built by, is polluted, is left alone, was composed by Pupils fill the gaps. ANSWERS 1 are 2 is 3 is 4 are 5 is 6 is Pupils put the verbs in brackets into the past simple passive ANSWERS 1 was produced 2 was directed 3 was written 4 was nominated Pupils write the sentences in the passive voice ANSWERS 2 'The Lord of the Rings' was filmed in New Zealand. 3 'The Dark Knight' was released in 2008. 4 'Twilight' was directed by Catherine Hardwicke. 5 'Slumdog Millionaire' was nominated for ten Academy Awards in 2009. 6 'Nomad' was filmed in Kazakhstan. |
Descriptor: - read the theory. - find examples in the text. Total: 2 point
Descriptor: - fill the gaps Total: 3 point Descriptor: - put the verbs in brackets into the past simple passive - complete the sentences Total: 2 point Descriptor: - write the sentences in the passive voice Total: 1 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 58 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Use of English: It / there |
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Learning objectives |
7.4.6.1 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics 7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics 7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To present/practise using by and with in the passive - to practise the passive/forming questions |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 6 P: 67 • Read the examples to the Ss. Explain the difference between the person and the instrument, material anc ingredient. • Explain the task Give the Ss time to complete it. • Check answers around the class. Ex:7 P:67 • Explain the task and read out the example. Ss complete the task. • Play the recording. Ss listen and check their answers. Ex: 8 P: 67 • Explain the task and read out the example. Allow Ss time to complete the task. Check Ss answers around the class. . Ex: 9 P: 67 • Explain the task and read out the example exchange with a S. Ss work in pairs and complete the task Monitor the activity around the class and then ask some pairs to ask and answer in front of the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the theory. Fill the gaps. ANSWERS 1 with 2 by 3 with 4 by Pupils use the verbs and the names to write a passive sentence about each of following. ANSWERS 'Hamlet' was written by William Shakespeare. 'Aida' was composed by Giuseppe Verdi. 'The Pietà' was sculpted by Michaelangelo. 'Blue Suede Shoes' was sung by Elvis Presley. 'The Mona Lisa' was painted by Leonardo da Vinci. The telephone was invented by Alexander Graham Bell Pupils read the short film review. Write questions to which the word in bold in the review are the answers. ANSWERS 2 What is it based on? (passive) 3 Who are the leading actors? 4 When was the film released? (passive) 5 which award was the film nominated for? (passive) 6 Who was the film's music composed by? (passive Pupils ask and answer, as in the example. ANSWERS A: Who were blue jeans inverted by? B: They were invented by Levi Strauss, A: Who was Wuthering Heights written by? B: It was written by Emily Brown). A: Who was 'The Magk Flute composed by? B: It was composed by Mozart. A: Who was 'Guernica' painted by? B: It was painted by Pablo Pos |
Descriptor: - read the theory. - fill the gaps. Total: 2 point
Descriptor: - use the verbs - write a passive sentence about each of following. Total: 2 point Descriptor: - read the short film review - write questions Total: 2 point Descriptor: - ask and answer, as in the example Total: 1 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 59 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: Playing with your food |
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Learning objectives |
7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics 7.4.5.1 deduce meaning from context in short texts on a growing range of familiar general and curricular topics 7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: - understand specific details through the keywords, style, intonation and repetition - define the meaning of words using contextual clues |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about food |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 68 • To revise vocabulary Read out the list of places and elicit what people can do in each one from various Ss around the class. Ex:2 P:68 • To identify a music genre Read out the music genres in the list and explain/ elicit what each one is. Play the recording. Ss listen and identify the type of music. Ex: 3 P: 68 • To predict the content of a text Read the Study Skills box aloud. Then direct Ss' attention to the title and the picture. Ask Ss to read the first and last sentences from each of the paragraphs in the text and then elicit Ss' guesses as to what the text is about. Play the recording. Ss listen and follow the text in their books and find out. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils revise vocabulary. ANSWERS We can watch a film at a cinema. We can watch/listen to a concert/music performance in a concert hall. We can see an exhibition like a science fair in an exhibition centre. We can see artefacts/works of art from the past in a museum. We can see an opera/a performance/attend a concert in an opera house. We can watch a sporting event like a football match in a stadium. We can see performers/animals doing tricks at a circus. We can watch a play or other theatrical performance at a theatre Pupils listen to the extract and identify a music genre ANSWERS The music brings images of nature to my mind. Pupils read the title and look at the picture. Answer the question. ANSWERS The text is about a group of musicians whose musical instruments are made from vegetables |
Descriptor: - revise vocabulary - read out the list of places Total: 2 point
Descriptor: - listen to the extract. - identify a music genre Total: 2 point Descriptor: - read the title - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 60 |
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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 |
Listening: Describing experiences |
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Learning objectives |
7.2.2.1 understand with little support most specific information in extended talk on a limited range of general and curricular topics 7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - respond adequately to personal questions in a variety of situations and contexts -give a short response showing their opinion, agreement or disagreement |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 4 P: 69 • To read for comprehension of a text Allow Ss some time to read the text and answer the questions. Direct Ss to the Word List to look up the meaning of the words in the Check these words box. Check Ss' answers Ex:5 P:69 • To listen for specific information Play the recording. Ss listen and match the people to what each did. Check Ss' answers around the class. Ex: 6 P: 69 • To make notes about an experience and describe it Explain the task and ask Ss to copy the table into their notebooks and allow them some time to make notes to complete it. Point out that the experience could be an evening at the cinema, theatre, opera or ballet or a trip to a museum or art gallery or a concert etc. Ask various Ss to describe their evenings to the class Ex: 7 P: 69 • To write an email Allow Ss some time to complete the task and then check Ss' answers. Alternatively, assign the task as HW and check Ss' answers in the next lesson. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text and answer the question. ANSWERS 1 They are from Vienna. 2 They use vegetables to make music. 3 They get vegetables and use them to make instruments from local markets. 4 A trumpet is made by using a cucumber for the body, a carrot for the mouthpiece and a pepper for the trumpet's bell. 5 It depends on the quality of the vegetables and the temperature on stage. 6 Their music ranges from classical to electronic. 7 The vegetables are made into a delicious soup for the audience Pupils listen to Tony talking to a friend about an evening out. ANSWERS 1 H 2 E 3 F 4 A 5 C Pupils think of the last time you went out and had a really good time. Complete the notes. Use your notes to talk about your evening out. ANSWERS Students own answer. Pupils use your answers in ex 6 to complete the email to your English pen - friend. ANSWERS Hi Sue, Last Saturday night, I went to a pop music concert. I went with my two best friends Sophia and Anna. We danced and sang along to all our favourite songs. I felt really excited and happy! It was fantastic. I had a really great time. Have to go now. Talk to you later. Olga |
Descriptor: - read the text - answer the question Total: 2 point
Descriptor: - listen to Tony - match the people to what each did Total: 2 point Descriptor: - complete the notes - use your notes to talk Total: 2 point Descriptor: - use your answers - complete the email to your English pen - friend Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
|
Unit 6: Entertainment and Media |
Lesson 61 |
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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 |
Everyday English: Choosing TV programs |
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Learning objectives |
7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 7.2.1.1 understand with little support the main points in extended talk on a limited range of general and curricular topics 7.4.9.1 recognise inconsistencies in argument in short, simple texts on a limited range of general and curricular subjects |
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Lesson objectives |
Learners will be able to: - compose and participate with fluency in dialogues, conversations, discussions and debates using a range of vocabulary, grammar and linking devices |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about TV programs |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 70 • To present situational language Play the recording. Ss listen and repeat chorally or individually Ex:2 P:70 • To listen and read for specific information Play the recording. Ss listen and follow the dialogue in their books and answer the question in the rubric. Direct Ss to the Word List to look up the meaning of the words in the Check these words box. Ex: 3 P: 70 • To learn synonymous phrases Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex: 4 P: 70 •Explain the task and read out the Study Skills box and give an example (eg. say 'Not really. Quiz shows are boring.' in a dull monotone voice and point out that in this way you can convey boredom and disinterest). Ask Ss to work in pairs, take roles and read out the dialogue. Monitor the activity around the class and ask some groups to read out the dialogue in front of the class. Ex: 5 P: 70 • Explain the situation. Remind Ss that they can use the dialogue in Ex. 2 as a model as well the sentences in Ex. 1 to help them complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. ANSWERS Students own answer. Pupils listen and read for specific information. Answer the question in the rubric. ANSWERS They choose to watch a wildlife programme about sharks. Pupils read the dialogue again and find phrases. ANSWERS Do you feel like watching it? - Do you fancy watching it? I'm not really in the mood. - Not really. That's OK with me. - That sounds great. When does it start? - What time is it on? I can't stand social dramas. - I just hate social dramas Pupils listen to the dialogue. Take roles and read it out. ANSWERS Students own answer. Pupils use the TV guide to discuss what you want to watch on TV. ANSWERS A: There's a cookery programme on TV. Do you fancy watching it? B: Not really. Cookery programmes are boring. What else is on? A: Well, there's a wildlife programme on about elephants. B: That sounds great. What channel is it on? A: Channel 1. B: What time is it on? A: 6:30. B: Let's watch that. There's a soap opera on after that. A: Oh no, not that, I just hate soap operas. |
Descriptor: - listen and repeat Total: 2 point
Descriptor: - listen and read for specific information - answer the question Total: 2 point Descriptor: - read the dialogue - find phrases Total: 2 point Descriptor: - listen to the dialogue - take roles and read it out Total: 2 point Descriptor: - use the TV guide - discuss what you want to watch on TV Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 62 |
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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 |
Across cultures: Musical instruments around the world |
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Learning objectives |
7.2.1.1 understand with little support the main points in extended talk on a limited range of general and curricular topics 7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -To introduce the topic and present ethnic music -To brainstorm for vocabulary related to the topic -To practise changing sentences from passive to active e changing |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about musical instruments |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 71 • Play the recording. Ss listen and number the ethnic music extracts in the order they hear them. Check Ss answers. Ex:2a P:71 • Explain the task and write the headings on the board. Explain/Elicit what the headings mean. • Brainstorm with the class for as many musical instruments as you can think of and write them on the board under the headings. Ss copy the lists into their notebooks, Ex: 2b P: 71 • Direct Ss' attention to the pictures and elicit Ss guesses in answer to the questions in the rubric. • Play the recording. Ss listen and follow the texts in their books and find out. Ex: 3 P: 71 •Explain the task and read the example aloud and elicit answers from Ss around the class.
Ex: 4 P: 71 • Explain the task. Ss work in pairs. • Elicit a variety of answers from various pairs around the class and then choose two Ss to describe the two instruments. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen to the music extract. Match them to their origins. ANSWERS a 6 b 3 c 7 d 4 e 8 f 1 g 5 h 2 i 9 Pupils name some musical instruments. List them under the headings. ANSWERS wind: trumpet, trombone, recorder, oboe, clarinet, bassoon string: violin, cello, viola, double bass, guitar percussion: piano, drums, cymbals, tambourine, bells, triangle .Pupils look at the musical instruments in the pictures. Answer the question. ANSWERS The dombra is a string instrument and the tin whistle is a wind instrument. The dombra is from Kazakhstan and the tin whistle is from Ireland. They are still played nowadays Pupils find all the passive sentences in the text. Rewrite them as active ANSWERS It is called... (passive) - People/They call it... (active) the strings were made... (passive) - people made the strings... (active) nylon ones are used... (passive) - people use nylon ones ... (active) Pupils say four things you have learnt from the text. ANSWERS 1 The dombra is a string instrument from Kazakhstan. 2 The tin whistle is a wind instrument from Ireland. 3 Some bands use electric dombras. 4 The theme tune from the film 'Titanic' had a tin whistle in it. |
Descriptor: - listen to the music extract - match them to their origins Total: 2 point
Descriptor: - name some musical instruments - list them under the headings. Total: 2 point Descriptor: - look at the musical instruments - answer the question. Total: 2 point Descriptor: - find all the passive sentences - rewrite them as active Total: 2 point Descriptor: - say four things you have learnt - describe the two instruments. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 63 |
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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 |
Across the curriculum (PSHE) |
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Learning objectives |
7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of general and curricular topics 7.5.3.1 Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges |
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Lesson objectives |
Learners will be able to: -To present and discuss teen media use -To listen and read for specific information -To read for detail; to assess the difficulty of a text |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about teen media |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 72 • Go through the phrases and ensure Ss know what the words mean. • Remind Ss of adverbs of frequency. • Elicit answers from around the class. Ex:2 P:72 • Elicit answers from Ss. (e.g. headache) Play the recording and read the text. Find out if any of their ideas are mentioned in it. Ex: 3 P: 72 • Ask Ss to read the text and identify two examples of problems. Ss should also find solutions to the problems as recommended by the writer. • Elicit answers from around the class. Ex: 4 P: 72 • To assess a opinion writer's intention and • Give Ss time to think about the text and assess the overall opinion. Ex: 5 P: 72 • Read the table with Ss. Play the recording. Allow Ss time to complete the table. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils answer the question. Tell the class. ANSWERS I always listen to the radio in the morning. In the evenings I sometimes read a newspaper or a magazine. Pupils listen and read to find out. ANSWERS Electronic media can cause a number of problems. Students can spend hours playing games or looking at social media sites, and so they neglect their studies. They can also miss out on valuable time with family and friends. .Pupils read the text. List two examples of problems caused by electronic media. Answer the question. ANSWERS The text mentions physical problems, like overeating and sitting without stretching muscles. It also mentions that teens' school grades may drop. The writer advises teens to exercise, and keep devices out of the bedroom. It also advises teens to set a limit of an hour or two every day for using any type of electronic media. Teens should also think carefully about what they write online Pupils answer the question. ANSWERS The writer believes that it is not harmful for teens to use electronic media for a certain amount of time. But many teens spend too much time on their devices. The writer thinks teens should be active, physically and socially, and be careful with how they use the Internet. Pupils listen and tick. Listen and repeat. ANSWERS [e] bed, set, pet [æ] bad, sad, cat |
Descriptor: - answer the question - tell the class Total: 2 point
Descriptor: - listen and read to find out. Total: 2 point Descriptor: - read the text - answer the question. Total: 2 point Descriptor: - answer the question. Total: 2 point Descriptor: - listen and tick - listen and repeat. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 64 |
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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 |
Writing: An email about your favourite TV series p.73 Summative Assessment for the Unit “Entertainment & Media” |
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Learning objectives |
7.4.6.,1 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics 7.5.3.1 Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics 7.5.4.1 Use with some support style and register appropriate to a limited variety of written genres on general and curricular topics |
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Lesson objectives |
Learners will be able to: - To read for gist - To read for cohesion and coherence - To prepare for a writing task |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about favourite TV series |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1a P: 73 • Read the phrases aloud and elicit how the writer feels. Ex:1b P:73 • Explain the task and allow Ss some time to read the email and complete the gaps. • Direct Ss to the Word List to look up the meanings of the words in the Check these words box. • Check Ss' answers around the class. Ex: 2 P: 73 • Read the Study Skills box with the Ss. Explain the task and elicit answers to the questions from Ss around the class. Ex: 3 P: 73 • Allow Ss some time to answer the questions and write the answers in their notebooks. • Check Ss' answers around the class. Summative Assessment for the Unit “Entertainment & Media” Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils the phrases are from the email below. Answer the question. ANSWERS The writer likes the series very much. Pupils read the text. Complete the gaps with the phrases above. ANSWERS 1 a great series 2 never miss an episode 3 are always interesting 4 appeals to everyone 5 can't wait .Pupils read the rubric, look at the underlined words and answer the question ANSWERS 1 My English pen friend. An email in reply to hers/his 2 My favourite TV series 3 50-60 words .Pupils answer the question ANSWERS 1 'Grey's Anatomy' 2 It's a hospital drama. 3 Every Wednesday at 7 pm. 4 It's about a group of young doctors and medical students. 5 Because the storylines are interesting, the acting is very good and it can be sad one moment and funny the next. 6 Yes, it's the best hospital drama ever |
Descriptor: - answer the question - tell the class Total: 2 point
Descriptor: - read the text. - complete the gaps Total: 2 point Descriptor: - read the rubric - answer the question. Total: 2 point Descriptor: - answer the question. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 6: Entertainment and Media |
Lesson 65 |
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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 |
Edutainment |
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Learning objectives |
7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To discuss the role of music in our lives -To test knowledge learnt in this module -To consolidate vocabulary learnt in the module |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about favourite TV series |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 74 • Read the statements with the Ss. Explain any unknown words Ask Ss to get into pairs. Ss discuss with their partner. Monitor the activity. Ask some Ss to report back to the class. Ex:2 P:74 • Explain the task. Allow Ss some time to read the sentences and decide whether each one is true or false. Alternatively, you may allow Ss to review the module and find the relevant information to complete the quiz correctly. Check Ss' answers. Ex: 3 P: 74 • Explain the task and allow Ss time to look through the module and think of quiz items in pairs. Tell Ss they can use the quiz in the previous task as a model. Offer an example (e.g. WALL-E stars in 'Terminator Genisys. (F) Ss swap their quizzes with another pair and do them and then report back to the class. Ex: 4 P: 74 • Draw S * s' attention to the words/phrases and read the question in the rubric aloud and elicit 5 * s' guesses. Play the recording for Ss to listen and follow the song in their books to find out. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the statements. Answer the question. Discus with your partner. ANSWERS Students own answer Pupils do the quiz. Mark the sentences. ANSWERS 1 F ('Terminator Genisys' was directed by Alan Taylor and 'X-Men: Apocalypse' was directed by Bryan Singer.) 2 T 3 T 4 T 5 F (It could cause a lot of harm.) 6 F (It is a string instrument .Pupils look at the Module 6 and prepare a quiz of your own. ANSWERS 1 Arnold Schwarzenegger stars in 'Terminator Genisys'. (1) 2 'The Dark Knight' is a film about Batman. (T) 3 'The Magic Flute' was composed by Giuseppe Verdi. (F-'The Magic Flute' was composed by Mozart.) 4 Pablo Picasso painted 'The Mona Lisa'. (F - 'The Mona Lisa' was painted by Leonardo da Vinci.) 5 The Vegetable Orchestra is from Venice. (F - The Vegetable Orchestra is from Vienna.) 6 The Vegetable Orchestra plays electronic music. (1) 7 The tin whistle is made of tin. (F-The tin whistle is made from brass.) 8 The dombra has horsehair strings. (T) .Pupils read the words/phrases. Listen and read to find out ANSWERS Students own answer. |
Descriptor: - read the statements - answer the question. Total: 2 point
Descriptor: - do the quiz - mark the sentences. Total: 2 point Descriptor: - look at the Module 6 - prepare a quiz Total: 2 point Descriptor: - read the words/phrases - listen and read to find out Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 66 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Natural Phenomena |
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Learning objectives |
7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - present vocabulary for natural phenomena - practise vocabulary for natural phenomena and personalise the topic |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about natural phenomena |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 75 • Draw Ss' attention to the pictures (A-1) and ask various Ss to read out the natural phenomena. Elicit which phenomena match which pictures. Play the recording. Ss listen and check their answers. • Play the recording again with pauses for Ss to repeat chorally and/or individually. Ex:2 P:75 • Explain the task. Ask a S to read out the example. Then elicit answers from various Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the natural phenomena to the pictures. ANSWERS A 4 B 5 C 7 D 6 E 2 F 1 G 9 H 8 Pupils look at the pictures and say which of these phenomena are/are not common in your country. ANSWERS Lightning is common in my country Earthquakes are common in my country. Tornadoes are not common in my country. Hurricanes are not common in my country. Tsunamis are not common in my country. Droughts are common in my country. Avalanches are common in my country. Volcanic eruptions are not common in my country |
Descriptor: - match the natural phenomena - repeat chorally and/or individually. Total: 2 point
Descriptor: - look at the pictures - say which of these phenomena Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 67 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: True stories |
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Learning objectives |
7.2.6.1 deduce meaning from context with little support in extended talk on a limited range of general and curricular topics 7.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics 7.1.1.9 use imagination to express thoughts, ideas, experiences and feelings |
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Lesson objectives |
Learners will be able to: - To predict the content of a text, to listen and read in order to check understanding - To read for specific information and main ideas - To think of an alternative title for a story |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 76 • Direct Ss' attention to the title and the pictures. Elicit what they show (a tropical beach, a huge wave, a flooded village). Elicit Ss' guesses as to what the text is about. Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Ex:2 P:76 • Ask Ss to read the text again and complete the sentences. Remind Ss they can use a minimum of two and a maximum of four words in the gaps. Point out that there is more than one possible answer. Allow Ss time to complete the exercise and check their answers around the class Ex:3a P:77 • Explain the task to the Ss. Point out that a title of a story should be short and catchy. • Allow Ss time to go through the text in Ex.1 and come up with alternative titles. Accept any possible answers. Ex:3b P:77 • Direct Ss' attention to the text in Ex.1 and tell them to go through it again and put themselves in Mark's situation. Allow them time to think and say or write how they would feel. • Elicit answers from various Ss around the class. Ex:4 P:77 •Explain the task and tell Ss to look back through the text to get an idea of the words' meanings from the context. If necessary, they can use their dictionaries. Give Ss time to do the exercise. Check Ss' answers around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the pictures and read the key words/phrases. ANSWERS I think the text is about a person on holiday in Thailand who is caught in a tsunami Pupils read the text again and complete the sentences. Use two to words. ANSWERS 1 to Thailand 2 went to the beach 3 a loud roar 4 swallowed him 5 him up 6 came to rescue them 7 lonely and lost 8 days later 9 to be alive 10 the locals Pupils give the story another title. ANSWERS 'Lucky to be alive', 'A narrow escape Pupils imagine you are Mark. Answer the question. ANSWERS If I were Mark, I would feel shocked, lonely and helpless after such an experience, but at the same time, relieved to be rescued. I would also feel sorry for those people who lost their homes or didn't survive. Pupils match the adjectives with their synonymous. Then explain the words in bold. ANSWERS 1 c 2 a 3 b 4 f 5 d |
Descriptor: - look at the pictures - read the key words/phrases Total: 2 point
Descriptor: - read the text - complete the sentences. Total: 2 point Descriptor: - give the story another title Total: 2 point Descriptor: - Answer the question. Total: 2 point Descriptor: - match the adjectives - explain the words in bold. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 68 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: natural disasters |
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Learning objectives |
7.6.10.1 use present continuous forms for present and future meaning and past continuous on a range of familiar general and curricular topics 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 7.3.8.1 recount some extended stories and events on a growing range of |
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Lesson objectives |
Learners will be able to: - To consolidate vocabulary -To ask and answer questions about the past |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 77 • Explain the task and tell Ss to read texts A and B in full before trying to fit the words into the gaps. Give Ss time to complete the task. Check Ss' answers around the class. Ex:6 P:77 • Explain that Ss should think of something funny, sad or scary that happened to them on holiday. Ask Ss to work in pairs and use the prompts 1-9 to ask and answer questions. Ss should make notes of each other's answers. Then swap roles. Monitor the activity around the class. Ex:7 P:77 • Make it clear to Ss that they will be writing about their experience. Tell Ss to use the guide and fill it in with their notes on their experience and sign off with their name. • Allow Ss time to complete the task and then check Ss' answers. Alternatively, assign the task as HW and check Ss answers in the next lesson. ANSWERS Hi Dylan, You won't believe what happened to me while I was on holiday in Romania! My parents and I went there in spring by aeroplane. The weather was wet and rainy. We stayed in the Carpathian Mountains. Every day we went on long hikes in the beautiful mountains. Then one day we were walking towards an old stone bridge. The river was full of fast flowing water. As we were about to cross the bridge, it collapsed into the river! 1 felt shocked. In the end, we had to walk a long way to find another bridge. We all felt very relieved and lucky to be alive. What about you? Write back, Damir Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the text and complete them with the words in the list. ANSWERS A 1 howling 2 flying 3 shelter 4 rescue 5 survive B 1 rumbling 2 shaking 3 rocking 4 collapsed 5 hurt Pupils talk with your partner about your funniest, saddest or scariest experience on holiday. ANSWERS 1 B:... the Carpathian Mountains in Romania. 2 A: Who was with you? B: I was with my parents. 3 A: What was the weather like? B: It was very wet and rainy. 4 A: How did you get there? B: We travelled by aeroplane, then car. 5 A: Where did you stay? B: We stayed in a mountain hostel. 6 A: What did you do? B: We went for long hikes in the mountains. Even though it was raining, it was very beautiful. 7 A: What happened? B: One day, we were walking towards an old stone bridge. The river was full of fast flowing water. Just as we were about to cross the bridge, it collapsed into the river with a huge crash and was washed away! 8 A: What happened in the end? B: We had to walk a long way to find another bridge. 9 A: How did you feel in the end? B: We felt very relieved and lucky to be alive. Pupils now use your answers in ex6 write an email to your English – speaking friend about your experience. ANSWERS |
Descriptor: - read the text - complete them with the words Total: 2 point
Descriptor: - talk with your partner - answer the question Total: 2 point Descriptor: - use your answers in ex6 - write an email Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 69 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Use of English: Past continuous |
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Learning objectives |
7.6.10.11 use present continuous forms for present and future meaning and past continuous on a range of familiar general and curricular topics 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics 7.5.3.1 Write with moderate grammatical accuracy on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - To present the past continuous - To practise the past 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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 78 • Ss close their books. Present the past continuous. Say: I was working yesterday afternoon. Write it on the board. Underline I was working and explain that this verb is in the past continuous. Explain that we use the past simple of the verb to be and the main verb + -ing to form the affirmative. Explain that we use this tense to talk about actions which were in progress at a specific time in the past. Say, then write on the board: I wasn't working on Saturday morning. Explain that this is the negative form of the past continuous. Give examples for all persons and elicit that we form the negative of the past continuous with subject pronoun/noun + wasn't/weren't + main verb + -ing. Say, then write on the board: Was I working yesterday? Explain that this is the interrogative form of the past continuous. Elicit how it is formed. Tell Ss that we answer in short form with Yes, I was./No, I wasn't Ex:2 P:78 • Explain the task and allow Ss some time to complete it. Check Ss' answers around the class. Ex:3 P:78 • Explain the task and read out the example. Allow Ss two minutes to complete the task. Ask various Ss to read out their answers to the class. Ex:4 P:78 • Explain the task and read out the example. Allow Ss some time to complete the task in pairs and then check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils complete the table. Say the examples in your language. ANSWERS 1 He/She/It was sleeping. 2 He/She/It wasn't sleeping. 3 We/You/They weren't sleeping. 4 Were we/you/they sleeping? 5 Yes, I/he/she/it was. 6 Yes, we/you/they were Pupils look at the picture and answer the question. Use these verbs/phrases to complete the sentences. ANSWERS 1 was eating a sandwich. 2 were playing video games. 3 was reading a magazine. 4 was cooking. 5 was talking on the phone. 6 was sleeping. 7 was raining. Pupils look at Asel’s timetable for last Sunday. Write sentences. As in the example. ANSWERS 2 wasn't watching, was tidying her room 3 weren't sleeping, were having lunch 4 wasn't playing, was watching TV (with Assel) 5 weren't having, were playing basketball (with Assel) Pupils write your own timetable for last Sunday. Discuss with your partner ANSWERS A: At 12.00 I was tidying my room. What about you? B: I was playing basketball. A: At 2.00 I was having lunch. What about you? B. I was having lunch, too. A: At 3.00 I was sleeping. What about you? B: I was playing computer games. A: At 5.30 I was listening to music. What about you? B: I was doing my homework. A: At 7.00 I was talking on the phone. What about you? B: I was having a shower. A: At 8.30 I was having dinner. What about you? B: I was making my dinner |
Descriptor: - complete the table. - say the examples Total: 2 point
Descriptor: - look at the picture - complete the sentences Total: 2 point Descriptor: - look at Asel’s timetable - write sentences Total: 2 point Descriptor: - write your own timetable - discuss with your partner Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 70 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Use of English: Past simple and past continuous |
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Learning objectives |
7.3.8.1 recount some extended stories and events on a growing range of 7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To compare the past continuous and the past simple. -To practise the past simple and the past 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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 79 • Allow Ss two minutes to read through the theory box and then elicit the L1 equivalents for the examples from various Ss around the class. (Ss' own answers) Refer Ss back to the text on p. 76 and give them time to list all the past forms. • Check Ss answers and elicit how each form is used.
Ex:6 P:79 •Explain the task and allow Ss some time to complete it. • Check Ss' answers around the class. Ask Ss to justify their answers.
Ex:7 P:79 • Explain the task and allow Ss some time to complete it. • Check Ss' answers around the class. Ex:8 P:79 •Explain the task and read out the example exchange. Ss work in closed pairs and complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Ex:9 P:79 •Ss use their own ideas to complete the sentences. Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the theory. Say the examples in your language. ANSWERS - Past simple for actions that started and finished in the past: it was (a welcome change), we went, heard, disappeared, heard, turned, I was, I was (in), I could (see), I was (shocked), I could (do), (hours) passed, we were (sale), (there) were, we left, we felt, it was -Past simple for actions that happened one after the other in the past decided, ran; heard, swallowed; grabbed, pulled; gasped, looked (around); saw (us), came (to rescue) -Past continuous/past simple for an action which was happening in the past when another action interrupted it: I was wondering, turned; I was trying (to breathe), pushed; I was feeling, heard Pupils put the verbs in brackets into the past simple or past continuous. ANSWERS 1 was tidying, was having (actions happening at the same time in the past) 2 did he call (action that started and finished in the past) 3 was sunbathing, rang (action in progress interrupted by another action in the past) 4 were swimming (action happening at a specific time in the past) 5 finished, went out (actions that happened one after the other in the past) 6 was playing, started (action in progress interrupted by another action in the past) 7 were watching, was reading (actions happening at the same time in the past) 8 was making, went out (action in progress interrupted by another action in the past) 9 were driving, broke down (action in progress interrupted by another action in the past) 10 put on, grabbed, left (actions that happened one after the other in the past Pupils read the text and put the verbs in brackets into the past simple or past continuous ANSWERS 1 became 2 talked 3 rescued 4 was climbing 5 fell 6 were screaming 7 were watching 8 carried 9 was holding 10 was filming 11 was happening Pupils ask and answer questions. Use the phrases. ANSWERS 3 "Were you doing your homework at 5 o'clock yesterday afternoon?" "Yes, I was./No, I wasn't." 4 "Did you visit your grandparents last Sunday?" "Yes, I did./No, I didn't." 5 "Were you talking on the phone at lunchtime yesterday?" "Yes, I was./No, I wasn't." 6 "Did you watch TV yesterday afternoon?" "Yes, I did./No, I didn't." 7 "Did your friends play basketball yesterday?" "Yes, they did./No, they didn't." 8 "What were you doing at 3 o'clock yesterday afternoon?" "I was doing my homework Pupils complete the sentences. Use the past simple or past continuous ANSWERS 1 it was raining. 2 I was having breakfast. 3 stayed at a hotel by the beach. 4 doing my homework... my mum was cooking dinner. 5 was watching TV... Nurlan called. 6 friends and I went camping in the mountains |
Descriptor: - read the theory - say the examples Total: 2 point
Descriptor: - put the verbs in brackets into the past simple or past continuous - complete the sentences Total: 2 point Descriptor: - read the text - put the verbs in brackets into the past simple or past continuous Total: 2 point Descriptor: - ask and answer questions - use the phrases. Total: 2 point Descriptor: - complete the sentences - use the past simple or past continuous Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 71 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: The man who rode a tornado |
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Learning objectives |
7.2.6.1 deduce meaning from context with little support in extended talk on a limited range of general and curricular topics 7.3.7.1 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: - To introduce the topic and predict the content of a text -To find thematic structures and parts of speech in a text |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 80 • Direct Ss' attention to the pictures and have them read the title. • Elicit Ss' guesses as to what the answer to the question is. • Play the recording. Se listen and read to find out. Ex:2 P:80 •Explain the task. Give Ss time to complete it. Check Ss answers around the class. Correct the false sentences. Ex:3 P:80 • Explain that in this exercise, Ss must go back to the text in Ex. 1 and find the following structures/parts of speech. Briefly remind Ss of phrases, verbs, nouns and adjectives. • Give Ss time to complete the task. Check Ss' answers around the class. Ex:4 P:81 •Explain the task. Remind Ss that newspaper headlines often use an abbreviated, ungrammatical form of English for effect (no articles, present simple tense, etc). Give Ss time to complete the task. Check Ss' answers around the class. Ex:5 P:81 •Explain the task. Tell Ss to go through the text in Ex.1 again and come up with different endings. • Give Ss time to complete the task. Accept any answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the pictures and read the title. Answer the question. Listen and read to find out. ANSWERS I think that Matt managed to escape the tornado he was caught in, he was wry lucky Pupils read the text again and mark sentences. ANSWERS 1 F (He was visiting.) 2 F (Earlier in the day, the weather was nice night, it was raining.) By 3 F (The tornado sounded like ten aeroplanes.) 4 DS 5 T 6 DS Pupils read the text again and find ANSWERS our phrases describing weather: weather was nice, dark clouds started gathering, was raining heavily, strong winds were blowing four verbs related to tornado activity: blowing, shaking, moving, thrown (blow, shake, move, throw) two nouns for injuries: cut, bruise two adjectives describing feelings: terrified, delighted Pupils complete the newspaper headlines. ANSWERS 1 tell 2 Strong 3 blow 4 collapse 5 survived 6 escapes 7 shakes Pupils change the ending of the story. Say and/or write a few sentences. ANSWERS Matt's grandma was very upset. She didn't know if Matt was alive. A neighbour came and told her that Matt was injured and he was in hospital. He took her to the hospital. Matt could not move. He stayed in hospital for a month before he went back home. |
Descriptor: - look at the pictures - answer the question Total: 2 point
Descriptor: - read the text - mark sentences. Total: 2 point Descriptor: - read the text - find the following structures/parts of speech Total: 2 point Descriptor: - complete the newspaper headlines - complete the task . Total: 2 point Descriptor: - change the ending of the story - write a few sentences Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 72 |
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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 |
Everyday English: Narrating an experience Summative Assessment for the Unit “Natural Disasters” |
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Learning objectives |
7.4.6.1 recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - To practise situational phrases - To read for specific information - To learn synonymous phrases |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1a P: 82 • Play the recording with pauses for Ss to listen and repeat chorally and/or individually. • Check Ss' intonation and pronunciation. Ex: 1b P: 82 • Ask Ss to read the sentences again and elicit what disaster Ss think the dialogue is about. Play the recording. Ss listen and follow the text in their books and check if their guesses were correct. Ex:2 P:82 • Allow Ss time to read the dialogue again and answer the questions in the rubric Ex:3 P:83 • Read out the phrases. Refer Ss back to the dialogue and elicit the synonymous ones from various Ss around the class. Ex:4 P:82 • Play the recording. Ss listen and then take roles and read out the dialogue in pairs. • Remind Ss to pay attention to the rhythm of the conversation. Monitor the activity around the class and then ask some pairs to read out the dialogue in front of the class. Ex:5 P:82 • Remind Ss that they can use the dialogue in Ex. 2 as a model, any ideas of their own, as well as the box with the useful phrases to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board. Ss can refer to the diagram while doing the task. Summative Assessment for the Unit “Natural Disasters” Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils listen and repeat. ANSWERS Students own answer Pupils the sentences are from a dialogue between two friends. Answer the question. Listen, read and check ANSWERS I think they are talking about an earthquake Pupils read the dialogue. Answer the question. ANSWERS Assel was in a market in Almaty when the earthquake started. She began screaming and got a shock Pupils find sentences in the dialogue. ANSWERS I was really surprised. I got quite a shock, though! Was anyone injured? Did anyone get hurt? I had an enjoyable time. = It was great. I know what you mean! = I can imagine! Pupils listen to and read the dialogue. Take roles and read it aloud. ANSWERS Students own answer Pupils act out a similar dialogue. Use the dialogue in ex 2 as a model. ANSWERS A: Hi! Did you have a nice time in Thailand? B: It was great, thanks. You'll never guess what happened while I was there, though. A: I have no idea. What happened? B: Well, while I was in Thailand there was a hurricane. A: Oh dear! Where were you at the time? B: My dad and I were cycling in the park when it happened. Suddenly, the wind started howling and objects were flying all around us. A: Oh my goodness! What happened then? B: We ran to find some shelter. A few minutes later it was over. |
Descriptor: - listen and repeat - repeat chorally and/or individually. Total: 2 point
Descriptor: - read the dialogue - answer the question. Total: 2 point Descriptor: - find sentences in the dialogue - elicit the synonymous Total: 2 point Descriptor: - listen to and read the dialogue - take roles - read it aloud Total: 2 point Descriptor: - act out a similar dialogue - Use the dialogue in ex Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 73 |
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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 |
Across culture: Great disasters |
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Learning objectives |
7.1.6.1 organise and present information clearly to others 7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - assess prior knowledge; to predict the content of a text; to listen and read for main ideas - present and practise homophones - relate places/names to events; to consolidate the information in the text |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 83 •Direct Ss' attention to the title. Explain that 'great' in this instance means 'very significant' or 'very large', and not 'good' or 'enjoyable. • Tell Ss to note the dates in the headings and the differences between the buildings (one is a church, one is a column). Prompt Ss to say what they know about the two events. Play the recording. Ss listen and read the text and find out. Ex:2 P:83 • Explain the task. Read the sentences and then direct Ss to read the text again. Give Ss time to complete the task. Ask them to correct the false statements. Check Ss' answers around the class. Ex:3 P:83 • Remind Ss that 'Pepys' is pronounced 'Peeps'. Tell Ss that there is a verb 'to peep', which means to look secretly. • Write 'Pepys peeps' on the board. Explain this is an acceptable sentence and an example of a homophone. Direct Ss to the Study Skills box. Read it aloud. Play the recording and do the task. Ex:4 P:83 • Read out the names and tell Ss to find the information from the text. Point out that 'Pepys' is pronounced 'Peeps' and 'Wren' is pronounced 'Ren'. • Check Ss' answers around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the title and the headings. Answer the question. ANSWERS I know about the Kebin Earthquake as it is well-known in Kazakhstan's history. I have heard about the Great Fire of London, but I don't know anything about it. One picture is of the Ascension Cathedral in Almaty. I don't know about the tall column, maybe it is a memorial in London of the Great Fire Pupils mark the statements. Complete the task. ANSWERS 1 F (The area has had many powerful earthquakes) 2 F (Over 770 buildings collapsed; Almaty was almost completely destroyed.) 3 T 4 T 5 F (It lasted four days. 6 DS Pupils listen and find the word which does not sound the same as the others. Listen again and repeat. ANSWERS itch, hair, saw, eat, high, soon. Pupils answer the question. Find the information from the text ANSWERS Tom Farriner is the baker in whose shop the fire started. Pudding Lane is where Farriner's shop was. King Charles II was king when the fire broke out. Samuel Pepys was a famous diarist who helped to put out the fire. Sir Christopher Wren designed a monument to remind people of the fire. Kebin is an area in Kazakhstan. Almaty is the main city affected by the Kebin earthquake. Ascension Cathedral survived the earthquake. Panfilov is the name of the park the cathedral is in. |
Descriptor: - read the title and the headings - answer the question. Total: 2 point
Descriptor: - mark the statements - complete the task. Total: 2 point Descriptor: - listen and find the word - listen again and repeat. Total: 2 point Descriptor: - answer the question - find the information Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit: 7 Natural disaster |
Lesson 74 |
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Grade: 7 |
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Lesson title |
Summative Assessment for term 3 |
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Learning objectives |
7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics. 7.R6 Recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics 7.W1 Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics. 7.S4 Respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to:
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up Fasten your seat belts and get ready for the all-round race Lead – In • With books closed, ask students to recall the previous lesson (Speaking, page 86) and elicit what they remember about the scenario. • Ask: Where was the woman? (In a shop.) What was she doing? (Returning a record.) What did she want? (To change it.) Did she get what she wanted? |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures Student’s book |
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Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE WORDS or A NUMBER.CD3. Tapescript 3.OR Go to this link to listen information Example: 0. Was she happy in her marriage? No, she was not. READING Task. Read the text carefully and answer the questions. __ Part 1. Choose the correct answer Part 2. Find some inconsistences in the statements. Mark these sentences Yes, No, Not Given. 3. Fishermen all over the world know when hurricanes start 4. Hurricanes usually start in the steppe 5. The best place to hide from hurricane is indoors _______________________. WRITING Task. Look at the films below. Choose one of them to write a review about. Use linking words and connectors in sentences to make some coherent paragraphs. You can use prompts for your answer SPEAKING Task. You will be given a card which asks you to retell a short story about a particular situation. You should include your ideas while telling it. You will be given 1 minute to prepare your talk and then 1-2 minutes to speak. Your classmates prepare the questions to ask you on the topic. Learners take turns in retelling the stories from the cards |
Students listen to the recording twice and answer the questions Descriptor: - listen and match Differentiation: «Verbal support» method is used to help Students use new words in the text. Students Read the text carefully and answer the questions Descriptor: - Paraphrase the given sentences so it has similar meaning Differentiation by support Less motivated learners will be given prompts to find the correct location of the text() paragraphs Students choose ONE of the topics and write. Descriptor: - Write a story about a concert Differentiation by support Less motivated learners will be given prompts to find the correct location of the text() paragraphs |
-can match the halves of the sentences Total: 1 point -can paraphrase the given sentences Total: 1 point -can write a story about a concert Total: 1 point |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it! . |
Poster
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 75 |
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Teacher name: |
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Date: |
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Grade: 7 |
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Lesson title |
Across curriculum: People who help us |
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Learning objectives |
7.4.2.1 Understand specific information and details in texts on a range of familiar general and curricular topics 7.3.5.1 Keep interaction with peers to negotiate, agree and organise priorities and plans for completing classroom tasks |
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Lesson objectives |
Learners will be able to: - present new vocabulary (public servants/emergency services); to expand the topic and practise new vocabulary - anticipate content of a text |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 84 • Go through the pictures and the prompts with the Ss. Explain any unknown words and give them time to do the matching. • Then read out the example and have Ss make sentences with the other prompts. • Check answers around the class. Ex:2 P:84 • Ask Ss to read the title and elicit possible questions about the police service of the United Kingdom from Ss around the class. Play the recording. Ss listen and read the text. • Elicit if Ss' questions were answered. Ex:3 P:84 • Ask Ss to work in pairs. Explain the task. Read out the example. Remind Ss of wh-? question words, and give them time to complete the task. Monitor the activity around the class and then ask some pairs to ask and answer in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the prompts to the pictures. Make sentences. Use your own ideas. ANSWERS 1 E 2 A 3 C 4 B 5 D Pupils read the title of the text. Think of two questions you have about the police service in the UK. ANSWERS Do they have guns? Do they all wear uniforms? (Police in the United Kingdom do not carry a gun. Detectives do not wear uniforms.) Go through the Check these words box with Ss and elicit the meaning of the words/phrases. Pupils read the text. In pairs, ask and answer wh- questions based on the text. ANSWERS B:... the general police work, such as patrolling the streets? A: Constables, under the supervision of sergeants and inspectors. Where is their base? B: The police station is their base. Who can join the police? A: Men and women over the age of 18, with good eyesight and physical fitness. What do constables wear? B: A uniform and a helmet. What do detectives do? A: They investigate crimes. What do they wear? B: Plain clothes |
Descriptor: - match the prompts - make sentences Total: 2 point
Descriptor: - read the title - elicit possible questions Total: 2 point Descriptor: - read the text - ask and answer wh- questions Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 76 |
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Teacher name: |
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Date: |
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Grade: 7 |
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Lesson title |
Writing: A story |
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Learning objectives |
7.3.3.1 give an opinion at discourse level on a growing range of general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - read for lexico-grammatical structure (open cloze) - read for structure and order of events, to give a summary of a story and to think of a new ending |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 85 • Explain the task and allow Ss some time to read the text and complete the task. • Play the recording for Ss to listen and check their answers. • Give Ss time to look up the meanings of the words in the Check these words box. • Refer Ss to the Study Skills box and have one S read it out. Ex:2 P:85 • Explain the task. Allow Ss time to put the events in order and then ask various Ss around the class to give a summary of the story. • Give Ss extra time to think of a new ending and check Ss' answers around the class. Ex:3 P:85 • Play the recording. Ss listen and put the pictures in order. Tell Ss they should use the audio script to get ideas for the story they will write in the next task. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils read the story and fill in the correct preposition. ANSWERS 1 to 2 with 3 with 4 in 5 in 6 with 7 for 8 of 9 in 10 to Pupils put the events in the order they happened. Give the class a summary of the story. Then, give the story a different ending. ANSWERS B-He wrapped himself in his sleeping bag. S C-The tyres got stuck in the snow, 3 D-He started writing goodbye notes. 7 E-He heard a snowmobile, 8 F-He was sale, 9 G-Daryl set off to Mount Adams 1 H-He ran out of food and water. 6 1-It started snowing. 4. Pupils listen and put the pictures in the order they happened. ANSWERS A 2 B 3 C1 |
Descriptor: - read the story - fill in the correct preposition Total: 2 point
Descriptor: - put the events in the order - give the story a different ending Total: 2 point Descriptor: - listen and put the pictures in the order Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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Short term plan: term 3
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Unit 7: Natural disaster |
Lesson 77 |
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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 |
Edutainment |
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Learning objectives |
7.2.4.1 understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics 7.5.1.1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - match sentences with similar - develop critical thinking skills by discussing lessons from nature - consolidate knowledge from the module; to answer a quiz |
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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 |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Revise the language of the previous lesson. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Efficiency: By wishing each other they feel better and feel the support of others Students of the class are listed. Students' attention is drawn to the lesson. • Learners write the numbers from previous lesson Determines the topic and purpose of the lesson Students say different words from the picture |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 86 • Ask Ss if they can think of some characteristics of nature (beautiful, amazing, cruel, etc.) • Ask Ss if they think people can learn things from nature. Ss read out sentences 1-4 and A-D. Explain that 1-4 are statements and A-D are lessons. Ss should match them up. Check Ss answers around the class. Ex:2 P:86 • Ask Ss to work in pairs. Ask them to discuss what we can learn from nature using the prompts and ideas from Ex 1. Monitor the activity around the class and then ask some pairs to tell the class. Ex:3 P:86 • Explain the task. Suggest Ss try the quiz without looking back through the module, if they can. • If an answer is false, have Ss suggest the correct answer. Give Ss time to complete the task. Check Ss answers around the class. Ex:4 P:86 • Ask Ss to work in pairs and look back over the module and create a quiz like the one in Ex 3. Ss swap quizzes and try and answer them. Ex:5 P:86 •Explain the words 'optimistic' and 'pessimistic' to Ss, as well as 'positive' and 'negative'. Ask Ss if they are optimists or pessimists. What are the advantages and disadvantages of the two points of view? (Pessimists may be more realistic and avoid mistakes, optimists are happier and create new opportunities, etc.) Play the song. Ask Ss if they think the song is optimistic or pessimistic Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils match the sentences to their meaning. ANSWERS 1 B 2 D 3 A 4 C Pupils answer the question. Discuss in pairs. ANSWERS Students own answer Pupils do the quiz. Mark the sentences. ANSWERS 1 F (A tsunami hit Thailand.) 2 F (The UK has got 50 police forces.) 3 F (The Commissioner is the head of the police force in London.) 4 F (The Ascension Cathedral survived.) 5T 6 T Pupils look at the Module 7 and write a quiz of your own. ANSWERS 1 Ko Phi Phi Don is a city in Thailand. (F-It is an island in Thailand.) 2 Binti jua was rescued by a gorilla. (F-A 3 year-old boy was rescued by a gorilla called Binti jua.) 3 Matt Suter travelled by tsunami. (F-He travelled by tornado.) 4 Samuel Pepys and his men helped put out the Great Fire of London. T 5 Lollipop ladies take people to hospital. (F- They help people cross busy roads.) 6 All police officers in the UK carry a gun. (F-They do not carry a gun.) Pupils listen to the song. Answer the question. Give reason. ANSWERS The song is optimistic. Even when things are bad, the singer will still be brave and positive |
Descriptor: - match the sentences to their meaning. - complete the task Total: 2 point
Descriptor: - answer the question - discuss in pairs. Total: 2 point Descriptor: - do the quiz - mark the sentences. Total: 2 point Descriptor: - look at the Module 7 - write a quiz of your own Total: 2 point Descriptor: - listen to the song - answer the question Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: Home task: |
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Poster Success
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