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Eyes open 7 grade 2-3-4 тоқсан ҚМЖ жинағы .docx
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Eyes open 7 grade 2-3-4 тоқсан ҚМЖ жинағы .docx
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Автор материалды ақылы түрде жариялады.
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Толығырақ
10 Қазан 2024
296
3 рет жүктелгенТегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!
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Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
Материалдың толық нұсқасын
жүктеп алып көруге болады
Short term plan: term 2
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Unit: 3 Holidays and travel |
Lesson 25 |
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Teacher name: |
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Grade: 7 |
Number present: |
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Lesson title |
Vocabulary: Expressions with go |
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Learning objectives |
7.1.6.1 organise and present information clearly to others 7.3.3.1 give an opinion at discourse level on a growing 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 |
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Lesson objectives |
Learners will be able to: - learn expressions with go. - listen to a conversation about summer trips. - talk about a trip to a summer camp
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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 What time do you get up every morning? What time do you go to school? What do you do after the lesson? |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:31 • Ask students to open their books at page 31. Focus on the photos and the words and phrases in the box. Put students into pairs to do the matching exercise. Tell students that one of the pictures shows some people pulling on a rope. Explain that the contest in which two teams pull different ends of a rope until one wins by pulling the other over a central line is called tug of war (the verb tug means pull hard.) Play the recording for students to listen, check their answers and repeat the words and phrases. Ex: 2 P: 31 • Tell students they are going to listen to a conversation between Chloe and Ben. Play the recording. Students listen and answer the question. Ex: 3 P: 31 • Ask students to copy the chart into their notebooks. Play the recording again. Students listen and complete the chart. Check answers. You could elicit further examples of the use of the verb go with sports, activities and places and put them on the board, e.g. go running, go cycling, go on a trip, go on holiday, go to the beach Ex: 4 P: 31 • Read out the three questions. Put students into pairs to answer them. Check answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the phrases in the box with the photos ANSWERS b a guided tour c a safari d trekking f summer camp g climbing h skiing i e sailing a theme park • Learners listen to the conversation between Chloe and Ben. ANSWERS Ben: a summer camp in Scotland Chloe: a school exchange in Oxford • Learners listen again and complete the chart with the words ANSWERS go: climbing, trekking, sailing, skiing go on: a school exchange, a guided tour, a safari go to: a theme park • Learners look at the expressions and think about the trips ANSWERS climbing, skiing, sailing, trekking summer camp, a safari, a school exchange a safari, sailing |
Descriptor: - match the phrases with the photos T
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen to the conversation between Chloe and Ben Total: 3 point Descriptor: - look at the expressions and think about the trips 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 2
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Unit 3 Holidays and travel |
Lesson 26 |
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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 |
Reading: an online advertisement |
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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 7.5.2.1 write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics |
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Lesson objectives |
Learners will be able to: - read an advertisement about a sailing trip. learn words from the text. talk about when I did something for the first time
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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 Students say different words from the picture Answer the question. |
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 if they can talk about online advertisement |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:32 • Ask students to open their books at page 32 and look at the photos. Read out the two questions. Elicit answers from the class, but do not confirm or reject any ideas at this stage. Ex: 2 P: 32 • Ask students to read the text to check their answers to Exercise 1. Ex: 3 P: 32 • Ask students to read the text again. Put students into pairs and ask them to find out what the numbers in the box refer to. Check answers with the class and then read out the information in the FACT! box. Ask: Would you like to go a sailing trip with the Tall Ships Youth Trust Ex: 3 P: 32 Ask students to find the first phrase in the reading text. Elicit the matching definition with the class. Put students into pairs to match the remaining words and expressions with the correct definitions, using context to help them. Point out that working out the meaning of new words from their context, rather than simply finding out from a dictionary how the new word translates into your own language, is a very good way of taking a more active role in learning. Pair stronger students with weaker students for this task. Check answers with the class. |
• Pupils look at the photos. Answer the question ANSWERS Student’e own answer. • Pupils read the online advertisement and check your answers ANSWERS They do everything there: take the wheel, cook, clean and keep watch at night. It's a charity adventure holiday. • Pupils read the advertisement again. Answer the question. ANSWERS two or three hundred: The Stavros is an exact copy of the ships that pirates sailed two or three hundred years ago. thousands: Every year thousands of young people get their first taste of the sea. 30: The mast is 30 metres tall. 70 and 200: The Stavros is a 200ft (70 metre) sailing ship. 70: Up to 70% of the young people are disabled or disadvantaged 40: Sandra is on the ship with 40 other young sailors. 15: Emma is 15 years old. Pupils match these words and phrases from the advertisement with the definitions below ANSWERS 1 keep watch 2 a taste of 3 an exact copy 4 cool stuff 5 take it in turns 6 disabled 7 adjuste |
Descriptor: - look at the photos - answer the question Total: 2 point pupils are evaluated by collecting fish
Descriptor: - read the online advertisement Total: 1 point Descriptor: - match these words and phrases from the advertisement Total: 2 point
Self assessment -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: P: Home task: Write the days |
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Poster Success
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Short term plan: term 2
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Unit 3 Holidays and travel |
Lesson 27 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Language focus: present perfect with still, yet, already |
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Learning objectives |
7.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past 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 7.5.5.1 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn the present perfect with still, yet, already and just. - practise asking and answering questions using the present perfect and the four adverbs |
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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 persons character |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P: 33 • Ask students to open their books at page 33. Tell students that the example sentences are from the text on page 32. Ask students to copy and complete the sentences. Check answers. Ask students to translate still, yet, already and just into their own languages. For further information and additional exercises, students can turn to page 116 of the Grammar reference section Ex: 2 P: 33 • Read out the example sentence in the exercise. Put students into pairs to complete the remaining sentences. Support weaker students by encouraging them to identify the type of sentence they must complete is it a question or a negative? Students should also use the position of the gap in the sentence to help them decide on the right word. Check answers with the class. bride Ex: 3 P: 33 • sk two students to read out the example question and answer Ask students to work alone to complete the dialogues. Check answers. Students can practise reading the dialogues in pairs Ex: 4 P: 33 • Read out the example. Ask students to work in pairs to complete the remaining Pair stronger students with weaker students for this task Play the recording for students to check their answer Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils complete the examples from the text. ANSWERS
•Pupils look at the chart and complete the sentences using still, yet, already and just. ANSWERS 2 still 3 yet 4 just 5 still 6 yet 7 just 8 already •Pupils use the cues to make dialogues with already, yet and just ANSWERS 2 Has your friend Sam picked up the tickets yet? No, but he's already bought them. 3 Have you decided to take the phone or the tablet yet? Yes, I've just packed it. 4 Has your friend Sam booked a taxi yet? No, but we haven't got the number yet. 5 Have you written down the emergency number yet? Yes, I've just written it on the notepaper. •Pupils complete the text using the words in brackets and the present perfect. ANSWERS 2 still haven't found 3 Have ... spoken yet 4 's just phoned 5 has already lost 6 Have .... given ... yet 7 've already made 8 's just finished |
Descriptor: - complete the examples from the text Total: 1 point
Descriptor: - complete the sentences using still, yet, already and just Total: 1 point Descriptor: - use the cues to make dialogues with already, yet and just Total: 1 point Descriptor: - complete the text using the words in brackets and the present perfect. Total: 1 point -Make CCQ questions Yes / No
pupils are evaluated by collecting pencils |
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 2
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Unit 3: Holidays and travel |
Lesson 28 |
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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: an interview |
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Learning objectives |
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 7.6.7.1 use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen to teenagers talking about a school trip. - learn phrasal verbs |
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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Plan |
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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 from 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 talk about daily routines 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: - talk about daily routines Point 1 Assessment criteria - Learners have met the learning objectives if they can talk about natural features |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:34 • Ask students to open their books at page 34. Ask students to brainstorm activities the teenagers in the photo might have done in Paris. Check their ideas. Ex: 2 P: 34 • Tell students they are going to listen to three conversations. Students listen and choose the best summary. Ex: 3 P: 34 • Give students time to read the questions. Play the recording again. Students listen and answer. . Ex: 4 P: 34 • Put students into pairs to do the exercise. Play the recording for students to listen, check their answers, and repeat. Check answers. Read out the Get it right! box Ex: 5 P: 34 Read out the example sentence. Ask students to work alone to complete the sentences. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils work with a partner. Look at the photo of some teenagers on a school trip in Paris. ANSWERS Students own answer. •Pupils listen to the conversation. Ask and answer the question. ANSWERS C •Pupils listen again and answer the question. ANSWERS 1 On Tuesday 2 two full days 3 they walked. 4 yes (the Louvre) 5 yes (in a street market) 6 It's OK. They've picked up lots of new expressions. 7 today 8 go to a Vietnamese restaurant (they also wanted to watch the fireworks, but got the day wrong) •Pupils match the phrasal verbs with their synonymous . ANSWERS 1 f 2 d 3 e 4 a 5 b •Pupils complete the sentences with the correct form of the verbs. ANSWERS 2 picked up 3 was looking round 4 come back 5 chill out 6 set of |
Descriptor: - work with a partner - Look at the photo of some teenagers Total: 2 point
Descriptor: - listen to the conversation - ask and answer the question Total: 2 point pupils are evaluated by collecting colour pencils Descriptor: - match the phrasal verbs with their synonymous . Total: 3 point Descriptor: - complete the sentences with the correct form of the verbs. 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 2
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Unit: 3 Holidays and travel |
Lesson 29 |
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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 |
Language focus: Present simple passive |
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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 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some 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: - learn the present simple passive. - learn when to use active voice or passive voice. - learn present simple passive question forms. |
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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
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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 talk about days of the week 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: - talk about days of the we Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about your last I holidays. |
Pictures worksheet picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:35 • Ask students to open their books at page 35. Tell students that the gapped sentences are from the listening on page 34. Put students into pairs to complete the sentences. Check answers. Ex: 2 P: 35 • Read out the example. Tell students to complete the sentences by putting the verbs in brackets into the present simple passive form. Students can compare answers in pairs before you check answers with the class Ex: 3 P: 35 • Refer students to the information in the Get it right! box. Check that students understand that the first pair of sentences are in the passive because neither the Romans nor Budapest do the actions of calling or locating. The second pair of sentences are in the active form because we do not have to refer to the human beings involved in driving trains or opening and closing things, e.g. we say The film starts at 7.00 not The film is started at 7.00 by the assistant. Ask students to read the text and work in pairs to complete it with the correct words. Ex: 4 P: 35 •Put students into pairs to read the questions and complete the rule. Check the answer Ex: 5 P: 35 Ask students to work alone to answer the questions in Exercise 4. Students can compare answers in pairs before you check answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils complete the examples from the listening. ANSWERS
• Pupils look at the chart. Complete the sentences. Use the passive form of the verbs in brackets. ANSWERS 2 are sold 3 are bought 4are visited 5 is spoken 6 isn't drunk • Pupils choose the correct words to complete the text. ANSWERS 1 move 2 see 3 are made 4 are called 5 show 6 are photographed 7 is touched 8 fall • Pupils look at the questions about the listening and complete the rule. ANSWERS To form questions we use be + subject + past participle • Pupils answer the question about the listening ANSWERS 1 Yes, it is. It is visited by 6 million people every year. 2 because the views are so good 3 No, it isn't. It's celebrated on the 14th July. 4. Yes, they are |
Descriptor: - complete the examples from the listening. Total: 3 point Descriptor: - complete the sentences - use the passive form of the verbs Total: 2 point
Self assessment Descriptor: - choose the correct words Total: 2 point Descriptor: - answer the question about the listening Total: 2 point
pupils are evaluated by collecting fish
-Make CCQ questions Yes / No 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 2
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Unit 3 Holidays and travel |
Lesson 30 |
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Teacher name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Discover culture |
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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 7.4.1.1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7.1.8.1 develop intercultural awareness through reading and discussion |
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Lesson objectives |
Learners will be able to: - learn about places, animals and sports in Australia. - talk about whether I would like to go to Australia and wha - landmarks, animals and sports are special to my country. |
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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 if they can talk about natural wonders. |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:36 • Ask students to open their books at page 36. Students look at the photos and answer the question Ex: 2 P: 36 • Put students into pairs to list images they would expect to see in the video about Australia, e.g. a kangaroo, Ayers Rock Ex: 3 P: 36 • Play the video for students to check the accuracy of predictions they made in Exercise 2. Students also make a note of the images they see related to three categories in Exercise 3. Ex: 4 P: 36 • Play the video again. Students watch and complete the sentences with the correct words. Students can compare answers in pairs before you check Ex: 5 P: 36 Read out the words in the box. Ask students to match them with the things they describe in the video. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils look at the photos. Answer the question. ANSWERS The photos show the Sydney Opera House, an Australian beach and a koala. Pupils work with a partner. Make a list of other images you might see. ANSWERS Students own answer. Pupils watch video. Make a list of the other things ANSWERS 1 The Sydney Opera House, Uluru 2 camels, toads, kangaroos, koalas, wombats, sheep 3 camel racing, toad races, Australian rules football Pupils watch video again. Complete the sentences with the correct words. ANSWERS 1 rock 2 camels, 1800s 3 kangaroos, koalas 4 Sheep 5 toads 6 rugby Pupils match these adjectives with the things that they describe in the video. ANSWERS 1 famous 2 unusual 3 poisonous 4 confusing |
Descriptor: - look at the photos - answer the question Total: 2 point
Self assessment Descriptor: - work with a partner - make a list of other images Total: 3 point Descriptor: - make a list of the other things Total: 3 point pupils are evaluated by collecting colour pencils
-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 2
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Unit 3: Holidays and travel |
Lesson 31 |
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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: a poster presentation |
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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 7.5.9.1 punctuate written work at text level on a growing range of familiar general and curricular topics with some accuracy |
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Lesson objectives |
Learners will be able to: - identify specific information - 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 - can make sentence - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: To talk about natural features and natural wonders |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:39 • Ex: 5 P: 39 • Ex: 6 P: 39 • Ex: 7 P: 39 • Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils complete the sentences about your best friend. ANSWERS 1 My best friend's name is Anya. 2 She is my best friend because we have a lot of fun together. She is honest and loyal. 3 We like going to the cinema and knowing all about film stars. Pupils tell the class about your best friend ANSWERS My best friend's name is Artyom. He is my best friend because we like doing things together. He is friendly and fun. We like playing football and going to see football matches Pupils match the people to the activities ANSWERS 1 E 2 G 3 C 4 B 5 A Pupils post your comment to Inkar’s blog about your best friend. ANSWERS Hi Inkar, My best friend is Artyom. We are in the same class at school. He's really friendly and fun to be with. He's also very loyal and helps me when I need help and that's great too! Aldiyar |
Descriptor: - fill in the information about a friend Total: 2 point
Self assessment Descriptor: - tell the class about their best friend. Total: 3 point Descriptor: - match the names with the activities Total: 2 point
pupils are evaluated by collecting fish
-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 2
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Unit 3: Holidays and travel |
Lesson 32 |
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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 |
Speaking: singing up for an activity |
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Learning objectives |
7.2.5.1 recognize the opinion of the speakers in supported extended talk on a 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 7.5.5.1 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - understand specific details through the keywords, style, intonation and repetition -create short conversations in routine context on topics of interest/discussed issue |
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Value links |
Perseverance – People who value perseverance will work through adversity and be determined to get a result. This is a great treat for employees and entrepreneurs alike. |
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Plan |
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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?
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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 talk about favourite day 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: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can talk about two friends |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:38 • Ask students to open their books at page 38. Tell students they are going to watch some teenagers answering the following question: What's the most exciting thing you've ever done? Give students some time to read the three questions and then play the video. Students work alone to answer the questions. Students can compare answers in pairs before you check answers with the class. Ex: 2 P: 38 • Put students into pairs to ask and answer the question Encourage them to ask additional questions, e.g Where did you do it? When did you do it? Ask some students to report back to the class on what their partner said Ex: 3 P: 38 • Tell students they are going to listen to Gemma talking to an activity guide. Before you play the recording, check students' understanding of the following vocabulary: helmet (noun): a protective hat worn by people doing certain sports wetsuit (noun): a close-fitting garment made of rubber for warmth in water sports lifejacket (noun): a sleeveless jacket worn to keep the wearer afloat in water. Play the recording for students to listen and answer the question. Check the answer Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Pupils work with a partner. Answer the question. ANSWERS canyoning skiing walking behind a waterfall jumping into water playing in a concert going on a rollercoaster Pupils read the presentation. Answer the question. ANSWERS Students own answer. Pupils read presentation again. Match the headings. ANSWERS a canyoning trip |
Descriptor: - work with a partner - answer the question Total: 2 point
Descriptor: - read the presentation - answer the question Total: 3 point Descriptor: - read presentation again. - match the headings. Total: 3 point
pupils are evaluated by collecting colour pencils -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 2
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Unit 3 : Holidays and travel |
Lesson 33 |
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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: a travel blog |
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Learning objectives |
7.1.8.1 develop intercultural awareness through reading and discussion 7.3.3.1 give an opinion at discourse level on a growing 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 |
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Lesson objectives |
Learners will be able to: - give a short response showing their opinion, agreement or disagreement - identify the intended audience |
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Value links |
Self-Discipline – If you value self-discipline, you might be a person who wakes up early, exercises daily, and doesn’t get distracted by vices. |
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Plan |
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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? Write some of the words from the previous lesson Lead – In
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“The wish lamp” method helps to start the lesson with good wishes to each other. 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 rooms 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: -know key phrases - know vocabulary of previous lesson Total: 1 point Assessment criteria - Learners have met the learning objectives if they can: Talk about amazing travels |
Pictures worksheet Student’s book |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P: 37 • students open their books at page 39 Students at the photos read Mitch's blog post and say he on holiday the answer with the class Tell students Highway runs down the west coast of the USA linking many places including Francisco Los Angeles Ex: 2 P: 37 • Ask students to read Mitch's blog again and answer the five questions. Students can compare answers in pairs before you check answers with the class. Ex: 3 P: 37 • Through information the Useful language students work alone to find an example how feels bad in the blog. you have checked answers point out that when making exclamations emphasis to be placed on adjective the noun in the sentence giving them greater than they would customarily have Ex: 4 P: 37 • Read out the examples. Ask students to work in pairs to write further exclamations using the adjectives from the box. Check answers with the class. Encourage students to read out their sentences with the exaggerated emphasis referre to in Exercise 3 above. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils look mat the photos and read Mitche’s blog. ANSWERS Highway in the USA • Pupils read the blog again and answer the question. ANSWERS 1 ten days 2 over 700 km 3 Los Angeles, Hearst Castle, Santa Cruz and San Francisco 4 Hearst Castle 5 the Golden Gate Bride • Pupils look at the useful language box. Find one example in the blog. ANSWERS a big disappointment • Pupils complete the exclamations using the nouns. ANSWERS 3 What an exciting film! 4 What comfortable beds! 5 What an ugly building! 6 What beautiful photos |
Descriptor: - look at the photos - answer the question Total: 2 point
Self Assessment Descriptor: - read the blog - answer the question. Total: 2 point Descriptor: - look at the useful language box - find one example in the blog. Total: 2 point Descriptor: - complete the exclamations - use the nouns. Total: 2 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: 5 Our Health |
Lesson 49 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Accidents and injuries |
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Learning objectives |
6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 6.2.1.1 understand a sequence of supported classroom instructions 6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics |
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Lesson objectives |
Learners will be able to: - learn vocabulary for accidents and injuries. - write and talk about accidents and injuries. |
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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.
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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?
Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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
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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 personal information, match places to continents |
Pictures
worksheet
Picture |
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Middle of the lesson Presentation part. 30 min
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Ex:1 P:57 •Put students into pairs to match the words and phrases in the box with the pictures. You could turn this into a game by asking pairs to compete to be the first to complete the matching exercise correctly. Weaker students can look up the meanings of the verbs in a dictionary Ex: 2 P: 57 •Ask students to work alone to complete the remaining sentences with the phrases in Exercise 1 in the correct form. Students can compare answers in pairs before you check answers with the class. Ex: 3 P: 57 •Ask a student to read out the example sentences. Give students time to write sentences about the last time they experienced any of the accidents and injuries from Exercise 1. Monitor and help with vocabulary as necessary. Encourage stronger students to write full sentences in their answers. Weaker students can write in note form if they find that easier. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the pictures with the words in the box. Then listen, check and repeat. ANSWERS a crash your car b bang c trap your finger d hurt your back your head e break your leg f cut your finger g fall off your bike h burn your hand i trip over the dog j slip on ice
• Learners complete the sentences with the correct form of the words in Exercise 1. ANSWERS 2 cut... finger 3 burn…..hand 4 hurt... back 5 broke... leg 6 bang... head • Learners choose two animals from Exercise 1 and write notes about them. Think about these things: ANSWERS Students own answer |
Descriptor: - match the pictures with - listen, check and repeat. Total: 2point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.
Descriptor: - complete the sentences - compare answers in pairs Total: 2 point Descriptor: - choose two animals - write notes about them Total: 2 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 Our Health |
Lesson 50 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Reading: A magazine article |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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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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Lesson objectives |
Learners will be able to: - read an article about a man who has had lots of accidents. - learn expressions with get. - write true and false sentences with expressions with get. |
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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.
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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
Students say different words from the picture Answer the question.
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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 if they can talk about |
Pictures
worksheet
Student’s book |
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Middle of the lesson Presentation part. 30 min
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Ex:1 P:58 • Ask students to look at the photo of Mick as well as the other photos. Elicit the names of the animals and objects shown in Exercise 1 (horse, cat, stairs, hammer, tractor and potatoes). Read out the question and then put students into pairs to answer it. Elicit students ideas, but neither confirm nor reject them at this point. Students will check their ideas in Exercise 2. Ex: 2 P: 58 • Ask students to read the magazine quickly to check the ideas they came up with in Exercise 1. You could then ask students if they know of anyone who is as unlucky or as accident-prone as Mick Wilary. Students could briefly tell the class something about this person. Ex: 3 P: 58 • Ask students to read the magazine article again. Then ask them to work alone to do the true/false exercise. Students can compare answers in pairs before you check answers with the class.
Ex: 4 P: 58 • Ask students to find three expressions with get in the article. They should then look at the context of the expressions and say what the meaning of get is. Check answers. Ex: 5 P: 58 • Read out the example. Put students into pairs to complete the remaining sentences with get and one of the words in the box. Check answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Pupils work with a partner. Look at the photo of Mick Wilary. How do you think the things below are connected to Mick? ANSWERS Students own answer
• Pupils read the article and check your ideas to Exercise 1. ANSWERS Mick Wilary has had injuries and accidents involving all these things.
• Pupils mark the sentences true (T) or false (F). ANSWERS 1 F (he has broken fifteen different bones over the last 30 years) 2 T 3 T 4 T 5 F (he has never complained or got angry) Pupils look at the article again. Find three examples of get + adjective. What does get mean in each expression? ANSWERS get hurt get angry get better It means become Pupils complete the sentences with get and the words in the box ANSWERS 2 get married 3 get injured 4 get sick 5 get worried 6 get better |
Descriptor: - work with a partner. - answer the question Total: 2 point
Descriptor: - read the article - check your ideas Total: 1 point
Self assessment Descriptor: - mark the sentences - compare answers in pairs Total: 2 point Differentiation: «Verbal support» method is used to help Ss use new words in the sentences Descriptor: - look at the article - Find three examples of get Total: 2 point Descriptor: - complete the sentences - complete the remaining sentences Total: 2 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 Our Health |
Lesson 51 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Language focus 1 Present perfect: affirrmative and negative |
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Learning objectives |
6.6.13.1 use might may could to express possibility on a limited range of familiar general and curricular topics 6.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 6.5.8.1 spell most high-frequency words accurately for a limited range of general topics |
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Lesson objectives |
Learners will be able to: - earn the present perfect (affirmative and negative). - learn the distinction between been and gone. - write and talk about things I have and haven't done in my lif |
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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.
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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
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
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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 persons character
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Pictures
worksheet
Picture |
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Middle of the lesson Presentation part. 30 min
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Ex:1 P: 59 •Ask students to open their books at page 59. Tell students that the example sentences in the table are from the text on page 58. Ask students to copy and complete the sentences: Check answers. Ex: 2 P: 59 • Write a series of common verbs on the board, e.g. go, do, see, be, write, read, play, fly, eat, drink, swim. Elicit the past participle forms of these verbs and write them on the board. Complete the first sentence as an example. Ask students to work alone to complete the remaining sentences by choosing the correct verb form in each case. Check answers Ex: 3 P: 59 • Read out the information in the Get it right! box. Ask students to translate been and gone into their language and say if there is a similar distinction in meaning. Read out the example and then check students' understanding of never, which means not ever or not once. Point out that I've never done has a similar meaning to I haven't done, e.g. I've never been to Iceland. Ask students to work alone to complete the sentences in the present perfect with the words in brackets. Ex: 4 P: 59 • Put students into pairs to write sentences using the words. Check answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils complete the examples from the text ANSWERS
•Pupils choose the correct words ANSWERS 1 have eaten 2 has seen 3 haven't swum 4 haven't broken 5 have flown 6 hasn't hurt
•Pupils complete the conversations with the present perfect form of the verbs in brackets and where necessary, never. Then listen and check. ANSWERS 2 've sung 3 've played 4 has had 5 hasn't broken 6 has broken 7 've never met 8 've played 9 've never been 10 've been
•Pupils write sentences with the correct form of the present perfect and the words below. ANSWERS 1 I haven't been to hospital. 2 My parents have visited 20 countries. 3 London has had the Olympic Games three times. 4 Patrick hasn't read many books. 5 Anna has lived in the USA. 6 You haven't met my cousin Sam. |
Descriptor: - complete the examples Total: 1 point
Self assessment
Descriptor: - complete the remaining sentences - choose the correct words Total: 2 point Differentiation: «Verbal support» method is used to help Ss use new words in the sentences
Descriptor: - complete the conversations. - listen and check. Total: 2 point Descriptor: - write sentences with the correct form - Check answers. Total: 2 point
-Make CCQ questions Yes / No Total: 1 point
Total: 10 point
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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: Our Health |
Lesson 52 |
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Teacher name: |
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Date: |
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Grade: 6 |
Number present: |
absent: |
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Lesson title |
Listening A radio interview |
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Learning objectives |
6.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics 6.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 6.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen to a radio interview about accidents in the home. - learn words for parts of the body. - write and talk about parts of the body I have injured. |
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Value links |
Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so. |
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Plan |
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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.
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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? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere
Students of the class are listed.
Students' attention is drawn to the lesson. • Learners talk about daily routines previous lesson vocabulary
Determines the topic and purpose of the lesson
Students say different words from the picture
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The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - talk about daily routines Point 1
Assessment criteria - Learners have met the learning objectives if they can talk about |
Pictures
worksheet
Student’s book |
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Middle of the lesson Presentation part. 30 min
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Ex:1 P:60 • Ask students to open their books at page 60. Students look at the photos and answer the question.
Ex: 2 P: 60 • Tell students they are going to listen to an interview with a Health and Safety expert. Play the recording. Students listen and check the ideas they came up with in Exercise 1 Ex: 3 P: 60 • Play the recording again. Students decide which of the sentences are true and which false. Students should correct the false sentences. Check answers. Ex: 4 P: 60 • Put students into pairs to match the parts of the body with the words in the box. Play the recording for students to listen, check their answers and repeat the words. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
•Pupils work with a partner. Look at the photos. What do you think the most common accidents are to happen in these rooms? ANSWERS Students own answer
•Pupils listen to the radio interview and check your ideas to Exercise 1 ANSWERS In the kitchen, people often get burnt and cut themselves. In the bathroom, people often slip in the shower or the bath and they break a leg or an arm. On the stairs, people often slip, trip and fall. •Pupils listen again. Mark the sentences true (T) or false (F). Correct the false sentences. ANSWERS 1 T 2 F (This year more accidents have happened in the living room, but she doesn't think it's a very dangerous place.) 3 F (He's cut his fingers and he's burnt his hand.) 4 T 5 F (The most common accidents at home are slips, trips and falls.) 6 F (He fell off his chair.) •Pupils match the words in the box with the parts of the body in the picture. Then listen, check and repeat. ANSWERS a shoulder b neck c chest d back e wrist f knee g ankle h elbow |
Descriptor: - work with a partner -answer the question Total: 2 point
Self assessment
Descriptor: - listen to the radio interview - listen and check the ideas Total: 2 point Differentiation: «Verbal support» method is used to help Ss use new words in the sentences Descriptor: - Mark the sentences - correct the false sentences Total: 2 point Descriptor: - match the words - listen, check and repeat Total: 2 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: Home task: |
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Poster Success
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Short term plan: term 4
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Unit 8: “HEALTHY HABBITS” |
Lesson 81 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Priorities |
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Learning objectives |
7.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 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: - earn vocabulary for talking about priorities in life. - talk about what is important to me, what I argue about with my parents, what stresses me and what I enjoy doing. |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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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? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:87 • Ask students to open their books at page 87. Elicit descriptions of the photographs and give students time to read the phrases. Ask students to work in pairs to match the correct phrases with the photos. Play the recording for students to check their answers. Play the recording again for students to repeat the phrases. Ex: 2 P: 87 • Tell students they are going to listen to teenagers talking about their priorities. Play the recording for students to match the speakers with the activities in Exercise 1. Check answers Ex: 3 P: 87 • Give students a few minutes to write adjectives or phrases to describe the activities in Exercise 1. Put students into pairs to explain their choice of words and phrases. Make sure students understand they will need to use the gerund when talking about the activities in Exercise 1, e.g. they will say getting enough sleep is really important not get t enough sleep is really important. They will also use the gerund with like/love/hate, etc. Ask some students to report back to the class on what their partner said. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the phrases with the photos. Write the letters bellow. Then listen, check and repeat. ANSWERS a shop for clothes b hang out with friends c do sports d have time for yourself e do something creative f help around the house g get enough sleep h chat with friends online • Learners listen to the teenagers. Match the speakers with the activities in Ex 1. ANSWERS 2 shop for clothes 3 help around the house 4 do something creative 5 hang out with friends 6 get enough sleep 7 do sports 8 chat with friends online • Learners think of an adjectives or phrase to describe the activities in Ex 1. ANSWERS Student’s own answer. |
Descriptor: - match the phrases - write the letters Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen to the teenagers - match the speakers Total: 2point Descriptor: - work in pairs - describe the activities Total: 2 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 4
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Unit 8: “HEALTHY HABBITS” |
Lesson 82 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: A magazine article |
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Learning objectives |
7.4.5.1 deduce meaning from context in short texts on a growing range of familiar general and curricular topics 7.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 7. |
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Lesson objectives |
Learners will be able to: - read an article about teenagers and sleep. - learn verb and noun collocations. - talk about my sleeping habits |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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? Lead – In Books closed. Write the following question on the board: Why do we need to sleep? Put students into small groups and give them a minute to think of answers to the question. Ask one student from each group to report their answers to the class. |
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:88 • Ask students to open their books at page 88 and look at the photo. Read out the two questions. Put students into pairs to answer the questions Ex: 2 P: 88 • Check students' understanding of the following vocabulary: complain (verb): to say that something is wrong or that it irritates you, e.g. He complained about the heat in the classroom. advice (noun): suggestions to someone about what you think they should do in a given situation, e.g. She gave me some great advice about how to study for exams. Ask students to first read the article to check their answers to Exercise 1 and then decide the main aim of the article. Check answers and then refer students to the information in the FACT! box. Ask: What would be the best time for lessons to start? Ex: 3 P: 88 • Read out the five questions Ask students to work alone to read the text again and answer the questions. Encourage students to highlight the part of the text that led them to their answers. Students can compare answers in pairs before you check answers with the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Look at the photo and answer the question. ANSWERS Student’s own answer. • Learners read the article and check your answers ANSWERS 1 Between eight and nine hours. 2 It can be difficult to concentrate and learn. Your body gets weak and it's easy to get ill. You eat unhealthy food with more sugar in it • Learners read the article again. Answer the question. ANSWERS 2 Between eight and nine hours. 3 You can't concentrate in your lessons so it's more difficult to learn. 4 Because it has a lot of sugar in it. 5 A big meal and drinks with caffeine or sugar |
Descriptor: - work with a partner - 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 article - check your answers Total: 2point Descriptor: - read the article - answer the question. Total: 2 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 4
|
Unit 8: “HEALTHY HABBITS” |
Lesson 83 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Language focus; should must |
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Learning objectives |
7.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 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: - learn should and must. - talk about problems and give advice using should and must |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following sentences on the board: You should get more sleep. You must get more sleep. Ask students to focus on the verbs should and must. Explain or elicit that should is used to give advice and that must is used to express obligation. Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:89 • Ask students to open their books at page 89. Tell students that the example sentences are from the text on page 88. Ask students to look back at the text and then copy and complete the sentences. Check answers. Ex: 2 P: 89 • Read out the example sentence. Ask students to work in pairs to complete the remaining sentences using should or shouldn't and a verb in the box. Check answers. Ex: 3 P: 89 • Read out the example sentence. Ask students to work in pairs to complete the remaining sentences using should or shouldn't and a verb in the box. Check answers. Ex: 4 P: 89 • Ask students to read the gapped conversation quickly for general understanding. Ask them to say what the conversation is about (plans for Friday night). Students can then work in pairs to complete the conversation using the phrases in brackets to help them to decide whether to use should/shouldn't or must/mustn't. Pair stronger students with weaker students to do this task. Play the recording for students to listen and check their Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the examples from the text. Then complete the rules in the box. ANSWERS 1 You must get enough sleep. 2 You should get between eight and nine hours of sleep each night. 3 You shouldn't watch TV before you go to bed. We use 'should to say what we think is a good idea and must to say what we think is necessary . • Learners complete the sentences below with should or shouldn’t and the verb in the box ANSWERS 2 should spend 3 shouldn't go to bed 4 should say • Learners complete the sentences with must or mustn’t. ANSWERS 2 mustn't 3 must 4 must • Learners complete the conversation with the correct word. ANSWERS Student’s own answer |
Descriptor: - complete the examples from the text - complete the rules Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - complete the sentences below with should or shouldn’t Total: 2point Descriptor: - complete the sentences with must or mustn’t. Total: 2 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
|
|
Short term plan: term 4
|
Unit 8: “HEALTHY HABBITS” |
Lesson 84 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Listening: a radio interview |
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Learning objectives |
7.1.5.1 use feedback to set personal learning objectives 7.6.16.1 use a growing variety of conjunctions including because, since, as to explain reasons on a range of familiar general and curricular topics 7.6.13.1 use a variety of modal forms for different functions on a range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: -learn vocabulary to describe healthy habits - listen to advice about healthy habits - talk about your own healthy habits |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. 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 Books closed. Write the following sentences on the board: You should get more sleep. You must get more sleep. Ask students to focus on the verbs should and must. Explain or elicit that should is used to give advice and that must is used to express obligation. Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:90 • Ask students to open their books at page 90. Read out the questions. Put students into pairs to ask and answer them. Ex: 2 P: 90 • Play the recording for students to check their answers to Exercise 1 Ex: 3 P: 90 •Give students time to answer the questions. Play the recording again for students to complete them. Ex: 4 P: 90 • Check students' understanding of healthy habits. ess Read out the example. Put students into pairs to complete the sentences Play the recording for students to check their answers and repeat the phrases. Pre Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Look at the photo and answer the question. ANSWERS Student’s own answer • Learners listen to an interview with Dr Anne Markham. Check your answers to the questions. ANSWERS 1 They are running/jogging/going for a run. 2 For their health. / To get fit. They might be preparing for a race, e.g. a marathon • Learners listen again and answer the question. ANSWERS 1 three or four 2 in the mornings 3 a friend 4 it's important to take breaks because our brains and bodies get tired and we might feel unwell 5 four or five 6 it's as important as exercising regularly • Learners complete the sentences with the words in the box. Then listen, check and repeat. ANSWERS 2 be organised 3 brush your teeth 4 Drink water 5 have a hobby 6 cook fresh food 7 exercise regularly 8 eat fruit and vegetables |
Descriptor: - work with a partner. - look at the photo - answer the question. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen to an interview with Dr Anne - check your answers Total: 2point Descriptor: - listen again - answer the question Total: 2 point Descriptor: - listen again - answer the question Total: 2 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
|
|
Short term plan: term 4
|
Unit 8: “HEALTHY HABBITS” |
Lesson 85 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Language focus: have to / don’t have to |
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Learning objectives |
7.5.6.1 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 7.6.13.1 use a variety of modal forms for different functions on a range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn have to. - learn don't have to and how it differs from mustn't. - talk about what you have to do and don't have to do. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. 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 Books closed. Write the following sentences on the board: You should get more sleep. You must get more sleep. Ask students to focus on the verbs should and must. Explain or elicit that should is used to give advice and that must is used to express obligation. Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:91 • Ask students to open their books at page 91. Tell students that the example sentences are from the listening on page 90. Give out photocopies of the audio script from page 90, which students can use to help them complete the sentences. Check answers. Ex: 2 P: 91 • Read out the example. Ask students to work alone to complete the conversation by using the verbs in the box with the correct form of (don't) have to. Guide weaker students to the correct form of (don't) have to by pointing them to the subject in each sentence. Students can compare answers in pairs before you check answers with the class. Ex: 3 P: 91 •Read out the example question and answer. Ask some students to report back to the class on what their partner said Ex: 4 P: 91 •Read out the two bulleted sentences. Ask: What is the difference between them? Ask students to complete the rules in pairs. Check answers. Ex: 5 P: 91 Give students a minute to read the text and then ask: What is the letter about? (a school disco). Ask students to work in pairs to complete the letter with don't have to or mustn't and the verbs in the box. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the examples from the listening. Then choose the words to complete the rules. ANSWERS
ANSWERS 2 Do... you have to go 3 has to practise 4 have to make 5 don't have to take 6 doesn't have to go • Learners work with a partner. Ask questions using Do you have to….? ANSWERS Student’s own answer • Learners look at the example sentences and complete the rules ANSWERS We use 'don't have to to say it's not necessary to do something. We use 'mustn't to say it's important not to do something • Learners complete the letter with don’t have to or mustn’t and verbs in the box. ANSWERS 1 mustn't forget 2 don't have to speak 3 don't have to wear 4 mustn't bring 5 don't have to dance |
Descriptor: - complete the examples from - choose the words to complete the rules. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - complete the sentences with the correct form Total: 2point Descriptor: - work with a partner - ask questions Total: 2 point Descriptor: - ask questions - complete the rules Total: 2 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
|
|
• Learners complete the sentences with the
correct form of (don’t) have to and the verbs in the
box.
Short term plan: term 4
|
Unit 8: “HEALTHY HABBITS” |
Lesson 85 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Discovery culture. A life of Broadway |
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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 7.3.7.1 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: -watch a video about child actors on Broadway in New York. - talk about theatre schools and child actors. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. 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 If you asked students to research child actors at the end of the last lesson, put students into pairs and ask them to share what they found out. If not, write child stars on the board and ask for examples of actors who became famous when they were children, e.g. Daniel Radcliffe Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:92 • Ask students to open their books at page 92 and say what they can see in the photos (children performing, a map of North America, the stars of Harry Potter at the beginning of their time making the popular films). Read out the questions. Check students understand the difference between a musical and a play (a play is a dramatic work for the stage; a musical is a dramatic work for the stage or film in which song and dance are essential components). Put students into pairs to ask and answer the questions Ex: 2 P: 92 • Tell students they are going to watch a video about child actors. Play the video for students to check their answers to Exercise 1. Ex: 3 P: 92 •Read out the list of subjects. Check understanding of earn (to get money in return for providing a service) and judge (a person who decides who or what wins a competition). Play the video again for students to decide which subjects are referred to. Check answers. Ex: 4 P: 92 • Give students time to read sentences 1-7. Play the video again words in each sentence. Check answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Look at the photos and answer the question. ANSWERS Student’s own answer • Learners watch the video and check your answers. ANSWERS Broadway • Learners watch the video again. Answer the question. ANSWERS Working long hours Living away from home Studying for exams Earning a lot of money • Learners watch the video again and choose the correct words. ANSWERS • Learners complete the letter with don’t have to or mustn’t and verbs in the box. ANSWERS |
Descriptor: - work with a partner - look at the photos - answer the question. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - watch the video - check your answers. Total: 2point Descriptor: - work with a partner - ask questions Total: 2 point -Make CCQ questions Yes / No Total: 1 point Total: 10 point |
Card Worksheet Students book |
|
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 |
|
Poster Success
|
|
Short term plan: term 4
|
Unit 8: “HEALTHY HABBITS” |
Lesson 86 |
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Teacher’s name: |
|
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Date: |
|
||
|
Grade: 7 |
Number present: |
absent: |
|
|
Lesson title |
Reading an article. |
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|
Learning objectives |
7.4.8.1 use familiar and some unfamiliar paper and digital reference resources with little support to check meaning and extend understanding 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 |
||
|
Lesson objectives |
Learners will be able to: - read about a football academy in Barcelona and a ballet school in London. - talk about unusual schools in my country. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
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 If you asked students to research child actors at the end of the last lesson, put students into pairs and ask them to share what they found out. If not, write child stars on the board and ask for examples of actors who became famous when they were children, e.g. Daniel Radcliffe Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:93 • Ask students to open their books at page 93. Students look at the photos and answer the question. If you have the Presentation Plus software, put the photos on the board and discuss the question with the whole class.. Alternatively, put students in pairs to answer the question. Check answers Ex: 2 P: 93 •Ask students to work alone to read the texts about La Masia and the Royal Ballet School to find three ways in which the schools are similar. Weaker students can use their dictionaries to give them extra support when reading the text. Alternatively, put students into pairs and ask each student in the pair to read one text each. They can then exchange information about the schools they read about and make notes on three ways in which the schools are similar. Ex: 3 P: 93 •Ask students to read the text again. Put students into pairs and ask them to decide whether the sentences describe La Masia, the Royal Ballet School or both. Check answers. Ex: 4 P: 93 • Ask students to work alone to find the words in the box in the texts. Put students into pairs and ask them to complete the sentences with the words in the box. Check answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Look at the photos and answer the question. ANSWERS Student’s own answer • Learners read about the football academy La Masaia and the Royal Ballet School. Find three ways in which the schools are similar. ANSWERS A lot of famous people studied there. You have to be 11 years old to study there. Students live away from their families. Students study normal subjects too • Learners read the article again. Write LM (La Masia) RB Royal Ballet. ANSWERS 2 B 3 8B 4 RB 5 LM 6 RB • Learners look at the highlighted words in the text. Complete the sentences with the words in the box ANSWERS 1 in front of 2 over 3 of 4 until 5 near between |
Descriptor: - work with a partner - look at the photos - 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 about the football academy - . Find three ways Total: 2point Descriptor: - read the article again - write LM (La Masia) RB Royal Ballet. Total: 2 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 4
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Unit 8: “HEALTHY HABBITS” |
Lesson 87 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Speaking: offering help |
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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 7.4.3.1 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: - watch teenagers talking about how to be a good friend. - listen to a girl talking to a new student at her school. - practise asking for help and offering to help. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:94 • Ask students to open their books at page 94. Tell students they are going to watch some teenagers answering the following question: What makes a good friend? Give students some time to read through the list of qualities and then play the video. Students work alone to tick the qualities they hear. Students can compare answers in pairs before you check answers with the class Ex: 2 P: 94 • Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner said Ex: 3 P: 94 • Tell students they are going to listen to to Olivia, a new student at her school. Play the recording. Students listen and answer the question. Ex: 4 P: 94 • Tell students they are going to listen to to Olivia, a new student at her school. Play the recording. Students listen and answer the question. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners watch the teenagers in the video. Answer the question ANSWERS helps with decisions thinks of other people and is helpful has is honest be there helps with homework listens • Learners answer the question ANSWERS Student’s own answer • Learners Laura is talking a new school, answer the question. ANSWERS show her how to get access to the intranet; help her with formatting • Learners complete the conversation with the useful language. ANSWERS 2 not sure how 3 you need 4 me show 5 to do 6 give you |
Descriptor: - watch the teenagers in the video - answer the question. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - work into pairs - answer the question Total: 2point Descriptor: - Laura is talking a new school - complete the conversation Total: 2 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 4
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Unit 8: “HEALTHY HABBITS” |
Lesson 88 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Writing: A competition entry |
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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 7.5.7.1 use with minimal support appropriate layout at text level for a growing range of written genres on familiar general and curricular topics 7.2.5.1 recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - read a description of life at a summer camp. - learn about avoiding repetition in my writing. - write a description of a summer camp as an entry in a competition |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:95 • Ask students to open their books at page 95. Students look at the photos, read Jon's competition entry and say what Jon's favourite thing about the camp was. Check the answer with the class. Ex: 2 P: 95 • Ask students to read Jon's competition entry again. Students can work alone to decide which of the subjects in the list Jon writes about. Students can compare answers in pairs before you check answers with the class. Ex: 3 P: 95 • Go through the information in the Useful language box. Explain that avoiding repetition of words in a text is done to make that text more interesting to read. Ask students to find one other way of referring in Jon's competition entry. to activities Ex: 4 P: 95 • Tell students to rewrite the text by changing the words in bold to avoid repeating the italicised words. This is a challenging activity, so do the first word as an example with the whole class. Students can then work in pairs to complete the exercise. Pair stronger students with weaker students to do this task. Check answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the photos and read Jon’s competition entry. Answer the question. ANSWERS canoeing, volleyball and horse riding • Learners look back at Jon’s competition entry again. What does Jon write about. ANSWERS favourite activities (daytime / at night) the daily routine why he liked it the weather • Learners look at the useful Language Box. Find one other way of avoiding repetition of the word activities in the text. ANSWERS My favorities were canoeing, volleyball and horse riding. • Learners change the phrases in bold in the text so you don’t repeat the words. ANSWERS 1 them 2 they 3 they 4 their |
Descriptor: - look at the photos - read Jon’s competition entry Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - look at the useful Language Box - find one other way of avoiding repetition Total: 2point Descriptor: - change the phrases in bold - complete the exercise Total: 2 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 4
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Unit 8: “HEALTHY HABBITS” |
Lesson 89 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
CLIL: PE Avoiding sports injuries |
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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 7.1.4.1 evaluate and respond constructively to feedback from others 7.5.5.1 develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - listen to and read about dangerous sports and giving first aid. - make a leaflet explaining how to avoid injury in a sport. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:96 •Ask students to open their books at page 96. Read out the words in the box and make sure that students are able to pronounce them. Pay particular attention to the pronunciation of muscles /'mas(ə)ls/ and ligaments /'lıgəm(ə)ntz/. Ask students to work in pairs to match the words to the correct places on the diagram. Allow weaker students to use dictionaries so they can check the meanings of the words in the box. Check answers with the class. Ex: 2 P: 96 • Ask students to work alone to complete the introduction using the words from Exercise 1. Students can compare their answers in pairs. Ex: 3 P: 96 • Play the recording for students to check their answers to Exercise 2. Ex: 4 P: 96 • Focus on the text and tell students that it contains advice on how to avoid sports injuries. Ask students to read the text and work alone to match the pieces of advice with the pictures. Allow weaker students to use dictionaries so they can check the meanings of the words in the text. Students can compare answers in pairs before you check answers with the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Match the body parts to the words in the box. ANSWERS 1 shoulder 2 muscles 3 joints 4 ligaments 5 knee 6 ankle • Learners complete the introduction giving advice on avoiding sports injuries with words from Exercise 1 ANSWERS Student’s own answer • Learners listen and check ANSWERS 1 joints 2 ligaments 3 muscles 4 shoulder 5 knees 6 ankles • Learners complete the advice with the words in the box. Then listen and check. ANSWERS 2 muscles 3 stiff 4 equipment 5 injuries 6 pain |
Descriptor: - work with a partner - match the body parts Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - complete the introduction giving advice Total: 2point Descriptor: - listen and check Total: 2 point Descriptor: - complete the advice - listen and check. Total: 2 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 4
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Unit 8: “HEALTHY HABBITS” |
Lesson 90 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Extra reading Summative Assessment for the Unit “ Healthy Habits” |
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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 7.1.7.1 develop and sustain a consistent argument when speaking or writing 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: - read an article about food and drink in Kazakhstan. - answer comprehension questions about the article. - role-play a dialogue about food between a person from Kazakhstan and a foreign visitor. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:97 • Ask students to say which dishes are shown in the photographs, and then elicit food that is served on special occasions in Kazakhstan (for example, at festivals, parties and weddings). Check students' understanding of the following vocabulary: settle in, varied, mutton, host, doughnut. Ask students to work alone to read the text and answer the questions. In pairs, students can compare answers before you check answers with the class. As you go through the answers, elicit additional information (for example, dishes from other countries that are eaten in Kazakhstan, what Beshbarmak is and when it is eaten).. Ex: 2 P: 97 • Ask students to copy the 'healthy habits' questionnaire into their notebooks. Students can add as many questions to their questionnaire as they like, but should aim for at least 6-8. Help weaker students by eliciting questions that could be added to the questionnaire, e.g. How often do you eat chocolate, cakes or biscuits? How many glasses of water do you drink a day? What is your favourite thing to eat? What is your favourite thing to drink? What is your favourite meal of the day? Do you ever miss a meal? Monitor while students write their questionnaires, helping with vocabulary as necessary. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the text, then answer the questions. ANSWERS 1 Because people from many different countries have settled in Kazakhstan. 2 It's a rice dish. It's usually made with mutton and carrots. 3 Kymyz and shubat. 4 They cover the table with food • Learners make a 'healthy habits' questionnaire for your friends and family. Think about their daily or weekly routine ANSWERS Student’s own answer |
Descriptor: - read the text - answer the questions Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - make a 'healthy habits' questionnaire Total: 2point -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 4
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Unit 9: Clothes and fashion |
Lesson 91 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Vocabulary: adjective for clothes, |
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Learning objectives |
7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 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: - learn adjectives to describe clothes - describe the clothes I like wearing |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:99 • Ask students to open their books at page 99. Put students into pairs to match the phrases in the box with the clothes in the pictures. If you have the Presentation Plus software, put the pictures on the board and ask students to take turns to come up to the board to match the phrases with the photos. Play the recording for students to listen, check their answers and repeat the phrases. Ex: 2 P: 99 • Do this exercise with the whole class, eliciting students' ideas and putting them up on the board. Ex: 3 P: 99 • Tell students they are going ten to Anna and Marco talking about buying clothes online. Play the recording. Students listen and complete the chart. Students can compare answers with the whole class Ex: 4 P: 99 Encourage students to ask further questions, e.g. In question3 ask: What clothes do teenagers not like to wear? Students talk about the kind of clothes that are popular among their age group. They could then talk about the kind of clothes that people of their age group do not like wea Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the phrases in the box with the pictures (a-i). Then listen, check and repeat ANSWERS b a casual hoodie c a plain t-shirt d fashionable trainers e tight jeans f a warm jacket g patterned trousers h a smart shirt i an old-fashioned dress • Learners look again at the adjectives for clothes in Exercise 1. Which of the clothes can you use each adjective with? ANSWERS fashionable, tight, baggy, plain and patterned with all clothes; old-fashioned with jeans, dress, jacket, trousers, shirt; smart with dress, jacket, trousers and shirt; casual with hoodie, t-shirt, shirt, jeans, trousers and jacket Student’s own answer • Learners listen to Anna and Marco buying clothes online. Complete the chart with the styles they like and dislike ANSWERS
• Learners work with a partner. Answer the questions ANSWERS Student’s own answer |
Descriptor: - match the phrases - check and repeat Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - look again at the adjectives -answer the question Total: 2point Descriptor: - listen to Anna and Marco - complete the chart Total: 2point Descriptor: - work with a partner - answer the questions Total: 2point -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 4
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Unit 9: Clothes and fashion |
Lesson 92 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Reading: A fashion blog |
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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 7.2.5.1 recognise the opinion of the speakers in supported extended talk on a range of 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: - read a blog about young people and fashion. - learn words in context. - talk about fashion. |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:100 • Ask students to open their books at page 100. Read out the three questions. Students work in pairs to ask and answer the question. Elicit answers. Ex: 2 P: 100 • Check students' understanding of the following vocabulary from the article: patterned, style, to suit someone. Point out that the phrase to suit someone is one of the most common ways of saying that an item of clothing either looks good or doesn't look good on a particular person, e.g. Those new jeans really suit you. //don't think this t-shirt suits me at all. Ask students to read the article. Students can compare their answers in pairs before you check answers with the class. Ex: 3 P: 100 • Read out the instructions and the example. Students work in pairs to complete the true/false exercise. Make sure they correct the false sentences. Alternatively, if you have the Presentation Plus software, do this using the interactive whiteboard. Check answers. Ex: 4 P: 100 Refer students to the words and phrase in the box, pointing out that they are all used in hrase in the blog. Ask students to work alone to find the words and phrases in the article. Using context, students then try to find the correct definition in 1-6 for this vocabulary. Students can compare their answers in pairs before you check answers with the whole class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners work with a partner. Look at the photo and answer the questions ANSWERS They are people connected to the fashion industry - journalists, celebrities, buyers for stores etc. - at a fashion show. They are watching the models show the latest collection. • Learners read Gina's fashion blog. What's the message for young people this week? ANSWERS Don't buy things just because they are fashionable, make fashion work for you. • Learners read the blog again. Are the sentences true (T) or false (F)? Correct the false sentences ANSWERS 2 F (The dress was a bit tight and uncomfortable. Gina bought the dress because it was fashionable.) 3T 4 F (Anna didn't want Gina to wear the dress.) 5T 6 F (Gina doesn't buy clothes that aren't her style these days. • Learners match these words and phrases e from the blog with the definitions (1-6) below ANSWERS 1 make a person look good: suit (someone) 2 a person who has no personal freedom: slave 3 something that makes you feel awkward and uncomfortable: embarrassing 4 wear something to see how it looks on you: try (it) on 5 newest: latest 6 a specific kind of design or fashion: style |
Descriptor: - work with a partner - answer the questions Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - read Gina's fashion blog -answer the question Total: 2point Descriptor: - read the blog again. - mark the statements Total: 2point Descriptor: - match these words phrases e from the blog Total: 2point -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 4
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Unit 9: Clothes and fashion |
Lesson 93 |
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Teacher’s name: |
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Date: |
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Grade: 7 |
Number present: |
absent: |
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Lesson title |
Language focus” second conditional |
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Learning objectives |
7.5.6.1 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics 7.6.17.1 use if / unless in first conditional clauses; use defining relative clauses with which who that where on a wide range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: -learn the second conditional. - practise using the second conditional by doing a quiz |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. 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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, people and objects with go. |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:101 • Ask students to open their books at page 101 and copy the table into their notebooks. Tell students that the sentences in the table are from the text on page 100. Ask students to complete the sentences and the rules. For further information and additional exercises, students can turn to page 121 of the Grammar reference section Ex: 2 P: 101 • Tell students to work alone to complete the sentences by choosing the correct form of the verbs. Encourage weaker students to refer to the table in Exercise 1 while doing the exercise. Check answers. Ex: 3 P: 101 • Tell students to work in pairs to write complete sentences. Check answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the examples from the text. Complete the rules. ANSWERS
• Learners look at the chart. Choose the correct form of the verbs in the sentences. ANSWERS 2 If I didn't like the latest fashion, I wouldn't wear it. 3 My parents wouldn't like it if I wore tight jeans. 4 I would tell my friend if something didn't suit her. 5 If someone went to a party in the same clothes as me I would feel embarrassed. 6 I wouldn't buy my clothes online if there were fashionable shops where I live. • Learners write complete the sentences. ANSWERS 2 If I had a warm jacket, I wouldn't be cold. 3 If those trainers weren't so expensive, I would buy them. 4 Everyone would look the same if we all followed the latest fashion. 5 I would wear old-fashioned clothes if I knew where to buy them. 6 I wouldn't buy clothes if they didn't suit me. |
Descriptor: - complete the examples - complete the rules Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - look at the chart. - choose the correct form of the verbs Total: 2point Descriptor: - write complete the sentences Total: 2point -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 4
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Unit 9: Clothes and fashion |
Lesson 94 |
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Grade: 7 |
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Lesson title |
Writing a discussion |
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Learning objectives |
7.6.4.1 use an increased variety of determiners including neither, either on a range of familiar general and curricular topics 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 7.5.6.1 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics |
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Lesson objectives |
Learners will be able to:
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
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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 Books closed. Write the following on the board: Who is your best friend? Why? Put students into pairs to ask and answer the question. Ask some students to report back to the class on what their partner sai Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere 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 |
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 personal information, |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:102 • Ask students to open their books at page 102 and look at the three pictures. Elicit a description of the pictures. Play the recording of Mick and Suzy doing a quiz. Students listen and order the three pictures Ex: 3 P: 102 • Ask students to discuss with a partner what they would do in the three situations that Suzy and Mick talked about. Ask two or three students to report back to the class on what their partner said. Ex: 4 P: 102 • Read out the example sentences underneath the photographs, then ask students what the difference between -ed and -ing adjectives is. Refer students to the information in the Get it right! box. Check that students understand the difference between the two types of adjective. Read out the example sentence, then put students into pairs to complete the exercise. Play the recording for students to check their answers to Exercise Exercise 4 and repeat the sentences Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen to the conversation. Put the pictures in the correct order. ANSWERS 1 b 2 b 3 b 4 a • Learners listen again and choose the correct answer. ANSWERS 1 three or four 2 in the mornings 3 a friend 4 it's important to take breaks because our brains and bodies get tired and we might feel unwell 5 four or five important as exercising regularly Press • Learners look at the pictures and example sentences. Circle the correct words. ANSWERS Student’s own answer. |
Descriptor: - listen to the conversation - Put the pictures in the correct order. Total: 2 point
Self assessment Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Descriptor: - listen again - choose the correct answer. Total: 2point Descriptor: - look at the pictures - circle the correct words Total: 2point -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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Материал ұнаса әріптестеріңізбен бөлісіңіз
Ашық сабақ, ҚМЖ, көрнекілік, презентация
жариялап табыс табыңыз!
Материалдарыңызды сатып, ақша табыңыз.
(kaspi Gold, Halyk bank)
