Unit of a long term plan:Unit 8. Natural disasters

School:

Teacher name:

Date:

Grade: 7

Number present:

absent:

Lesson title

Helping with problems

Learning objectives

7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics

7.3.5.1 keep interaction going in longer exchanges on a range of general and curricular topics

Lesson objectives

Learners will be able to:

• Listen to a conversation about an injury.

• Learn key phrases for helping someone who is hurt.

• Practise suggesting how to help someone.

Value links

Unity and solidarity

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

Warm-up (5 minutes)

• Greet students and ask: "What do you do when your friend has a problem?"

• Show pictures of different problems (e.g., lost pet, broken bike, sad friend) and ask: "What can we do to help?

Lead - in

Presentation (10 minutes)

• Introduce key phrases:

  • "You should talk to an adult."

  • "You can help by listening."

  • "You must be kind."

• Write example sentences on the board and explain how modal verbs are used to give advice.

• Practice pronunciation and sentence formation with

• students.

Students greet the teacher and answer simple questions like "How are you today?" or "What day is it today?"

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Descriptor:

-say different words from the picture

Total: 2 point

Pictures

Presentation

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 112

• Look at the photo with the class and ask students to guess what has happened to Leah.

• Play the CD. Students read and listen, and answer the question in the instructions.

Differentiation:

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

Ex: 2 P:112

• Ask students to read the key phrases and match them to make mini-dialogues.

• Ask students to find the key phrases in the dialogue and translate them into their own language.

Ex: 3 P:112

• In a stronger class, ask students to close their books.You point to the body parts to find out if students already know the vocabulary.

• Check answers and model pronunciation of the words.

Task 4. Writing Task

• Explain the task and give students enough time to write 3-4 sentences giving advice for a problem.

• Example: "My friend forgot his homework. He should talk to the teacher."

• Check students’ answer

Students look at the picture. What has happened? Listen to the dialogue then practice the dialogue with your partner.

ANSWERS:

Leah has cut her arm.

Students match the key phrases

ANSWERS:

1 b

2 d

3 c

4 a

Students match photos with with words in the box.

ANSWERS:

1 shoulder

2 wrist

3 ankle

4 elbow

5 neck

6 toe

7 finger

8 knee

Students write sentences giving advice for a problem

Assessment criteria

- Listen to a conversation about an injury.

Descriptor:

-look at the picture. What has happened?

Total: 2 point

Assessment criteria:

- Learn key phrases for helping someone who is hurt

Descriptor:

- match the key phrases

Total: 2 point

Descriptor:

-match photos with words

Total: 2 point

Descriptor:

-write sentences

Total: 2 point

Student’s book

Pictures

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

The exit ticket

This is a way for students to self-reflect on their progress in the lesson.

Home task:

Ex: P:

Students write one sentence:
"Today I learned that... "
"I can help someone by..."

Poster