Term: 3

Unit 7

Natural disasters

Teacher’s name: Akhmetova Gulzira

Date: 02.03 03.03 04.03

Grade: 7Ж 7B 7А

Number present:

Number absent:

Theme of the lesson:

Injuries

Learning objectives(s) that this lesson is contributing to

_{7.1.2.1 use speaking and listening skills to provide sensitive feedback to peers;}

_{7.2.3.1 understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics;
7.3.5.1 keep interaction with peers to negotiate, agree and organize priorities and plans for completing classroom tasks;}

Lesson objectives

 Apply vocabulary related to injuries (cut, burn, bruise, break, sprain, bite, injure).

 Identify specific details in listening.

 Discuss injuries and give sensitive feedback to peers.

Value links: Independence and Patriotism Month

Stages of the lesson/ Time

Teacher’s activity

Student’s activity

Assessment

Resources/ materials

Warm up:

5 min

Greeting

Method: Think–Pair–Share

Shows pictures of different injuries.

Asks: What happened? How did it happen?

I carry out the values of the educational program "Adal azamat" at each stage of the lesson, starting with the organization of the educational process.

• Think individually.

• Discuss in pairs.

• Share ideas with class.

Descriptor:

• Names at least 3 types of injuries.

• Uses simple past correctly (e.g., “He broke his leg.”)

PPT

Main activities:

10 min

10 min

15 min

Vocabulary Practice

Method: Matching + Gap-fill

Students match verbs with nouns:

• cut – a cut (порез)

• burn – a burn (ожог)

• break – a break (разрыв, прорыв)

• bruise – a bruise (синяк)

• sprain – a sprain (созылу)

• bite – a bite (укус)

• injure – an injury (жарақат)

Then complete sentences.

Listening Task

Method: Listening for detail

Students listen to a short text about dangerous jobs and injuries.

Task 1: True/False
Task 2: Complete sentences (1–3 words)

Speaking Activity – Giving Sensitive Feedback

Method: Role-play

Situation cards:

• “I broke my arm playing football.”

• “I got burned while cooking.”

• “I sprained my ankle.”

Student A: tells story about injury.
Student B: responds with sensitive feedback:

• I’m sorry to hear that.

• That sounds painful.

• You should be careful next time.

• I hope you feel better.

Then students change roles.

Useful Phrases for Students

• I’m sorry to hear that.

• That sounds painful.

• I hope you feel better soon.

• You should be careful next time.

• That must have been difficult.

• Are you OK now?

High level Students create a dialogue:

Model Dialogue 1 – Broken Arm

Student A:
Last month I broke my arm while playing football.

Student B:
Oh no! I’m really sorry to hear that. That sounds painful.

Student A:
Yes, it was. I fell down and landed badly.

Student B:
That must have been difficult. Did you go to the hospital?

Student A:
Yes, I did. The doctor put my arm in a cast for four weeks.

Student B:
I hope you feel better now. You should be careful when you play next time.

Student A:
Thank you. I will!

Differentiation by Support

Support for Lower-Ability Students

• Work individually.

• Check answers in pairs.

• Listen first time – general idea.

• Listen second time – complete tasks.

• Compare answers in pairs.

• Work in pairs.

• Practice dialogue.

• Present to class.

Descriptor:

• Matches 6–7 words correctly.

• Completes sentences with correct word form. 2p.

Descriptor:

• Identifies main idea.

• Answers at least 70% of detail questions correctly. 4p.

Descriptor:

• Uses at least 2 phrases of sensitive feedback.

• Speaks clearly and politely.

• Maintains interaction. 4p.

SB

CD 3.02

Cards

The end of the lesson:

5min

Reflection

• What new words did you learn?

• Was it easy to give feedback?

• What was difficult?

Students` answers