Материалдар / Lesson plan "English plus 7" Term 3

Lesson plan "English plus 7" Term 3

Материал туралы қысқаша түсінік

3 тоқсанға арналған сабақтың қысқа мерзімді жоспары

ЖИ арқылы жасау

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Short term plan

Unit Reading for pleasure		lesson 49
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Sherlock Holmes: The Blue Diamond
Learning objectives	7.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 7. 3. 3. 1 express opinion with judgment within general and educational topics; 7. 4. 4. 1 read some long texts in fiction and non-fiction within the framework of familiar and some unfamiliar general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise nouns to talk about types of reading. - Practise asking questions about stories .
Value links	"Law and Order" Know the basics of the legal system and human rights

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Books closed. Ask students what

they know about the Sherlock Holmes

stories. Write their ideas on the board

and include these details:

Sherlock Holmes is a private

detective.

Dr Watson is his assistant.

They solve crimes in London at the

end of the 19th century.

Famous stories include Hound of the

Baskervilles and Sign of Four.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:120

Tell students to look at the pictures

and make a list of things they can

see. Start the list by writing these

items on the board: a goose, a blue

diamond, an advertisement

After three minutes, ask students for

their ideas and write them on the

board.

Go through the pictures with students

identifying the main elements, e.g.

picture A – goose, man wearing a

suit, etc.

Tell students to read all the story sections and match the sections to the pictures

Learners read the story and match them to the pictures

ANSWERS

1 E

2 H

3 F

4 G

5 C .

6 A

7 D

8 B

T’s feedback

Descriptor:

- read the story

- match them to the pictures

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 120

Ask the class which section is the first and explain their reasoning. Use prompt questions if necessary, e.g. What is main event in the story? When does the main event occur?

Learners look at the story section again. Which section do you think is the start of the story

ANSWERS

The start of the story is section 3 – the blue diamond is missing.

The end of the story is section 6 – Ryder admits he stole it.

Self -assessment

Descriptor:

- look at the story section again

- use prompt questions

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 120

Explain the task. Tell students to pay attention to the use of ‘a’ (for the first time an element of the story is introduced) and ‘the’ (when we already know who or what is being referred to). In a stronger class, let students work individually. Give them about five minutes to put the pictures in order. In a weaker class, put the students in pairs and monitor their progress, helping out if necessary.

Differentiation: A less motivated student do the first two items with the class as examples.

Learners read the section again and put them in order to make the story

ANSWERS

1 section 3

2 section 5

3 section 2

4 section 4

5 section 1

6 section 8

7 section 7

8 section 6

Descriptor:

- read the section again

- put them in order

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit Reading for pleasure		lesson 50
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Talk about it
Learning objectives	7.3.6.1 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; 7. 4. 4. 1 read some long texts in fiction and non-fiction within the framework of familiar and some unfamiliar general and educational topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise nouns to talk about types of reading. - Practise asking questions about stories.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Warm up:

Books closed. Ask students what

they know about the Sherlock Holmes

stories. Write their ideas on the board

and include these details:

Sherlock Holmes is a private

detective.

Dr Watson is his assistant.

They solve crimes in London at the

end of the 19th century.

Famous stories include Hound of the Baskervilles

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:4 P:121

Put student in pairs. Give students

time to make a note of who the

people are, what happened at each

place, and events related to the verbs

and nouns.

When students are ready, without

looking at p121, students take turns

to tell the story.

Learners use the pictures and the words in the boxes to tell the story to your partner.

ANSWERS

Students’ own answers.

T’s feedback

Descriptor:

- use the pictures

- use words in the boxes

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 5 P: 121

Ask students to look at the picture. Explain that it is James Ryder. Ask students what James Ryder did in the story and what stage of the story is shown in the picture.

Learners look at the story section again. Which section do you think is the start of the story

ANSWERS

Student’s own anser

Self -assessment

Descriptor:

- look at the story section again

- use prompt questions

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 6 P: 121

Tell students to listen to James Ryder

and choose the correct words to

complete the sentences.

Play the recording.

Go through the answers with the class.

Differentiation: A less motivated student do the first two items with the class as examples.

Learners listen to James Ryder talk about his story.

ANSWERS

1 Horner

2 sister’s

3 Maudsley

4 geese

5 black

6 Maudsley’s

7 didn’t find

8 two

9 would not
10 terrible

Descriptor:

- listen to James Ryder

- complete the sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit Reading for pleasure		lesson 51
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	The Lost World
Learning objectives	7.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 7. 3. 3. 1 express opinion with judgment within general and educational topics; 7. 4. 3. 1 understand evidence in the context of general and academic topics familiar to most people, including some longer texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise nouns to talk about types of reading. - Practise asking questions about stories.
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Books closed. Ask students what

Ask students to look at the book

cover and characters in the pictures

and guess what the story is about

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:122

Tell students to work individually and

write adjectives they can use to

describe the six characters in the

pictures, e.g. A – young, pretty, well

dressed. Students write the notes on

the note pad. Tell students not to

write the name of the characters.

Put students in pairs. Tell them to

share their adjectives and ask their

partner which character they think the

adjectives refer to. Circulate and

monitor.

Learners think of adjectives to describe the six people in the pictures.

ANSWERS

Students’ own answers

T’s feedback

Descriptor:

- describe the six people

- write the name of the characters

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 122

Explain the task. Make sure students know zoologist (someone who studies animals). In a weaker class, do the first description with the whole class.

Learners read the descriptions of some of the characters from the book.

ANSWERS

1 D

2 A

3 E

4 F

5 C

6 B

Self -assessment

Descriptor:

- read the descriptions

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 122

Explain the task. Ask a student to

read the first quote and the rest of the

class to guess who it is.

Make sure they use the clues in the

quote.

Differentiation: A less motivated student do the first two items with the class as examples.

Learners look at the descriptions and the pictures again. Which characters say these things, do you think

ANSWERS

1 Gladys Hungerton

2 Ned Malone

3 Mr McArdle

4 Lord John Roxton

5 Professor Summerlee
6 Professor Challenger

Descriptor:

- look at the descriptions

- answer the question

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit Reading for pleasure		lesson 52
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	The Last of the Mohicans
Learning objectives	7. 3. 8. 1 cover some longer stories on a variety of general and academic topics 7. 4. 4. 1 read some long texts in fiction and non-fiction within the framework of familiar and some unfamiliar general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn and practise nouns to talk about types of reading. - Practise asking questions about stories.
Value links	"Law and Order" Know the basics of the legal system and human rights

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask students to look at the book

cover and characters in the pictures

and guess what the story is about

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:124

Explain the task. Tell the students to

use the visual information in the book

cover and pictures to answer the

questions.

Learners look at the front cover of the book and the pictures of the characters. Choose the correct words to complete the sentences.

ANSWERS

1 South

2 1757

3 French and the British

4 before

5 tribes

6 land

7 French

8 British

T’s feedback

Descriptor:

- look at the front cove

- choose the correct words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 124

Draw students’ attention to the map

and ask which part of the world it

shows. Explain the task.

Go through the answers.

Learners the Last of the Mohicans takes place in North America. Label the map of North America today

ANSWERS

1 Canada

2 United States of America

3 Mexico

4 Lake Champlain

5 udson River

Self -assessment

Descriptor:

- label the map of North America

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 124

Ask the students what sort of

hairstyles and clothes Europeans and

Native Americans had.

Explain the task.

Go through the answers.

Differentiation: A less motivated student do the first two items with the class as examples.

Learners look at some of the characters in the story. Put the characters into the group they belong to.

ANSWERS

Europeans

Alice

Montcalm

Cora

Munro

American Indian

Chingachgook

Magua

Uncas

Tamenund

Descriptor:

- look at some of the characters

- put the characters into the group

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 53
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Skills and people
Learning objectives	7. 2. 2. 1 understand some information on general and academic topics in a long conversation in a limited environment with little support from the teacher; 7. 3. 4. 1 respond in sentences with some flexibility to unexpected comments in the context of general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for skills and people. - Do a quiz on talented people. - Learn how to learn words in groups. - Learn phrases for expressing knowledge.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write the word clever on the board and elicit the meaning.

Name a few famous artists, musicians or scientists and ask students if these people are / were clever.

Ask students to name some more clever people.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:64

Look at the title of the quiz and elicit that it is going to be about famous people who showed their talents when they were children.

Explain that this is a general knowledge quiz. Students should work in pairs.

After checking answers, find out who got the most correct answers.

In a stronger class, ask students if they know anything else about the people in the quiz.

Learners work in pairs. Do the Clever kids quiz

ANSWERS

1 a Salvador Dalí

2 b Henry Ford

3 b karate

4 a prince

5 c Oliver Twist

6 a lens

7 c Chinese

8 b The X factor

T’s feedback

Descriptor:

- work in pairs

- do the quiz

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 64

Focus on the table with the class, then ask students to read the quiz to find the missing words to complete the table.

Play the CD so that students can check their answers. Drill the pronunciation of the new words if necessary.

Learners complete the table with verbs and nouns from the Clever kids quiz. Then listen and check.

ANSWERS

1 composer

2 swimmer

3 play

4 writer

5 winner

6 program

7 singer

Self -assessment

Descriptor:

- complete the table

- use verbs and nouns

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 64

Point out that it is a good idea to learn new vocabulary in groups.

Focus on the example, then ask students to work individually to add the related words. To extend the activity, refer students back to the table in exercise 2 and elicit the activity nouns associated with those words.

In a stronger class, you could also ask students to look up more words to add to the list and write each form in their notebooks

Differentiation: A less motivated student do the first two items with the class as examples.

Learners complete the table with related words. Then listen and check.

ANSWERS

1 actor

2 acting

3 dance

4 dancer

5 cook

6 cooking

Descriptor:

- complete the table

- listen and check.

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 64

Read the two gapped key phrases with the class and point out that the words in the box fit in one or the other.

Explain that there is more than one answer for each key phrase.

Students complete the phrases. Check understanding by asking students to translate them into their own language. In a weaker class, say some names of topics or

famous people and ask students to respond by using the key phrases

Learners answer the question. Which words in the box can be used in key phrases 1 and which can be used in key phrase 2

ANSWERS

1 a bit, a lot

2 anything, much

Descriptor:

- answer the question.

- use words in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 54
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Whizz-kids
Learning objectives	7. 2. 2. 1 understand some information on general and academic topics in a long conversation in a limited environment with little support from the teacher; 7. 3. 3. 1 express opinion with judgment within general and educational topics; 7. 4. 3. 1 understand evidence in the context of general and academic topics familiar to most people, including some longer texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Read about prodigies. - Read for general meaning and specific information. - Talk about topics raised in the text
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Refer students back to the Clever Kids quiz on page 49. Ask students to think about the people in the quiz. Ask what links all the people mentioned (they were all exceptionally talented from a very early age).

Ask students if they know anyone like this, or whether they can

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:66

Focus on the title of the text and the photo. Elicit or explain the meaning of prodigy.

Ask students what kinds of things prodigies can do. Accept all ideas at this stage

Background

In British schools, children who are recognized as ‘gifted’ or exceptionally talented are sometimes given extra lessons by their school, or may attend special classes

Learners look at photo and discuss about what does prodigy mean

ANSWERS

A prodigy is a child with incredible talents.

T’s feedback

Descriptor:

- look at photo

- discuss about what does prodigy

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 66

Tell students to read through the summaries. Clarify that only one of these fits the text correctly.

Play the CD. Students, read, listen and choose the correct summary. In a stronger class, ask them to explain their choice in English.

Learners read and listen to the text. Then choose the correct summary

ANSWERS

Self -assessment

Descriptor:

- read and listen to the text

- choose the correct summary

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 66

After closely reading the text, students complete the sentences.

Differentiation: A less motivated student do the first two items with the class as examples.

Learners read the text again and complete the sentences with one, two or three words.

ANSWERS

1 of twelve

2 children

3 university at seven

4 they help 5 160

Descriptor:

- read the text

- complete the sentences

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 66

Students read the text again and

complete the phrases with the correct

words. In a weaker class, check

understanding of the words and

phrases, for example, by asking

students to translate them. In a

stronger class, ask students to put

the phrases into a sentence to show

they have understood

Learners find and complete the phrases with the verbs in the box.

ANSWERS

1 break

2 take

3 take

4 make

5 make

Descriptor:

- find and complete the phrases

- use verbs in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 55
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Ability: can, could. Questions with How...?
Learning objectives	7.6.5.1 use questions including questions with whose, how often , how long and a growing range of tag questions on a growing range of familiar general and curricular topics 7.6.13.1 use modal forms including mustn’t (prohibition), need (necessity) should (for advice) on a range of familiar general and curricular topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn can and could for ability in the present and past. - Learn about questions using How ...? - Practise asking and answering questions using can, could and How ...?
Value links	"Law and Order" Know the basics of the legal system and human rights

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Refer students back to the reading text on page 50. Read the first sentence with the class and ask which verb refers to ability (could).

Elicit or explain that we use can to talk about ability in the present, and could to talk about ability in the past.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:67

Explain that students are going to focus on can and could in the context of the text

Learners complete the sentences.

ANSWERS

1 can’t do

2 could

3 couldn’t

T’s feedback

Descriptor:

- complete the sentences

- use can and could

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 67

Students choose the correct words to complete the rules. In a weaker class, do this as a class activity for support.

In a stronger class, ask for an example of what students could / couldn’t do in the past and

Learners choose the correct words

ANSWERS

1 without

2 can

3 can’t

4 present

5 past

Self -assessment

Descriptor:

- choose the correct words

- complete the rules

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 67

Tell students to read all the sentences carefully before they start to complete them to check they understand the context. They should think about whether the sentences refer to the present or the past.

Differentiation: A less motivated student do the first two items with the class as examples.

Learners read the text again and complete the sentences with one, two or three words.

ANSWERS

1 of twelve

2 children

3 university at seven

4 they help

5 160

Descriptor:

- read the text

- complete the sentences

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 67

Once students have matched the question

halves, check answers and ask students to

ask and answer pairs.

Learners match and make questions. Then ask and answer questions with a partner.

ANSWERS

1 e How far can you swim?

2 f How strict is your teacher? 3 b How often do you go to the cinema?

4 g How intelligent are your friends?

5 a How many people

are in your class?

6 c How much cola do you drink?

7 d How tall are you?

Descriptor:

- match and make questions

- answer questions with a partner

T otal: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 56
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Adjectives: qualities
Learning objectives	7. 2. 3. 1 understand some part of an argument in an extended conversation in a general and learning-restricted environment with little help 7. 3. 3. 1 express opinion with judgment within general and educational topics; 7. 5. 3. 1 write some familiar
Lesson objectives (assessment criteria)	Learners will be able to: - Learn adjectives used to describe animals. - Listen to a conversation about animals. - Listen for general meaning and specific details.
Value links	"Law and Order" Observance of norms and rules of order and justice understand the need

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students to work in pairs and write down as many animals in English as they can in two minutes.

Elicit names of animals from the class and write them on the board. .

Point to one of the words and ask students what they know about this animal. Elicit some adjectives to describe it and write them on the board. Do the same with two or three more of the animal words.

Ask students which animals they think are clever.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:68

Focus on the example. Ask students

to work in pairs to find pairs of

adjectives

In a weaker class, check that

students understand all the

adjectives, for example by asking

them to translate the words into their

own language. In a stronger class,

encourage students to put the words

into a sentence to show

understanding.

Model and drill the pronunciation of any new adjectives.

Learners find pairs of opposite adjectives

ANSWERS

aggressive – peaceful common – rare domesticated – wild fast – slow heavy – light

T’s feedback

Descriptor:

- find pairs of opposite adjectives

- translate the words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 68

Read the instructions with the class. Check that students understand the animal words, and check that they understand the difference between not very, quite, very and really.

Students prepare their sentences in pairs. Ask students to report back to the class on how they described the animals

Learners choose the correct words

ANSWERS

1 without

2 can

3 can’t

4 present

5 past

Self -assessment

Descriptor:

- choose the correct words

- described the animals

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 68

Explain to students that they are

going to listen to two people talking

about animals. Before you play the

CD, look at the photos and identify

the animal in each one.

Tell students that there is one extra animal in the conversation

Differentiation: A less motivated student do the first two items with the class as examples.

Learners listen to Sophie and Joe talking about animals

ANSWERS

Monkeys

Descriptor:

- listen to Sophie and Joe

- identify

the animal in each one

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 67

Read through the sentences. In a weaker class, play the CD again before students

choose the words. In a stronger class, ask students to choose as many words as they can from memory before listening again.

Learners choose the correct words. Then listen again and check your answers.

ANSWERS

1 faces

2 can

3 can

4 vocabulary

Descriptor:

- choose the correct words

- listen again and check

Total: 2 point

Task. V (Task for understanding)

Ex: 5 P: 68

Allow students time to read the sentences.

After students have completed the sentences, allow them to compare their answers in pairs before you check answers with the class.

Learners listen again and complete the sentences with one or two words.

ANSWERS

1 artistic than

2 intelligent

3 Monkeys are

4 whale’s

5 most stupid

Descriptor:

- listen again

- complete the sentences

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 57
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Comparative and Superlative adjectives
Learning objectives	7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say with a sentence or reasoning with some flexibility; 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn comparative and superlative forms of adjectives. - Make sentences using comparative and superlative adjectives
Value links	"Law and Order" Ensuring the protection and safety of society understand the importance of law and order as

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write the words elephant and monkey on the board.

Write the adjectives big and intelligent on the board and ask students how they can compare the two animals using the adjectives on the board.

Refer students back to exercise 5 on page 52 and ask them to find examples of how

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:69

Students copy the table and complete the missing forms. Point out that only regular forms are gapped.

Learners complete the table with comparative and superlative adjectives

ANSWERS

1 faster

4 more artistic

2 bigger

5 the most intelligent

3 noisiest

T’s feedback

Descriptor:

- complete the table

- use comparative and superlative adjectives

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 69

Refer students back to the table in exercise 1 and to the example sentences. Allow students time to look at the forms, then ask them to complete the rules.

Learners study the example sentences and the table in exercise 1

ANSWERS

1 than

2 the

Self -assessment

Descriptor:

- study the example sentences

- complete the rules

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 69

Explain to students that there are

spelling rules for forming regular

comparative and superlative

adjectives, which are summarized in

the table.

Ask students to apply what they have

covered and to complete the rules. In

a weaker class, ask them to do this in

pairs.

Learners study the table in exercise 1 again. Complete the spelling rules and add examples.

ANSWERS

1 fastest

2 rarer

3 bigger

Descriptor:

- study the table in exercise 1

- complete the

spelling rules

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 69

Read through the table with the class. Make sure that students understand the words dolphin and marlin. Point out that the plural of marlin is marlin (not marlins).

Before students write the sentences, demonstrate how the headings in the table relate to the adjectives in the box. For example, elicit that population matches the

adjective rare. In a weaker class, match all the headings with the adjectives as a class before students start the exercise

Learners study the information. Then make sentences using comparative and superlative forms.

ANSWERS

1 Atlantic marlin are more aggressive than blue whales.

2 The common dolphin is the shortest.

3 Atlantic marlin are heavier than common dolphins.

4 Blue whales are rarer than Atlantic marlin.

5 The blue whale is the slowest.

6 Blue whales are more intelligent than Atlantic marlin.

Descriptor:

- study the information

- make sentences using comparative and superlative

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 58
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Choosing a present
Learning objectives	7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and creating priorities, partnership, discussion, and agreement in order to fulfill educational tasks; 7. 6. 13. 1 use different modal forms for different activities on different familiar general and academic topics
Lesson objectives (assessment criteria)	Learners will be able to: - Listen to a conversation about comparing ideas for a present. - Learn key phrases for choosing a present. - Learn how to use should and must. - Practise comparing ideas for a present.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students if they ever buy presents. Ask them when and where they buy them.

Ask them to think about the last present they bought and say why they chose that present.

Ask if they ever buy a present with another person.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:70

Discuss the questions as a class. Find out how many artists students can name and who the most popular artists are.

In a stronger class, encourage them to describe briefly the artist and their work using adjectives, and comparative and superlative forms from the previous lessons in the unit. Explain that Shaun and Gemma are looking at posters of works by famous artists.

Learners discuss who are the most famous artists from your country?

Have you got any posters of their work.

ANSWERS

Student’s own answers

T’s feedback

Descriptor:

- complete the table

- use comparative and superlative adjectives

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 70

Play the CD. Students read and listen to find out the answer to the question in the instructions. In a stronger class, encourage students to listen with books closed.

Ask students if Gemma agrees with Shaun about the posters

Learners listen to the dialogue. Does Gemma agree with Shaun about the posters

ANSWERS

Yes, she does.

Self -assessment

Descriptor:

- study the example sentences

- complete the rules

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 70

Ask students to listen to the key phrases and find them in the dialogue. They answer the questions based on their understanding of the dialogue.

Play the CD. Students listen and answer the questions. In a weaker class, it may help to write the key phrases on the board, underlining the word(s) they need to define.

Learners listen to the key phrases. Then answer the question.

ANSWERS

1 Gemma’s dad

2 van Gogh

3 Starry Night

4 the poster of the painting by Picasso

Descriptor:

- study the table in exercise 1

- complete the

spelling rules

Total: 2 point

Task. IV (Task for understanding)

Ex: 5 P: 70

Students read the example sentences. Check understanding by asking students to translate them.

Students complete the rules from the context provided by the sentences.

Learners study the information. Then make sentences using comparative and superlative forms.

ANSWERS

1 must 2 should

Descriptor:

- study the information

- make sentences using comparative and superlative

Total: 2 point

Task. V (Task for understanding)

Ex: 6 P: 70

Remind students to read through the sentences carefully

to check they understand the context. Explain that they should think about whether they are talking about obligation or advice.

To extend the activity, ask students to give other examples of situations where you might give advice or where you are obliged to do or not do something. Encourage students to provide example sentences.

Learners study the information. Then make sentences using comparative and superlative forms.

ANSWERS

1 should

2 must

3 must

4 should

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 59
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Biographies
Learning objectives	7. 4. 4. 1 read some long texts in fiction and non-fiction within the framework of familiar and some unfamiliar general and educational topics; 7. 5. 4. 1 to use appropriate style and language form in some written genre for general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Study a model text. - Learn key phrases to link events in a biography. - Write a biography of a famous writer and artist.
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write the word biography on the board and elicit the meaning.

Ask students if they ever read biographies of famous people.

Ask what kinds of information you usually find in a biography. Elicit ideas, but do not accept or reject any at this stage

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:71

Read the title of the text and look at the picture with the class. Ask students if they have heard of this writer, and whether they can name any of her books (for example, Emma, Pride and Prejudice, Sense and Sensibility, Mansfield Park).

Students read the text, then match four of the five headings to the paragraphs. Tell them not to worry about the blue words at this stage

In a weaker class, demonstrate how to find clues in the text. In a stronger class, ask students which parts of the text helped them identify which heading to choose

Learners read the model text. Then match headings with paragraphs. There is one heading that you don’t need.

ANSWERS:

1 B

2 C

4 D

5 A

T’s feedback

Descriptor:

- read the model text

- match headings with paragraphs

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 71

Focus students on the blue words in the text and explain that they are used to convey the time expression in a sentence.

Students match the sentences from the text. In a weaker class, ask them to do this in pairs.

In a stronger class, check answers by asking individuals to read out the complete sentence.

Learners study the model text and find the time expressions in blue. Then match.

ANSWERS:

1 e

2 d

3 f

4 c

5 a

6 b

Self -assessment

Descriptor:

- study the model text

- find the time expressions

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 71

Read the task with the class and refer students to the biographical information and the book covers.

Students use the questions to make notes and plan their biographies individually.

Students write their biographies. This can be set for homework. Tell students to check their work, and check they have used comparative and superlative forms, and time expressions correctly

Learners write a biography. Use the notes on Herge or detail about another writer you admire.

ANSWERS:

1 She was born in Warsaw.

2 A year later, he got married.

3 She lived in Paris for five years.

4 By the age of twenty, he was studying at university.

5 She died in 1824

Descriptor:

- write a biography.

- Use the notes

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 60
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	My country: Entertainment and media
Learning objectives	7. 3. 3. 1 express opinion with judgment within general and educational topics; 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about films. - Learn about adjectives ending in -ing and -ed. - Learn and practise using relative clauses. - Write a film review.
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, divide students into pairs and ask them to tell each other about their favourite film. Encourage them to give reasons for their choice.

Ask a few students to describe their partner’s preferences

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:72

Focus students’ attention on the words in the box. Encourage them to try to guess the meaning of all the words before they look them up in a dictionary.

Ask students to name a film for each genre.

Model and drill the pronunciation of the words

Learners work in pairs. Check the meaning of these words in a dictionary. Then write the name of a film for each genre.

ANSWERS:

Student’s own answers.

T’s feedback

Descriptor:

- work in pairs

- check the meaning of these words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 72

Play the recording and ask students to listen and read the text. Allow students time to read the questions. In a weaker class, pre-teach the following words and phrases: relationship, based on, star (verb), brave and recommend.

Ask them to read the text again and answer the questions.

Check answers as a class

Learners read and listen to the film review. Answer the question.

ANSWERS:

1 The title of the film is The Old Man.

2 It’s a drama.

3 It’s about family relationships and the relationship between people and nature.

4 Yes, it’s based on a book by the American writer Ernest Hemingway.

5 It’s set in Kazakhstan

6 Yerbulat Toguzakov plays the main role.

7 Her favourite character is Kassym. She likes him because he is brave.

8 She thinks that it is a great film. She would recommend it to anyone who likes adventure stories

Self -assessment

Descriptor:

- read and listen to the film review

- answer the question

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 72

Draw students’ attention to the words in blue. Ask them to find the word or phrase that the each blue word refers to in the text and underline them (The Old Man and the Sea, shepherd, town, actors, film, anyone).

Students complete the rules and check their answers.

Learners look at the words in blue in the text. Then choose the correct words in the rules.

ANSWERS:

1 who

2 which

3 where

Descriptor:

- look at the words in blue

- choose the

correct words

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 72

Explain the task and ask students to do it individually.

Learners complete the sentences with who, which or where

ANSWERS:

1 who

2 which

3 who

4 where

5 which

6 where

Descriptor:

- complete the sentences

- use who,

which or where

Total: 2 point

Task. V (Task for understanding)

Ex: 5 P: 72

Draw students’ attention to the words in the box. Elicit or explain that they are all adjectives.

In a stronger class, ask students to identify the verbs the adjectives are derived from (interest, annoy, bore, worry, terrify, excite).

Learners find these adjectives in the text. Which adjectives do we use to say how someone feels? Which ones do we use to describe something?

ANSWERS:

We use adjectives ending in -ed to say how someone feels: interested, annoyed, bored, worried.

We use adjectives ending in -ing to describe something: terrifying, interesting, exciting

Descriptor:

- find these adjectives in the text

- identify the verbs

the adjectives

Total: 2 point

Task. VI (Task for understanding)

Ex: 6 P: 72

Explain the task and ask students to do it individually.

Learners complete the sentences with –ed or –ing adjectives formed from the words in brackets

ANSWERS:

1 a interested,

b interesting

2 a tiring,

b tired

3 a annoying,

b annoyed

4 a excited,

b exciting

5 a surprising,

b surprised

Descriptor:

- complete the sentences

- use ed or –ing

adjectives

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 61
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Buying tickets
Learning objectives	7. 2. 3. 1 understand some part of an argument in an extended conversation in a general and learning-restricted environment with little help 7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and creating priorities, partnership, discussion, and agreement in order to fulfill educational tasks;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn key phrases for buying tickets. - Listen to a conversation about buying tickets. - Practise buying tickets
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students: When do you buy tickets? Elicit some answers.

Ask: When you buy tickets at a theatre, what information do you give? Elicit ideas such as which day you want to go, where you want to sit, how much you want to pay, etc. Tell students they are going to practise buying tickets.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:73

Students work in pairs to match the types of show to the posters

Learners match posters with the types of show in the box.

ANSWERS:

1 ballet

2 musical

3 play

T’s feedback

Descriptor:

- work in pairs

- match posters

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 73

After students have listened to the exchange, ask them what type of show Tom is buying tickets for

Learners look at the posters and listen to the conversation. Which type of show is Tom buying tickets for?

ANSWERS:

A musical (We will Rock You)

Self -assessment

Descriptor:

- look at the posters

- answer the question

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 73

Read through the key phrases with the class. Check that students understand row and model the

pronunciation, /rəʊ/.

Ask students to copy the ticket.

Students listen again and complete the ticket with the correct information

Learners study the key phrases. Then listen to the conversation again. Complete the ticket with the correct information.

ANSWERS:

1 We Will Rock You

2 18th

3 11

4 12

5 V

6 £46.00

Descriptor:

- study the key phrases

- listen to the

conversation

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 73

Tell students they are going to listen to some more seat and row numbers.

Students write down the letters and numbers they hear.

Check answers, then play the CD again for students to listen and repeat.

Learners listen and write the numbers and letters. Then listen and repeat.

ANSWERS:

1 seats 9 and 10 in row R

2 seats 24, 25 and 26 in row H

3 seats 16–19 in row J

4 seats 30–32 in row E

Descriptor:

- write the numbers and letters

- listen and

repeat

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 62
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	CLIL: Natural science: Adapting to the environment
Learning objectives	7. 2. 2. 1 understand some information on general and academic topics in a long conversation in a limited environment with little support from the teacher; 7. 4. 3. 1 understand evidence in the context of general and academic topics familiar to most people, including some longer texts; 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about animal adaptations and migrations. - Read a text about animal migrations. - Practise talking about animals migrations.
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, write polar bear and camel on the board.

Check that students understand the words, then ask where these animals live. Ask why polar bears are able to live in very cold conditions.

Elicit some ideas, then write the word adapt on the board. Ask how camels have adapted to living in very hot, dry conditions.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:74

Refer students to the pictures and elicit or teach the names of the animals (arctic fox, snake, salmon, butterfly).

Play the CD, and ask students to listen and read the text.

Students match the words in blue with the definitions.

Check answers, and make sure that students understand the meaning of the blue words, for example, by asking them to translate them into their own language.

Learners read and listen to the text. Then match the words in blue with definitions.

ANSWERS:

1 breed

2 habitat

3 migrate

4 feed

5 adapt

T’s feedback

Descriptor:

- read and listen to the text

- match the words in blue

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 74

Focus on the map and the pictures. Model pronunciation of grey whale and arctic tern.

Play the CD and ask students to read and listen, and choose the correct migration routes.

Learners look at the map. Then listen and choose the correct migration route for the grey whale and the arctic tern.

ANSWERS:

grey whale b

arctic tern c

Self -assessment

Descriptor:

- look at the map

- choose the correct migration route

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 74

Allow time for students to read the table.

Play the CD again, and ask students to listen and complete the table.

Ask students to compare answers in pairs, then check answers with the class.

Learners listen again and complete the table.

ANSWERS:

1 Bering Sea, Arctic

2 3

3 Antarctic

4 20,000

Descriptor:

- listen again

- complete the table.

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 63
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Vocabulary puzzles. Skills and people
Learning objectives	7. 3. 3. 1 express opinion with judgment within general and educational topics; 7. 5. 7. 1 use a format appropriate to the text level for a variety of written genres on a range of familiar general and a range of reading topics with little support
Lesson objectives (assessment criteria)	Learners will be able to: - practise adjective qualities - use vocabulary for skills and people
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

T tells the class to make groups of 2.

Warm up:

With books closed, ask students to work in pairs and write down as many animals in English as they can in two minutes.

Elicit names of animals from the class and write them on the board. .

Point to one of the words and ask students what they know about this animal

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:75

Refer students to the table and use the code to write the words. Then choose the correct word to complete the sentences.

Ask students to compare answers in pairs, then check answers with the class.

Learners use the code to write the words. Choose the correct word

ANSWERS:

1 dancer

2 cook

3 composes

4 program

5 winner

6 write

7 player

A program

B winner

C player

D cook

E composes

F write

H dancer

T’s feedback

Descriptor:

- use the code to write the words

- choose the correct word

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 75

Focus on the crossword and the pictures. Order the letter to make sentence. Then fit them into the crossword.

Learners order the letter to make sentence and fit them into the crossword.

ANSWERS:

1 play

2 dance

3 composer

4 writer

5 cook

6 painter

7 win

8 singer

Self -assessment

Descriptor:

- order the letter

- make sentence

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 75

Ask students to compare answers in pairs, use the letters to make eight more adjectives. Use each letter once. Then check answers with the class.

Learners use the letters to make eight more adjectives

ANSWERS:

1 peaceful

2 rare

3 fast

4 practical

5 stupid

6 domesticated

7 common

8 aggressive

Descriptor:

- use the letters

- make eight more adjectives

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 64
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Review. Unit 5 p 76 Summative Assessment “Entertainment and media”
Learning objectives	7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say with a sentence or reasoning with some flexibility; 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence;
Lesson objectives (assessment criteria)	Learners will be able to: - Use vocabulary for skills and people. - Write adjectives used to describe animals - Learn can and could for ability in the present and past.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:76

Ask students to complete the sentences with the missing words.

Check their answers. Drill the pronunciation of the new words if necessary.

Learners complete the sentences with the correct form of the words in the box.

ANSWERS:

1 writer, wrote

2 composer, composed

3 dancer, dance

4 cook, cook

5 paints, painter

T’s feedback

Descriptor:

- complete the sentences

- use the words in the box

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 76

Focus on the example. Ask students to work in pairs to complete the adjectives with a, o, I, o and u. Then find pairs of opposites.

In a weaker class, check that students understand all the adjectives, for example by asking them to translate the words into their own language. In a stronger class, encourage students to put the words into a sentence to show understanding.

Learners complete the adjectives with a, e, I, o and u. Then find pairs of opposites.

ANSWERS:

1 slow – f fast

2 domesticated – c wild

3 stupid – b intelligent

4 light – e heavy

5 common – d rare

6 aggressive – a peaceful

Self -assessment

Descriptor:

- complete the adjectives

- find pairs of opposites

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 76

Learners complete the sentences with the words in the box

ANSWERS:

1 must

2 Could, couldn’t

3 How many, can, can’t

4 should

Descriptor:

- complete the sentences

- use the words in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 5 Entertainment and media		lesson 65
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Project. Celebrity quiz
Learning objectives	7. 4. 6. 1 identify the author's opinion or point of view in short texts on various unfamiliar general and educational topics; 7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say with a sentence or reasoning with some flexibility;
Lesson objectives (assessment criteria)	Learners will be able to: - To consolidate the language of the unit in a personalized context. - To create a piece of work that presents information about a celebrity.
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Ask students whether they are more interested in the music, or in the lives of the singers. Find out how many read celebrity interviews in magazines or websites.

Explain that they are going to do a quiz about a singer, then produce a quiz of their own.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:77

Look at the quiz title and the photos with the class. Ask students to tell you what they know about Dilnaz Akhmadieva.

Students read the quiz and match the questions and the answers. They may work in pairs for this.

Check answers and ask students if they found out anything they did not know from doing the quiz.

Learners read Akbota’s celebrity quiz and try to answer the question. Then match the quiz questions with the answers.

ANSWERS:

1 f 2 h 3 g 4 b 5 i 6 d 7 e 8 a 9 c

T’s feedback

Descriptor:

- read Akbota’s celebrity quiz

- answer the question

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 77

Read through the project checklist with the class. Brainstorm ideas for celebrities if students need help with this.

Allow students to research their celebrity using a variety of resources.

Learners make a quiz about celebrity from TV. Films, music or sport.

ANSWERS:

Students own answer.

Self -assessment

Descriptor:

- make a quiz about celebrity

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 77

Put students into small groups and give each group a different quiz. The groups try to answer the questions first, then match the answers with the quiz questions. See page 33 in this guide for ideas about how students can assess their work.

Learners complete the sentences with the words in the box

ANSWERS:

1 must

2 Could, couldn’t

3 How many, can, can’t

4 should

Descriptor:

- complete the sentences

- use the words in the box

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 66
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Feelings
Learning objectives	7. 3. 4. 1 respond in sentences with some flexibility to unexpected comments in the context of general and educational topics; 7. 5. 1. 1 planning, writing, correcting and checking text-level works on general and educational topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Do a quiz about risks and dangers. - Learn how to use modifiers with different adjectives. - Learn how to express emotions
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

With books closed, write the words risk and danger on the board and elicit the meanings.

Ask students if they do any things that are dangerous. Elicit some ideas.

Ask students if they enjoy taking

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:106

Read the title of the quiz and look at the photos. Ask students if they think the things pictured are scary.

Students do the quiz individually and look at the key.

They discuss their results with a partner, giving reasons for their ideas.

Learners do the Risks and danger questionnaire. Then look at the key.

ANSWERS:

Students’ own answers

T’s feedback

Descriptor:

- look at the photos

- do the quiz individually

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 106

Explain that each of the adjectives can be used with one of the prepositions to give a particular meaning.

Learners add about, at, in or of to each adjective. Then check your answers in the questionnaire.

ANSWERS:

1 at 2 of

3 at 4 about

5 in 6 about

7 of 8 about

Self -assessment

Descriptor:

- add adjective

-use at, in or of

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 106

Students read the phrases again and think about the emotion they express. If they are not sure, refer them back to the quiz to check the context and any other supporting words that might help.

Ask students to use the phrases in sentences. In a weaker class, ask students to work in pairs and write new sentences using the phrases in context. Monitor students as they do this. In a stronger class, ask students to say new sentences with the

Learners are the phrases in exercise 2 positive or negative?

ANSWERS:

1 negative

2 positive

3 positive

4 positive

5 positive

6 negative

7 negative

8 negative

Descriptor:

- read the phrases

- write new sentences using the phrases

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 106

Explain that adjectives can be modified to express the emotion in a stronger or weaker way.

Students refer back to the quiz to find the modifiers and complete the chart. Check answers, then ask about the position of the modifier.

Learners complete the table with the modifiers in blue in the questionnaire. Do the modifiers go before or after the adjectives.

ANSWERS:

1 not at all

2 quite

3 very

Modifiers go before the adjective.

Descriptor:

- complete the table

- find the modifiers and complete the chart

Total: 2

Task. V (Task for understanding)

Ex: 5 P: 106

Remind students that they need to think about the modifier as well as the verb + preposition when completing the sentences.

In a stronger class, ask one or two individuals around the class what they are quite good at, really good at, not at all

interested in, etc.

Learners choose the correct word.

ANSWERS:

1 quite interested in

2 really fond of

3 really enthusiastic about

4 not at all happy about

5 really bad at

6 very keen on

Descriptor:

- complete the sentences

- choose the correct word

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 67
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Arachnophobia
Learning objectives	7. 2. 3. 1 understand some part of an argument in an extended conversation in a general and learning-restricted environment with little help; 7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and creating priorities, partnership, discussion, and agreement in order to fulfill educational tasks; 7. 4. 2. 1 to understand specific
Lesson objectives (assessment criteria)	Learners will be able to: - Read about phobias. - Read for general meaning and specific information. - Talk about fears and phobias.
Value links	"Creativity and Innovation" Monitoring, measuring, conducting experiments and experiments ability;

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, draw a picture of a spider on the board. Ask students to identify the animal and say how it makes them feel.

Then draw a picture of a snake. Repeat the activity and find out if any of the students are scared of snakes.

Ask students to suggest other things that could scare people. Elicit some ideas, then write the word phobia on the board. Ask students what it means.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:108

Read the questions with the class and discuss their ideas. Ask students if they are frightened of anything.

Ask students if they know anyone who has a phobia.

Learners answer the questions

ANSWERS:

1 Students’ own answers.

2 Students’ own answers.

3 The difference between a fear and a phobia is that a phobia can seem irrational but is very strong and has to be treated like an illness

T’s feedback

Descriptor:

- read the questions

- answer the questions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 108

Read the question with the class before they read and listen to the text.

Learners read and listen to the text. How can you cure a phobia?

ANSWERS:

Exposure therapy.

Self -assessment

Descriptor:

- read and listen to the text

- answer the question

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 108

Explain that students should now read for detail so that they can decide if the sentences are true or false. Remind them to correct the false sentences

Learners read the text again and write true or false. Correct false sentences.

ANSWERS:

1 True.

2 False. Mark

Tanner has helped a lot of patients with phobias.

3 True.

4 False. Georgia’s family hid plastic spiders at home.

5 True.

6 False. Georgia may touch a spider.

Descriptor:

- read the text again

- write true or false.

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 108

Refer students back to the text to find the blue adjectives. In a weaker class, students can match these in pairs.

Remind students that there is one definition they do not need to use.

Learners find adjectives in blue in the text. Then match them with definitions. There is one definition you do not need.

ANSWERS:

1 d

2 f

3 e

4 a

5 b

Descriptor:

- find adjectives in blue

- match them with definitions

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 68
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Present Perfect: affirmative and negative
Learning objectives	7. 3. 4. 1 respond in sentences with some flexibility to unexpected comments in the context of general and educational topics; 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence; 7.6.7.1 use simple perfect forms to express indefinite and unfinished past with for and since] on a growing range of familiar general and curricular topics
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the affirmative and negative forms of the present perfect. - Read about school phobia. - Use the present perfect to talk about experiences.
Value links	"Creativity and Innovation" Ability to find optimal ways to solve educational tasks to use new and already familiar algorithms combining, using them in solving non-standard problems

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Refer students back to the text on page 80. Focus on the final paragraph and the sentence I’ve looked at hundreds of spiders with Mark.

Ask: Is Georgia talking about an event at a specific time in the past, or about an experience at some time in the past?

Elicit that she is talking about an experience at some time in the past. Tell students that we use the present perfect to talk about experiences.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:109

Students use the sentences in the text as examples to help them complete the rules. In a stronger class, let them do this individually, otherwise, in pairs.

Learners complete the sentences from the text. Then choose the correct answers in the rules.

ANSWERS:

1 ’s helped

2 ’ve seen

3 ’s made

4 ’ve seen

Rules

ANSWERS

1 past, now

2 don’t say

3 have

T’s feedback

Descriptor:

- complete the sentences

- choose the correct answers

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 109

Refer students to the Irregular verbs list on page 104 of the Workbook to help them decide which verbs are irregular. They may need further reference material to complete the table

Learners complete the table with the past simple and past participle forms of the verbs in the box.

ANSWERS:

Regular:

look – looked – looked,

play – played – played,

stay – stayed – stayed,

touch – touched – touched,

visit – visited – visited

Irregular:

speak – spoke – spoken,

find – found – found, go – went – been/gone,

see – saw – seen, make – made – made

Self -assessment

Descriptor:

- complete the table

- use past simple and past participle forms

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 4 P: 109

Students complete the sentences. In a weaker class, remind them to refer back to exercise 2 for the past participles. In a stronger class, encourage them to try to remember these

Learners complete the sentences using the present perfect form of the verbs.

ANSWERS:

1 ’ve seen

2 haven’t spoken

3 haven’t stayed

4 ’ve looked

5 hasn’t touched

Descriptor:

- complete the sentences

- use the present perfect

Total: 2 point

Task. IV (Task for understanding)

Ex: 5 P: 109

Look at the photo and the title of the text. Ask students if they remember this phobia from the text on page 80 and ask them to explain it in their own words.

Tell students to read through the text once, without worrying about the gaps, to get a general understanding.

Then they should read it again and complete the gaps

Learners complete the text using the present perfect form of the verbs in the box.

ANSWERS:

1 has gone

2 ’s seen

3 haven’t found

4 hasn’t spoken

5 have visited

6 has upset

7 ’ve had

Descriptor:

- complete the text

- use the present perfect form

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 69
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Injuries
Learning objectives	7. 3. 4. 1 respond in sentences with some flexibility to unexpected comments in the context of general and educational topics; 7. 2. 4. 1 understand multiple meanings in long conversations on general and academic topics with little support;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary of injuries. - Listen to people talking about dangerous jobs. - Listen for general meaning and specific details.
Value links	"Creativity and Innovation" Use of various cognitive tools, knowledge about the world be able to collect (linguistic, reading culture, information, service in the digital environment)

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, write the word injury on the board and elicit or explain the meaning.

Ask students for examples of injuries and ask if they have ever had any injuries.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:110

Once students have completed the table, model and drill the pronunciation of the words. Check that students understand them, for example, by asking them to translate the words into their own language.

Learners check the meaning of the words. Then complete the table.

ANSWERS:

1 burnt

2 break

3 a bruise

4 bite

5 a sprain

6 injured

T’s feedback

Descriptor:

- check the meaning of the words

- complete the table

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 110

Students choose the correct words in the sentences individually.

Learners choose the correct words.

ANSWERS:

1 burnt

2 cuts and bruises

3 bitten

4 injured

5 broken

6 cut

Self -assessment

Descriptor:

- complete the sentences

- choose the correct words

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 110

Before students match the photos and the jobs mentioned in the programme guide text, ask them if they can guess the jobs from the pictures

Learners look at the photos and match them with jobs in the programme guide.

ANSWERS:

A 2 B 1 C 4 D 3

Descriptor:

- look at the photos

- match them with jobs

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 110

Students read the sentences to find out how much they already know about the dangerous jobs before they listen to the recording. They discuss in pairs whether the sentences are true or false. In a weaker class, discuss as a group which jobs are likely to be dangerous and why.

Learners work in pairs. Write true or false. Then listen and check your answers.

ANSWERS:

1 True.

2 False. Volcanoes don’t erupt very often.

3 False. Venomologists study venom.

4 True.

5 False. Farming is dangerous because of the big machines.

Descriptor:

- work in pairs

- write true or false

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 70
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Present Perfect: questions
Learning objectives	7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and creating priorities, partnership, discussion, and agreement in order to fulfill educational tasks; 7. 5. 4. 1 to use appropriate style and language form in some written genre for general and educational topics;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn the question forms of the present perfect. - Practise writing questions using the present perfect. - Learn key phrases for reacting to what people say. - Practise reacting to what people say.
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

Ask students to recap what the present perfect tense is used for (to talk about experiences in the past). Remind students that they have covered the affirmative and negative forms of this tense.

Tell students they are going to study present perfect questions. Ask them what they think might change in the question form.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:111

Explain that the completed sentences provide

Learners complete the sentences with the words in the box. Then choose the correct words in the rule.

ANSWERS:

1 has

2 ever, No

3 Have, they

Rule

answers.

past participle

T’s feedback

Descriptor:

- complete the sentences

- choose the correct words

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 111

Ask students to work individually to choose the correct words.

Check answers by asking individual students to read out their sentences.

Learners choose the correct words

ANSWERS:

1 Have, have

2 had, hasn’t

3 Has, has

4 Have, haven’t

5 broken, haven’t

Self -assessment

Descriptor:

- complete the sentences

- choose the correct words

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 111

Focus on the information in the table. Check that students understand stunt person and bodyguard.

Focus on the task and example and do another example with the whole class if necessary.

Once students have individually written the questions and answers, ask them to compare their answers in pairs. Then check answers with the class.

Learners write questions and answers. Use information in the table.

ANSWERS:

1 Has Vin broken a bone? No, he hasn’t.

2 Has Bess jumped off a building? Yes, she has.

3 Has Bess met the president? No, she hasn’t.

4 Has Vin met the president? Yes, he has.

5 Have they driven at 200kph? Yes, they have.

Descriptor:

- write questions and answers

- use information

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 111

Look at the photo with the class and ask for ideas about what is happening (the woman is doing a stunt).

Go through the example with the class and draw attention to the use and position of ever. Explain that this word is often used in present perfect questions when asking whether a person has had an experience.

Learners write questions using ever and the present perfect form of the verbs.

ANSWERS:

1 Have you ever touched a spider?

2 Have you ever swum across a river?

3 Have you ever broken a bone?

4 Have you ever met a famous person?

5 Have you ever visited a volcano?

6 Have you ever had a spider bite?

Descriptor:

- write questions using ever

- use present perfect form

T otal: 2

Task. V (Task for understanding)

Ex: 5 P: 111

Read the key phrases with the class and ask students to complete them.

Check understanding of the phrases, for example, by asking students to translate them into their own language.

Learners complete the key phrases with the words in the box. Then listen and check

ANSWERS:

1 Haven’t

2 have

3 amazing

4 Neither

Descriptor:

- complete the key phrases

-use the words in the box

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 71
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Helping with problems
Learning objectives	7. 2. 5. 1 Supportive identification of the speaker(s) in a long conversation on most general and academic topics; 7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and creating priorities, partnership, discussion, and agreement in order to fulfill educational tasks;
Lesson objectives (assessment criteria)	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	"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, tell studentsyou are going to mime one of the injuries from the vocabulary section of this unit. Mime spraining your ankle and get students to guess the injury.

Ask students to imagine their friend has sprained his/her ankle. Ask: What would you say to your friend?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

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.

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

ANSWERS:

Leah has cut her arm.

T’s feedback

Descriptor:

- look at the picture.

- practice the dialogue

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

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.

Learners match the key phrases

ANSWERS:

1 b

2 d

3 c

4 a

Self -assessment

Descriptor:

- read the key phrases

- make mini-dialogues.

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

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.

Learners 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

Descriptor:

- match photo

- use words in the box

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 112

Read the example with the class. In a weaker class, encourage students to write the questions together before they ask and answer.

Monitor while they are working and encourage them to use the correct intonation.

Learners work in pairs. Ask and answer questions using the key phrases.

ANSWERS:

Student’s own answer

Descriptor:

- work in pairs.

- ask and answer questions

Total: 2

Task. V (Task for understanding)

Ex: 5 P: 112

Students identify the phrases that can be replaced.

Students work in pairs to change the phrases in the dialogue, then practise it.

Ask some students to perform their dialogues for the class.

In a stronger class, you could ask students to create their own dialogues without using the model.

Learners replace the phrases in blue in the dialogue with phrases. Write and practice a new dialogue with your partner.

ANSWERS:

1 a 2 f 3 e 4 b 5 c 6 d

Teacher Leah, what’s wrong? Are you OK?

Leah	I’ve hurt my finger.
Teacher Have you broken it?
Leah	No, I’ve burnt it.
Teacher How did that happen?
Leah	It was an accident. I put my hand on the cooker.
Teacher Oh, right. Have you put it in cold water?
Leah	Yes, I have, but it hurts.
Teacher Do you need help?
Leah	No, it isn’t serious.

Teacher Mmm. Maybe you need to go to the chemist.

Descriptor:

- replace the phrases in blue

- write and practice a new dialogue

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 72
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Emails
Learning objectives	7. 4. 3. 1 understand evidence in the context of general and academic topics familiar to most people, including some longer texts; 7. 5. 1. 1 planning, writing, correcting and checking text-level works on general and educational topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn how to use different tenses. - Learn key phrases for writing emails. - Learn how to use so and because. - Write an email.
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students how often they send emails.

Ask students whether they send emails that tell stories, or whether they only use them for short messages. Do many students send letters to their friends or family?

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:113

Check students have found the tenses by asking them to read out the examples they have found.

Ask students what the purpose of this email is. (To tell a story to a friend.)

Learners read the email and find three examples of the past continuous.

ANSWER

1 Have you heard from Amy?; I’ve broken my leg!; I’ve been in bed for three weeks.

2 I was walking in the mountains; It was getting dark

T’s feedback

Descriptor:

- read the email

- find three examples

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 113

Read through the descriptions 1–5 and explain that these are about the structure and content of the email.

Once students have matched the descriptions with parts of the email, ask which parts of the text helped them do the matching. In a weaker class, they should do this in pairs. In a stronger class, ask them to do this individually, then check answers as a whole class.

Learners match descriptions with parts of the email.

ANSWER

2 A

3 B

4 E

5 D

Self -assessment

Descriptor:

- match descriptions

- check answers

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 113

Remind students there is one definition they do not need.

In a stronger class, ask if they can think of other informal phrases which could be used in an email (Hi, Listen to this!, Bye, Love).

Learners match key phrases with meanings. There is one meaning that you don’t need.

ANSWER

1 c

2 a

3 d

4 e

5 f

Descriptor:

- match key phrases

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 112

Students complete the sentences from memory. In a weaker class, refer back to the text for support.

Check answers, then ask students to complete the rules. Ask individual students to read out the completed rules so the class can check their answers.

Learners complete the examples and rules with so or because.

ANSWER

1 because

2 so

Rules

1 because

2 so

3 so, because

Descriptor:

- complete the examples and rules

- use so or because.

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 73
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Reading for pleasure Summative assessment “Natural disasters”
Learning objectives	7. 3. 8. 1 cover some longer stories on a variety of general and academic topics 7. 4. 2. 1 to understand specific information in texts within the framework of general and educational topics; 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence;
Lesson objectives (assessment criteria)	Learners will be able to: - Read a folk story from Kazakhstan - Learn about different types of adverbs. - Learn how to use for and since with the present perfect. - Write a summary of a folk story or a legend.
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, divide students into pairs and ask them to think about the most beautiful garden they have ever seen. Tell them to describe it to their partner. Get feedback from the class by asking a few students to describe their partner’s preferences.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:114

Tell students they are going to read a Kazakh folk story. Draw their attention to the photo and the title.

Students discuss their ideas. Get some feedback from the class, but do not confirm or reject any ideas at this stage.

Learners look at the photo and the title of the story. What do you think the story is about?

ANSWER

Student’s own answer

T’s feedback

Descriptor:

- look at the photo

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 114

Refer students to Part 1 of the story. In a weaker class, preteach the following words and phrases: pot, buried, wise, argue, rest, seeds, gates, merchant, gull, swallow, lark.

In pairs, students put the events in the correct order.

Check answers as a class. Allow students one or two minutes to discuss

Learners work in pairs. Read the story and put the events in the correct order.

ANSWER

1 the shepherd’s sheep died

2 the farmer gave the shepherd some land

3 the shepherd found a pot of gold coins

4 the farmer and the shepherd argued

5 they asked a wise man for advice 6 the student travelled to the city

Self -assessment

Descriptor:

- match descriptions

- check answers

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 114

Tell students they are going to hear the ending of the story. Explain they have to listen and decide whether it’s a happy ending or not. They should focus on listening for the general meaning.

Play the recording.

In pairs, students discuss the ending and compare it with their ideas in exercise 2

Learners match key phrases with meanings. There is one meaning that you don’t need.

ANSWER

1 c

2 a

3 d

4 e

5 f

Descriptor:

- match key phrases

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 112

Students complete the sentences from memory. In a weaker class, refer back to the text for support.

Check answers, then ask students to complete the rules. Ask individual students to read out the completed rules so the class can check their answers.

Learners complete the examples and rules with so or because.

ANSWER

1 because

2 so

Rules

1 because

2 so

3 so, because

Descriptor:

- complete the examples and rules

- use so or because.

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 74
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Phoning a medical helpline
Learning objectives	7. 2. 3. 1 understand some part of an argument in an extended conversation in a general and learning-restricted environment with little help; 7. 3. 8. 1 cover some longer stories on a variety of general and academic topics 7. 5. 3. 1 write some familiar general and academic topics with consistent grammatical competence;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn key phrases for phoning a medical helpline. - Listen to someone phoning a medical helpline. - Practise phoning a medical helpline
Value links	"Independence and patriotism", Assessment of the importance of loyalty to the motherland, the history of the country respect culture

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask: Have you ever had an accident? What happened? Elicit some answers, then ask: What do you do when someone has an accident?

Elicit some answers, then write Medical helpline on the board. Elicit that this is a helpline you can phone when you hurt yourself and need advice

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:115

Students work in pairs to match the instructions with the pictures.

Learners work in pairs to match the instructions with the pictures.

ANSWER

1 B

2 E

3 A

4 F

5 D

6 C

T’s feedback

Descriptor:

- work in pairs

- match the instructions

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 115

Play the CD. Students listen and say which instructions they hear

Learners listen to two telephone calls to a medical helpline. Which instructions from exercise 1 do you hear?

ANSWER

Put it under cold water. Put some ice on it. Take an aspirin.

Self -assessment

Descriptor:

- Learners listen to two telephone

- listen and say

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 115

Read through the key phrases with the class. Point out that we use the present perfect, not the past simple, when talking about injuries that happened very recently.

Allow students time to read the questions.

Play the CD again. Students listen and answer the questions individually, then compare their answers in pairs.

Learners study the key phrases. Then listen to the telephone calls again and

ANSWER

1 She has burnt her hand.

2 She was making lunch. She was taking some hot soup out of the microwave and it went on her hand.

3 It really hurts.

4 She’s fallen over and bruised her knee.

5 She is going to play badminton.

6 She mustn’t move her leg a lot.

Descriptor:

- study the key phrases

- listen to the telephone calls

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 115

Play the CD once for students to listen to the sentences.

Point out that the difference between the present perfect and past simple forms is quite slight in spoken English.

Students write the sentences they hear. Then check answers.

Play the CD again for students to listen and repeat

Learners listen and write the sentences. Then listen and repeat.

ANSWER

1 I’ve bruised it.

2 I bruised it.

3 She’s burnt it.

4 She burnt it.

5 You cut it.

6 You’ve cut it.

Descriptor:

- write the sentences

- listen and repeat.

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 75
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	CLIL: Reading for pleasure: Stories
Learning objectives	7. 2. 6. 1 identify meaning from context in long conversations with little support on some general and academic topics; 7. 3. 4. 1 respond in sentences with some flexibility to unexpected comments in the context of general and educational topics; 7. 4. 3. 1 understand evidence in the context of general and academic topics familiar to most people, including some longer texts;
Lesson objectives (assessment criteria)	Learners will be able to: - Learn vocabulary for talking about stories. - Read a story
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students if they enjoy reading stories. Ask what stories they are reading at the moment.

Ask what they think makes a good story, for example, what makes a story exciting.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:116

Allow students time to check the meaning of the words in their dictionaries.

Check that students understand the words and model pronunciation.

Focus on the picture and ask students to discuss in pairs which words they think will be in the story.

Learners check the meaning of the words in the box. Then look at the picture and predict which words will appear in the text.

ANSWER

Students’ own answers

T’s feedback

Descriptor:

- check the meaning of the words

- look at the picture and predict

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 116

Play the CD. Students listen and read the story, and check their answers to exercise 1.

Point out the name of the author and ask students if they have read this story.

Learners use new words in the text.

Students read and listen to the text. Check your answers.

ANSWER

castle, coach, wolves, howling

Self -assessment

Descriptor:

- use new words in the text

- read and listen to the text

Total: 2 point

Worksheets

Stickers

Task. III (Task for understanding)

Ex: 3 P: 116

Students work in pairs to match the different types of writing.

Ask students which of the three types of writing they enjoy the most and find the most exciting.

Learners read the information. Then match with extracts.

ANSWER

1 c

2 a

3 b

Descriptor:

- read the information

- match with extracts

Total: 2 point

Task. IV (Task for understanding)

Ex: 4 P: 116

Read through the questions with the class. Students discuss their ideas in pairs. Elicit that Dracula is a horror story, then ask them to report their ideas back to the class.

Learners answer the question

ANSWER

Students’ own answers

Descriptor:

- answer the question

Total: 2

Task. V (Task for understanding)

Ex: 5 P: 116

To confirm students’ understanding of the different types of writing, ask them to find more examples in the text.

Learners find some more examples of description, narration and dialogue in the text

ANSWER

Description: Transylvania was a strange and beautiful place; Inside the hotel it was warm and friendly.

Narration: I went into a little hotel; They began to talk again.

Dialogue: ‘To Castle Dracula,’ I replied; ‘Don’t go there,’ someone said.

Descriptor:

- find some more examples

Total: 2

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan

Unit 8 Natural disasters		lesson 76
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Vocabulary puzzles Feelings. Injuries
Learning objectives	7. 3. 8. 1 cover some longer stories on a variety of general and academic topics 7. 5. 1. 1 planning, writing, correcting and checking text-level works on general and educational topics with the support of the teacher;
Lesson objectives (assessment criteria)	Learners will be able to: - use about adjectives ending in -ing and –ed - use vocabulary of injuries
Value links	"Independence and patriotism", To the past, present and future of the people understand the relevance

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students if they enjoy reading stories. Ask what stories they are reading at the moment.

Ask what they think makes a good story, for example, what makes a story exciting.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:117

Allow students time to check the meaning of the words in their dictionaries.

Check that students understand the words.

Focus on the picture and ask students to discuss in pairs which words they think will be.

Learners order the letters of the same colour to make adjectives to match the prepositions.

ANSWER

Happy about

Good at

Fond of

Interested in

Worries about

Scared of

T’s feedback

Descriptor:

- order the letters

- make adjectives to match

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 117

Play the CD. Students listen and read the story, and check their answers to exercise 1.

Point out the name of the author and ask students if they have read this story.

Learners use the letters to make five injury verbs. Use each letter once.

ANSWER

Cut

Break

Bruise

Burn

sprain

Self -assessment

Descriptor:

- use the letters

- make five injury verbs

Total: 2 point

Worksheets

Stickers

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

Short term plan: term 3

Unit 8 Natural disasters		Lesson 77
School
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Summative Assessment for term 3
Learning objectives	7.L4 Understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics. 7.R6 Recognise the attitude or opinion of the writer on a range of unfamiliar general and curricular topics 7.W1 Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics. 7.S4 Respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics
Lesson objectives	Learners will be able to: "Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students to recall the previous lesson (Speaking, page 86) and elicit what they remember about the scenario.

Ask: Where was the woman? (In a shop.) What was she doing? (Returning a record.) What did she want? (To change it.) Did she get what she wanted?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Middle of the lesson

Presentation part.

35 min

LISTENING

Task. Listen to the recording twice and answer the questions. Write NO MORE THAN THREE WORDS or A NUMBER.CD3. Tapescript 3.OR Go to this link to listen information

Example: 0. Was she happy in her marriage? No, she was not.

READING

Task. Read the text carefully and answer the questions. __

Part 1. Choose the correct answer

Part 2. Find some inconsistences in the statements. Mark these sentences Yes, No, Not Given.

3. Fishermen all over the world know when hurricanes start

4. Hurricanes usually start in the steppe

5. The best place to hide from hurricane is indoors _______________________.

WRITING

Task. Look at the films below. Choose one of them to write a review about. Use linking words and connectors in sentences to make some coherent paragraphs. You can use prompts for your answer

SPEAKING

Task. You will be given a card which asks you to retell a short story about a particular situation. You should include your ideas while telling it. You will be given 1 minute to prepare your talk and then 1-2 minutes to speak. Your classmates prepare the questions to ask you on the topic. Learners take turns in retelling the stories from the cards

Students listen to the recording twice and answer the questions

Descriptor:

- listen and match

Students Read the text carefully and answer the questions

Descriptor:

- Paraphrase the given sentences so it has similar meaning

Students choose ONE of the topics and write.

Descriptor:

- Write a story about a concert

-can match the halves of the sentences

Total: 1 point

-can paraphrase the given sentences

Total: 1 point

-can write a story about a concert

Total: 1 point

End of the lesson

5 min

FEEDBACK

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

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Short term plan

Unit 8 Natural disasters		lesson 78
School:
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Unit Review
Learning objectives	7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and creating priorities, partnership, discussion, and agreement in order to fulfill educational tasks; 7.6.7.1 use simple perfect forms to express indefinite and unfinished past with for and since] on a growing range of familiar general and curricular topics
Lesson objectives (assessment criteria)	Learners will be able to: - use about adjectives ending in -ing and –ed - use vocabulary of injuries
Value links	"Independence and patriotism" Respect the state symbols of Kazakhstan, understand the meaning of public holidays

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting. (Whole class, Individually)

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-up

With books closed, ask students if they enjoy reading stories. Ask what stories they are reading at the moment.

Ask what they think makes a good story, for example, what makes a story exciting.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher controles the process, gives feedback and asks additional questions if it’s nessasery.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Middle

35 min

Task. I (Wh, I) (pair dicsussion)

Ex:1 P:118

Explain the task and give Ss time to complete it. Complete the sentences with the words in the box. Then check Ss' answers around the class.

Learners choose the correct words.

ANSWER

1 interested, ridiculous

2 phobic, scared

3 fond, unpleasant

4 worried, weird

5 real, bad

T’s feedback

Descriptor:

- order the letters

- make adjectives to match

Total: 2 point

Student’s book

Task. II (Wh, I) (Task for location)

Ex: 2 P: 118

Explain the task and give Ss time to complete it. Then check Ss' answers around the class.

Learners complete the words

ANSWER

1 bitten

2 bruise

3 sprained

4 injured

5 burnt

6 cuts

7 break 8 injury

Self -assessment

Descriptor:

- make five injury verbs

Total: 2 point

Task. III (Wh, I) (Task for location)

Ex: 3 P: 118

Explain the task and give Ss time to complete it. Then check Ss' answers around the class.

Learners choose the correct words.

ANSWER

1 not at all

2 really

3 isn’t very

4 quite

5 very

6 really

Self -assessment

Descriptor:

- complete the task

- choose the correct words

Total: 2 point

Worksheets

Stickers

Task. IV (Wh, I) (Task for location)

Ex: 4 P: 118

Ask students to complete the sentences with the words in the box. There are two extra words. Check answer.

Put students into pairs to answer the question.

Students complete the sentences using the present perfect form of the verbs.

ANSWER

1 haven’t met

2 ’s visited

3 hasn’t arrived

4 ’ve competed

5 haven’t studied

Descriptor:

- complete the sentences

- use the present perfect form

Total: 2 point

Task. V (Wh, I) (Task for location)

Ex: 5 P: 118

Ask students to work in pairs to complete the sentences with the words in the box. Use the correct form when necessary.

Check answers.

Students look at the picture. Write present perfect questions and short answers.

ANSWER

1 Has the man broken his foot? Yes, he has.

2 Have the girls sprained their ankles? No, they haven’t.

3 Has the mother cut her leg? No, she hasn’t.

4 Has the mother hurt her arm? Yes, she has.

5 Have the boys burnt their arms? Yes, they have.

6 Has the man bruised his arm? No, he hasn’t.

Descriptor:

- look at the picture

- write present perfect questions

Total: 2 point

End

5 min

FEEDBACK

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

Ex: P:

Home task:

Write the days

What worked well for you in today’s class?

What could we have done differently to make today’s class better for you?

What are you wondering about after today’s lesson?

What did you find difficult about today’s lesson?

Poster Success Ladder

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Lesson plan "English plus 7" Term 3

Химия пәні

Тарих пәні

Биология пәні

Ағылшын тілі пәні

География пәні

Информатика пәні

Мектепке дейінгі білім беру

«Қазақ тілі» жəне «Қазақ əдебиеті»

Дене шынықтыру

Білім алушылардың білім сапасын арттыру

Инклюзивті білім беру