ҚМЖ 7 сынып 1 тоқсан English Plus кітабы бойынша

Unit of a long term plan: Family and school

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Vocabulary: Family

Learning objectives

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

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

Lesson objectives

Learners will be able to:

- Apply topic vocabulary to talk about the family

- Learn vocabulary for family relationships.

- Ask and answer personal questions about family

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Pre – listening

Warm-up

With books closed, write the word family on the board.

• Ask individual students: How many people are there in your family? Who are they? Elicit words for family members and write them on the board

Lead - In

Before speaking about the family let’s name as many words connected with this word as you remember. Find some words from the text.

Look at the picture and say what the theme of our lesson will be? You see different word in the picture. What can you say about your family

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

While – listening

Listening for details –

Students listen for groups of words and phrases at sentence level.

Ex:1 P:4

In a weaker class, students use their dictionaries to check the meaning of the words, then match them.

In a stronger class, students can try to do this in pairs from memory.

• Once students have listened to the CD and checked their answers.

Differentiation:

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

Ex: 2 P: 4

Students look at the photos with the class and discuss the people shown in each one.

Allow students time to read the texts. Once they have chosen the answers individually, check them as a class

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students listen and check their answers.

ANSWERS

1 father

2 brother

3 uncle

4 grandfather

5 husband

6 son

7 grandson

8 nephew

Students read the text and choose the correct words

ANSWERS

1 children

2 sons

3 daughters

4 brothers

5 grandmother

6 sisters

7 mother 8

husband’s

Assessment criteria

- Use topic related vocabulary in group discussion

Descriptor:

-understand the main idea

Peer assessment: answer key

Assessment criteria:

-identify main idea of the text

Descriptor:

- read the text and choose the correct words

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

Ex: 4P: 4 WB

Poster Success

KWL chart

Unit of a long term plan: Family and school

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Language focus: Be+ Subject pronoun. Possessive ‘s

Learning objectives

7.6.6.1 use a variety of subject pronouns including possessives on a growing range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- Learn and practise the use of be + subject pronouns to ask and answer questions and give personal information.

- Learn and practise the use of the possessive’s to talk about possessions.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

With books closed, ask a student: How old are you? Write the question on the board and underline are.

• Elicit the answer (I’m fourteen.) and write it on the board. Underline the verb ’m.

• Ask another student: How old is … ? Write the answer on the board (He / She is fourteen.) and underline the verb is

Lead – In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:4

When students have completed the table, check answers, then model and drill pronunciation of the sentences

Differentiation:

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

Ex: 2 P: 4

Clarify that students should write each sentence in three forms. Students complete the sentences individually.

In a weaker class, this could be pair work.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students complete the table using correct form of to be

ANSWERS

1 isn’t 2 Is

Students complete the sentence using affirmative form of to be. Then write the negative and question forms.

ANSWERS

1 ’re 2 ’s 3 ’m 4 are 5 ’re

1 You aren’t in my class. 2 It isn’t a nice day.

3 I’m not fourteen years old.

4 Your cousins aren’t in Russia.

5 We aren’t partners.

1 Are you in my class?

2 Is it a nice day?

3 Are you fourteen years old?

4 Are your cousins in Russia?

5 Are we partners?

Assessment criteria

- use a variety of subject pronouns including possessives

Descriptor:

-can use of be + subject pronouns

Assessment criteria:

Clarify that students should write each sentence in three forms.

Descriptor:

- can write each sentence in three forms.

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 3P: 5 WB

Poster Success

KWL chart

Unit of a long term plan: Family and school

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Vocabulary: School Countries, nationalities and languages.

Learning objectives

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

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

6.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

Learners will be able to:

• Practise forming compound nouns to do with school.

• Use compound nouns to talk about schoolwork.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

• With books closed, ask students what their favourite subjects are at school. Elicit some words for school subjects and write them on the board.

• Ask students what words they know that are related to schoolwork. Elicit a few nouns such as exam and teacher and write them on the board.

Lead – In

What do you see in this picture?

Do you go to school on foot or by bus?

How many girls are there in your class?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:6• Look at the pictures with the class and discuss what students can see. • Allow students time to read through the list of nouns, then check understanding by asking for translations

Differentiation:

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

Ex: 2 P: 6

Once students have chosen the correct words, ask them to compare their answers in pairs before you check with the class

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex:3 p: 6

Read through the key phrases with the class. Model and drill pronunciation of the questions if necessary

Students write combinations of nouns

ANSWERS

1 science class

4 music teacher / class

2 maths exercise

5 PE class

3 French book

6 ICT room

Students choose the correct words

ANSWERS

1 exercise

5 PE

2 English

6 teacher

3 room

7 book

4 homework

Assessment criteria

- Identify the main idea in extended talks with little support

Descriptor:

- write combinations of nouns

Assessment criteria:

-Use compound nouns to talk about schoolwork

Descriptor:

-. choose the correct words

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 4 P: 6 WB

Poster Success

KWL chart

Unit of a long term plan: Family and school

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Language focus: Have got/ There is/ there are

Learning objectives

7.6.6.1 use have got and has got to talk about possessions on a growing range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn affirmative, negative and question forms of have got.

• Use have got to ask and answer questions about school.

• Learn affirmative, negative and question forms of there is, there are.

• Use there is, there are to ask and answer questions about school.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

• With books closed, ask individual students What classes have you got today?

• Elicit answers and write have got on the board.

• Elicit that we use have got to talk about possessions and tell students that we can also use it to talk about school.

Lead – In

They have got a new car.

She has got a pet.

He has got a bike/

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:7

In a stronger class, ask students to complete the tables individually. In a weaker class, offer support by doing this activity as a class on the board.

Differentiation:

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

Ex: 2 P: 7

Students work individually to order the sentences.

• Ask students to check their answers in pairs before you check with the class

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 2 P: 7

• Write on the board: There ____ one art teacher at this school. There ____ three maths teachers. • Elicit the missing words, then elicit other sentences using there is, there are from the class

Students complete the table using the correct form of have got

ANSWERS

1 ’ve

2 hasn’t got

3 haven’t got

Have

Students order the words to make sentences

ANSWERS

1 My sister hasn’t got history classes.

2 Has the teacher got our books?

3 What exercises have we got for homework?

4 Our school has got a good science laboratory. 5 I haven’t got your ICT notes.

Assessment criteria

- Learn affirmative, negative and question forms of have got.

Descriptor:

- complete the table using the correct form of have got

Assessment criteria:

Use have got to ask and answer questions about school

Descriptor:

- order the words to make sentences

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 3 P: 7 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Time and numbers p.78

(a millennium, a century, etc.)

Learning objectives

7.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics

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

Lesson objectives

Learners will be able to:-

• Learn vocabulary of periods of time and numbers.

• Learn how to say numbers.

• Do a quiz about numbers.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

• Revise basic numbers with the class by writing some simple sums on the board and asking students to give the answer. For example, write 13 + 4 =, 27+ 5 =, 5 x 8 =, etc.

• Write the numbers 1,000 and 100 on the board and ask students what we call a period of 1,000 or 100 years.

• Ask students if they know any other words for periods of time

Lead – In

What time is it now?

How many month are there in a year?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:78

Students copy the lists and complete them. In a weaker class, allow them to discuss their ideas in pairs as they work.

Differentiation:

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

Ex: 2 P: 78

Play the CD and ask students to listen and repeat. In a weaker class, you may need to play the CD twice for students to feel confident doing this.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 78

Look at the sentences and explain that in each one there is a mistake in the form of the number

In a weaker class, do the first two items with the class as examples. In a stronger class, ask students to write two or three more similar sentences with mistakes, then give these to their partner to correct

Students complete the list with the words in the box.

ANSWERS

1 a century

6 a thousand

2 a year

7 a couple

3 a day

8 a half y

4 a second

9 nought

5 a billion

Students listen and say numbers.

Students correct the sentences using numbers and ordinals

ANSWERS:

1 three

4 second

2 first

5 five

3 twelfth

Assessment criteria

- Learn vocabulary of periods of time and numbers.

Descriptor:

- discuss their ideas in pairs

Assessment criteria:

Learn how to say numbers

Descriptor:

- listen and reapet.

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 2 P: 58 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Superstitions p.80

(lucky, fear, superstitious, etc.)

Learning objectives

7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

7.4.1.1 understand the main points in a growing range of short, simple texts on general and curricular topics

7.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topic

Lesson objectives

Learners will be able to:

• Read about lucky numbers.

• Read for general meaning and specific information.

• Talk about superstitions

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Pre - reading

Warm-up

• With books closed, ask students if they have a favourite number or a lucky number.

• Ask if they think any numbers are unlucky and why.

• Ask if they think that the same numbers are lucky and unlucky in different countries.

Lead – In

1. Friday the 13^th: Bad Luck

2. Walking Under a Ladder: Bad Luck

3. Breaking a Mirror: Bad Luck

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

While – reading

Ex:1 P:80

Look at the photo and read the question with the class. Discuss their ideas. If students are struggling, focus them on the sequence of the numbers.

Differentiation:

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

Ex: 2 P: 80

• Students read through the text once, without pausing at the numbered gaps.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 80

Students complete the sentences with the new words. In a weaker class, check understanding of the words, for example, by asking students to translate them into their own language.

Students look at the photo of the buttons in the lift.

ANSWERS

There is no number 13, or floor number 13. This is because 13 is considered an unlucky number in some countries.

Students read the text there is one sentence that you don’t need.

ANSWERS

1 c 2 e 3 b 4 a

Students complete the sentences.

ANSWERS :

1 lucky

4 unlucky

2 fear 5

superstition

3 superstitious

Assessment criteria

- Read about lucky numbers.

Descriptor:

- Read about lucky numbers.

Assessment criteria:

-Read for general meaning and specific information

Descriptor:

- read the text there is one sentence that you don’t need.

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 3 P: 62 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Making predictions (will, won't) p.81

Learning objectives

7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

7.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn will and won’t.

• Learn phrases for making predictions.

• Practise making predictions.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

Refer students back to the text on page 60 and ask: What will happen in 2016 in China? Elicit the answer: A lot of children will celebrate their eighth birthday. Write this on the board and underline will

Focus on the underlined verbs on the board and ask students if they refer to the past, present or future. Elicit that they refer to the future and that they are predictions

Lead – In

When will you visit Astana?

Where will you go to your holiday?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:81

Students complete the sentences from the text. Elicit that predictions can be either affirmative or negative.

Differentiation:

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

Ex: 2 P: 81

• Remind students to read through all the questions and answers before they match them. They should think about whether each one needs a short answer or more information

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 81

-Students complete the sentences individually. Encourage them to think about different people they know, and also remind them that they can predict what people will and won’t do. Then students compare their sentences in pairs.

Students complete the sentences from the text

ANSWERS

1 be 2 won’t

Students match the questions with the answers

ANSWERS

1 c 2 a 3 b

Rules

ANSWERS:

1 will 2 won’t

Students write sentences. Predict the future for your friends.

ANSWERS:

Students’ own answers

Assessment criteria

- Learn will and won’t.

Descriptor:

-can use will and won’t

Assessment criteria:

Learn phrases for making predictions.

Descriptor:

- match the questions with the answers

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 3 P: 59 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

Adjectives: characteristics p.82

(helpful, easy-going, impatient, etc.)

Learning objectives

7.6.3.1 use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics

7.2.7.1 recognize the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics

7.3.3.1 give an opinion at sentence and discourse level on an increasing range of general and curricular topics

Lesson objectives

Learners will be able to:

• Learn adjectives describing personality.

• Listen for general meaning and specific details.

• Describe personality

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

• With books closed, write the word personality on the board.

• Ask what words we can use to describe someone’s personality. Elicit some words and write them on the board.

• Ask some students to describe their own personality, or the personality of a friend or family member.

Lead – In

This is Anna. Anna is very beautiful girl. She always helps her mother. Today is a bit unhappy because her mother is ill.

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:82

Model and drill the pronunciation of the adjectives.

In a weaker class, check understanding, for example, by asking them to translate the adjectives into their own language. In a stronger class, encourage students to define the words by asking them to give examples of behaviour which could be described by the adjectives

Differentiation:

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

Ex: 2 P: 82

Go through the example with the class. In a stronger class, ask students to recap what the opposite for each adjective would be

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 4 P: 82

Explain that students are going to listen to three students discussing numerology. Tell them to read through the three questions and think about what words they might hear

Students work in pairs. Write pairs of opposite adjectives

ANSWERS

helpful – unhelpful

shy – outgoing

easy-going – moody generous – mean impatient – patient creative – unimaginative ambitious – unambitious modest – arrogant friendly – unfriendly peaceful – aggressive negative – positive serious – funny

Students choose adjectives to describe the people.

ANSWERS

1 modest

2 helpful

3 generous

4 ambitious

5 peaceful

6 negative

7 shy

8 outgoing

9 unimaginative

10 creative

11 serious

Students listen to Holly, Mark and Becky and answer the questions.

ANSWERS:

1 Mark

2 Becky

3 Holly

Assessment criteria

- Learn adjectives describing personality.

Descriptor:

- Write pairs of opposite adjectives

Assessment criteria:

-Listen for general meaning and specific details

Descriptor:

-choose adjectives to describe the people.

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 2 P:60 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___a

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

First conditional p.83

Learning objectives

7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

7.6.16.1 use conjunctions if , when, where, so, and, or, but, because , before, after to link parts of sentences in short texts on a growing range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Learn the first conditional.

• Read about superstitions around the world.

• Practise using the first conditional.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

Ask students to think about the conversation about numerology on page 62. Ask: What does the horoscope say will happen to Mark today? (He will meet two friendly girls.)

Ask students to find the sentence in exercise 1 which relates to this. (If you go to a cafe today, you’ll meet two friendly girls.)

Lead – In

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P:83

Students complete the rules. Allow them to discuss this in pairs if they find it difficult.

Differentiation:

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

Ex: 2 P: 83

Read the title with the class and remind them of the word superstition from page 60.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 3 P: 83

• Look at the text with the class and ask them to identify what it is (a horoscope)

Ask students to compare their answers in pairs and correct any mistakes

Students choose the correct words

ANSWERS

1 go

2 ’ll meet

3 ’ll find out

4 tell

5 Will

6 tell

Students choose the correct words.

ANSWERS

1 ’ll be

2 ’re

3 won’t

4 put

5 see, will visit

6 ’ll lose, you wash

Students complete the text using first conditional.

ANSWERS:

1 ’ll meet

2 are

3 listen

4 ’ll learn

5 don’t listen

6 won’t learn

Assessment criteria

- Learn the first conditional

Descriptor:

- complete the rules and discuss in pairs

Assessment criteria:

-Read about superstitions around the world

Descriptor:

- remind the word superstition

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 3P: 5 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

A future survey p.84

Learning objectives

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

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

Lesson objectives

Learners will be able to:

• Listen to a conversation about probability in the future.

• Learn key phrases for speaking about probability in the future.

• Practise speaking about probability in the future.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

With books closed, write The future on the board and ask students what things they think will happen in the future

If students answer with words like perhaps and possible, write these on the board and elicit that we use these words when we are not certain

Lead – In

Do you think about your future much?

Do you think your dreams and reality about your future going to be different? If yes, why?

Where do you think you will live in 20 years?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Ex:1 P: 84

Look at the picture with the class and ask the question. Ask students to explain the reasons for their answers.

Differentiation:

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

Ex: 2 P: 84

Focus students on the dialogue, and explain that they should read it as they listen to find the answer to the question in the instructions. Tell them not to worry about the blue words at this stage

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Ex: 2 P: 84

• Ask students to read the key phrases and find them in the dialogue. You can check understanding by asking students to translate them into their own language.

• Students then identify the speaker for each phrase.

Students look at the picture what are Collin and Lena doing ?

ANSWERS

A survey.

Students listen and read the dialogue

ANSWERS

Callum is positive, but Leah is negative.

Students find the key phrases in the dialogue.

ANSWERS:

1 Leah

2 Callum

3 Leah

4 Callum

5 Callum

6 Leah

Assessment criteria

- Listen to a conversation about probability in the future

Descriptor:

-Discuss and answer the question

Assessment criteria:

-Learn key phrases for speaking about probability in the future.

Descriptor:

- listen and read the dialogue

-Make CCQ questions

CD 1

Cards

Worksheets

End

Home task:

EX: 2 P: 63 WB

Poster Success

KWL chart

Unit of a long term plan: Hobbies and Leisure

School: ___

Date:

Teacher name: ___

Grade: 7

Number present:

absent:

Lesson title

A report on a survey p.85

Learning objectives

7.6.2.1 use quantifiers including more, little, few less, fewer not as many , not as much on a growing range of familiar general and curricular topics

7.5.1.1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics

Lesson objectives

Learners will be able to:

• Study a model report about a survey.

• Learn key phrases for expressing quantity.

• Write a report about a survey.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Start

Organization moment :

1.Greeting.

Warm-up

• Refer students back to the questions in Future survey on page 64. Ask the class: Will humans exist in the next millennium? Get a show of hands for who thinks yes and who thinks no. Write the numbers on the board.

Lead – In

What will life be like in 2050?

Will the world be a better place in the future? Why / Why not?

Will humans become more intelligent?

Will humans become more friendly or meaner?

“The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students say different words from the picture

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

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

PPT