Unit 7 Healthy habits

Teacher name:

Date:

Grade: 7

Number present:

absent:

Lesson title

People in sport

Learning objectives

7.1.6.1 organise and present information clearly to others

7.2.4.1 understand with limited support the main points of 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 vocabulary for people in sport.

• Play the Team Manager game.

• Learn about imperatives.

• Practise using imperatives to give advice

Value links

Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture.

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

Fasten your seat belts and get ready for the all-round race

Lead – In

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

• Put students into pairs and ask them to write down as many names of sports as they can in two minutes.

• Ask students to call out sports they have written down. Write them on the board.

• Ask students if they know any words for people in sport. Elicit a few words and write them on the board

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

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:92

• Students match the words with the photos.

• Check answers with the class, and model and drill pronunciation of any words that are new to students.

Ex: 2 P:92

• Students complete the sentences with their own ideas. This activity is based on general knowledge. In some classes you may need to group students who do not know much about sport with those who do.

• Ask students to check their answers in pairs. Then ask some students to read their answers to the class.

Ex: 3 P:92

• Look at the title and ask if anyone can explain what it means. Confirm that a team manager decides what the team should do in a variety of situations.

• Students play the Team Manager game individually, then compare their answers in pairs.

• Ask some students to report their own results and their partner’s results. Ask whether they agree with the results.

• In a stronger class, go through each question and elicit why each option implies good or bad management skills. Follow up by asking for adjectives which describe a good manager.

• In a weaker class, ask for adjectives which can describe good and bad managers. Students can refer to the key to help them.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students match photos with six of the words.

Answers:

1 referee

2 supporter

3 TV reporter

4 captain

5 champion

6 loser

Students complete the sentences with your own ideas.

Answers:

Students’ own answers

Differentiation:

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

Students work in pairs.

Answers:

Students’ own answers.

Descriptor:

- match the words with the photos

Total: 1 point

Descriptor:

- complete the sentences with their own ideas.

Total: 1 point

Descriptor:

- play the Team Manager game individually

- describe good and bad managers

Total: 1 point

Cards

Worksheets

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

Unit 7 Healthy habits

Teacher name:

Date:

Grade: 7

Number present:

absent:

Lesson title

Women in sport

Learning objectives

7.4.2.1 understand independently specific information and detail in short, simple texts on a limited 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:

• Read about a female racing driver.

• Read for general meaning and specific information.

• Give your opinions about sport

Value links

Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders.

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

Fasten your seat belts and get ready for the all-round race

Lead – In

• With books closed, write Formula 1 on the board. Elicit the meaning and ask students what they know about the sport.

• Ask students if they know any Formula 1 drivers, then ask if they think that women also race Formula 1 cars

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

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:94

• Read the task with the class and ask students for their ideas. Ask students to justify their ideas with reasons.

• You could ask whether the situation is the same in all sports, comparing football with athletics, for example.

Ex: 2 P:94

• Read through the interview questions with the class and clarify that the text is a transcript of the interviewee’s answers.

• in a stronger class, ask students to say which part of the answers they used to make their choices. In a weaker class, help them identify the areas of the text which dictate which choices to make.

Ex: 3 P:94

• Students read the text again more carefully and complete the sentences. Note that sometimes more than one word is needed

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students sportsmen are often more famous than sportswomen.

Answers:

Students’ own answers

Differentiation:

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

Students read the interview and match interview questions with answers in the text.

Answers:

1 B

2 A

3 G

4 D

5 F

6 E

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

Answers:

1 watched

2 rally cars

3 massive / popular

4 competitors

5 money

6 sponsors

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- read the interview

- match interview questions with answers in the text.

Total: 1 point

Descriptor:

- complete the sentences with one, two or three words

Total: 1 point

Cards

Worksheets

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

Unit of a long term plan: Unit 7 Healthy habits

Teacher name:

Date:

Grade: 7

Number present:

absent:

Lesson title

be going to

Learning objectives

7.1.6.1 organize and present information clearly to others

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 be going to for plans and intentions.

• Write about plans and intentions using be going to.

Value links

Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization.

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

Fasten your seat belts and get ready for the all-round race

Lead – In

• Refer students back to the reading text on page 70. Ask students to look in the first paragraph of the text and ask: What is Karen going to do next year?

• Elicit the sentence: She’s going to try Formula 3. Write the sentence on the board and underline going to. Elicit that be going to refers to future plans.

• Ask students to find more examples of be going to in the text.

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

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P:95

• Encourage students to check their answers in the text before completing the rule..

LANGUAGE NOTE

We use be going to + infinitive: I’m going to play football. NOT I’m going to playing football. In the negative form, we use not + going to: He isn’t going to come. NOT He don’t going to come

Ex: 2 P:95

• Once students have completed the sentences ask them to compare answers in pairs

Ex: 3 P:95

• Remind students they are writing about their own plans. In a stronger class, ask them to write true sentences using their own verbs

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students order the words to make sentences. Choose the correct words.

Answers:

1 I’m going to have a go at Formula 3.

2 I’m not going to stop racing.

3 He’s going to contact more sponsors.

4 My sponsors aren’t going to give me much money

Differentiation:

«Verbal support» method is used to help

Students use new words in the text.

Students study the information and complete the sentences

with your own ideas

Answers:

1 are going to buy

2 is going to race

3 isn’t going to race

4 is going to contact

5 isn’t going to contact

6 aren’t going to look for

Students write sentences about your plans using affirmative and negative form of to be going to.

Answers:

Students’ own answers

Descriptor:

- order the words to make sentences

- choose the correct words

Total: 1 point

Descriptor:

- study the information

- complete the sentences

Total: 1 point

Descriptor:

- write sentences about your plans

- use affirmative and negative form of to be going to

Total: 1 point

Cards

Worksheets

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