Материалдар / ҚМЖ жинағы English Plus 7-сынып 4-тоқсан

ҚМЖ жинағы English Plus 7-сынып 4-тоқсан

Материал туралы қысқаша түсінік

ҚМЖ жинағы English Plus 7-сынып 4-тоқсан /24-сабақ/

Шнар Нуркенова

03 Қаңтар 2025

287

5 рет жүктелген

Шет тілі Барлық материалдар 7 сынып

900 ₸

Бүгін алсаңыз
+45 бонус беріледі
Бұл не?

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Short term plan: term 4

Unit 7 Healthy habits		Lesson 81
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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 82
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

Short term plan: term 3

Unit of a long term plan: Unit 7 Healthy habits		Lesson 83
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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 84
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Will and 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 the difference between will and be going to. • Write sentences using will and be going to. • Learn how to remember grammar with examples
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

• 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: 4 P:95

• Study the examples with the class and elicit the answer to the question in the instructions.

LANGUAGE NOTE

We use be going to when we have already decided and planned something: I’m going to watch the match tonight. NOT ~~I will watch the match tonight.~~ We use will when we make a prediction about the future: I think you’ll enjoy the film. NOT ~~I think you’re going to enjoy the film~~

Ex: 5 P:95

• Remind students to read the sentences carefully and check they understand the context. In a weaker class, you could decide as a class which are plans and which are predictions before students complete the sentences.

Ex: 6 P:95

• Point out to students that it is much easier to remember grammar through examples rather than rules.

• Read through the instructions with the class, then ask students to write four example sentences. Tell them to use examples that they will find easy to remember, for example, by using a sport that interests them, or a famous person they admire.

• Encourage students to test themselves on these examples regularly and to do this with other new grammar points

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

Students study the examples. Which sentence is a plan and which is a prediction?

Answers:

1 plan

2 prediction

Differentiation:

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

Students write the sentences with be going to or will

Answers:

1 are going to meet

2 will be

3 are going to play

4 ’ll be

5 is going to leave

Students read the study strategy. Then write examples of two plans and two predations.

Answers:

Students’ own answers

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- write the sentences

- identify to be going to or will

Total: 1 point

Descriptor:

- read the study strategy

- write examples of two plans and two predations

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 85
Teacher name:
Date: 05.04.23
Grade: 7		Number present:	absent:
Lesson title	Compound nouns
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 7.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics 7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics
Lesson objectives	Learners will be able to: • Learn compound nouns related to sport. • Listen to three people talking about sport for the disabled. • Listen for general meaning and specific details.
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, ask students to name some people in sport. Write their names on the board and ask: What is this person? Elicit the compound nouns tennis / football player and write them on the board. • Focus on the compound nouns and tell students they are going to learn more compound nouns to do with sport.

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:96

• Allow students time to read the sentences and choose the correct answers. Encourage them to guess if they aren’t sure.

• Play the CD. Students listen and check their answers. In a stronger class, ask where the stress falls. In a weaker class, point out that in compound nouns, the stress falls on the first word, not the second word. Model and drill some of the pronunciations

Ex: 2 P:96

• Read the instructions and the example sentence with the class. Then, in pairs, students form compound nouns and complete the sentences.

Ex: 3 P:96

• Focus on the photos and elicit or explain the meaning of disabled.

• Play the CD. Students listen and check their answer.

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

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

Students choose the correct words.

the correct answers

Answers:

1 tennis tournament

2 rugby match

3 football team

4 swimming champion 5 athletics stadium

6 team manager

Differentiation:

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

Students work in pairs. Complete the sentences with a word in the box from A and a word from box B

Answers:

1 tennis player / champion

2 cycling competition

3 football stadium

4 skiing tournament

5 basketball team

6 running champion

Students look at the photos and listen to three interviews about disabled people and sport.

Answers:

Oscar Pistorius

Descriptor:

- read the sentences

- choose

Total: 1 point

Descriptor:

- complete the sentences

Total: 1 point

Descriptor:

- listen to three interviews about disabled people and sport.

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 86
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Be going to and Present Continuous
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 the question form of be going to. • Write questions using be going to. • Learn the use of present continuous for future arrangements. • Practise asking about future arrangements using the present continuous.
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

• Revise statements with be going to with the class. Ask them to form affirmative or negative sentences with be going to. Try to elicit a variety of forms, using I / he / she / we / you / they, etc.

• Ask: Does the word order usually change in questions in English? Do not confirm or reject any ideas at this stage.

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:97

• Focus students on the questions and ask them to complete them with the words in the box. They should read them carefully to choose the correct question words

LANGUAGE NOTE

The forms am / is / are come before the subject in questions with be going to: Is he going to leave school? NOT He is going to leave school?

Ex: 2 P:97

• Students order the words and write the questions individually

Ex: 3 P:97

• Go round and listen as students ask and answer. Encourage them to give answers that are true for them, or to make answers up to fit the topic if they prefer.

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

Students complete the questions from the interviews with the words in the box.

Answers:

1 What

2 Where

3 going to

4 Is, is

5 How

Differentiation:

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

Students order the words to make questions

Answers:

1 Are you going to play tennis later?

2 Are you and your friends going to join any teams next year?

3 Are you going to go to any tournaments this year?

4 Is your friend going to go cycling this weekend?

5 What sport are you going to play next week?

Students work in pairs and answer the question

Answers:

Students’ own answers

Descriptor:

- read the sentences

- complete the questions

Total: 1 point

Descriptor:

- order the words to make questions

Total: 1 point

Descriptor:

- work in pairs

- answer the question

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 87
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Be going to and Present Continuous
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 the question form of be going to. • Wr read and complete the dialogue.ite questions using be going to. • Learn the use of present continuous for future arrangements. • Practise asking about future arrangements using the present continuous.
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

• Ask: Does the word order usually change in questions in English? Do not confirm or reject any ideas at this stage.

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: 4 P:97

• Allow students time to read the sentences through the mini-dialogues, then match each one to the rule that describes its function. In a stronger class, ask if students can describe the difference in function without looking at the rules.

LANGUAGE NOTE We use the present continuous for definite arrangements that are planned and agreed for the future: I’m going to London on Saturday. NOT I will go to London on Saturday. The taxi is coming to collect us at six o’clock. NOT The taxi will come to collect us at six o’clock

Ex: 5 P:97

• Students analyse the meaning of the tense in each sentence. Remind them to look carefully at any time markers that might give them clues.

• In a weaker class, provide more examples for students to identify

Ex: 6 P:97

• If necessary refer back to the spelling rules on page 21.

• Students read and complete the dialogue. Explain that they do not need to worry about the blue words at this stage

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

Students study mini dialogues and match them with rules.

Answers:

1 a

2 b

Differentiation:

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

Students study the sentences. Then write action in progress or future arrangement.

Answers:

1 future arrangement

2 action in progress

3 future arrangement

Students complete the mini dialogue.

Answers:

1 ’re practising

2 ’re cycling

3 ’m visiting

4 Are, doing, ’m swimming

5 ’m watching

Descriptor:

-read the mini-dialogues,

- match each one to the rule

Total: 1 point

Descriptor:

- write action in progress or future arrangement.

Total: 1 point

Descriptor:

- read and complete the dialogue.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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 88
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Making plans and arrangements
Learning objectives	7.6.6.1 use a variety of personal, demonstrative and quantitative pronouns including someone, somebody, everybody , no-one on a growing range of familiar general and curricular topics 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 plans and arrangements. • Learn key phrases for talking about plans and arrangements. • Learn about indefinite pronouns. • Practise talking about plans and arrangements
Value links	Respect: Respect of elders and of the spiritual freedom of other nations are principal values. It is important to develop a productive dialogue between confessions and to acknowledge religion as an element of civil society.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students if they ever meet their friends at the weekend. Ask where they go and what they do.

• Ask when they make their plans for the weekend and how they make the arrangements.

• Ask them to imagine that they want to meet some friends and go to a football match. Ask: What things do you need to talk about with your friends?

• Elicit that they will talk about where they should meet and what time they should meet.

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:98

• Ask students to listen for where and when Callum and Gemma are meeting.

Ex: 2 P:98

• Read through the key phrases with the class.

• Ask students to think about the dialogue and recall who says each one. Remind them to think about whether the speaker is making or responding to an invitation.

• Play the CD and ask students to listen and check.

Ex: 3 P:98

• Students complete the dialogue with the key phrases. When they have checked their answers, ask them to practise with a partner.

• Ask them to perform the dialogue a couple of times, then swap roles and go through it again.

Ex: 4 P:98

• Allow students time to read through the examples, then ask the question in the instructions.

• Explain that indefinite pronouns are used to ask or talk about a person or place without saying specifically who or what it is

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

Students listen and read the dialogue. Where and when are Callum and Gemma meeting?

Answers:

They’re meting outside the sports centre at about 7.30.

Differentiation:

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

Students study the key phrases

Answers:

1 Callum

2 Gemma

3 Gemma

4 Callum

5 Callum

6 Gemma

Students complete the dialogue with the key phrases

Answers:

1 b Are you doing anything this evening?

2 d No, nothing special.

3 a What are you up to?

4 c if you’re interested. .

5 f It’s on at

6 e Shall I meet you outside … ?

Students study the examples. When do they use some and any?

Answers:

We use any- in negative sentences or questions, and some- in affirmative statements.

Descriptor:

-listen and read the dialogues,

- answer the question

Total: 1 point

Descriptor:

- recall who says each one.

Total: 1 point

Descriptor:

- complete the dialogue with the key phrases

Total: 1 point

Descriptor:

-read the examples 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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 89
Teacher name:
Date:
Grade: 7		Number present:	absent:
Lesson title	A formal letter
Learning objectives	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 6.1.6.1 organise and present information clearly to others 6.3.2.1 ask simple questions to get information about a limited range of general topics
Lesson objectives	Learners will be able to: • Study a model formal letter. • Learn about layout and language in a formal letter. • Learn key phrases for writing a formal letter. • Write a formal letter
Value links	Respect - treating people with respect, value and courtesy. Especially apologising to them where the situation calls for it.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students if they ever write letters. Ask who they write letters to, and why.

• Ask if they ever write formal letters. Ask who they might write a formal letter to and why

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:99

• Ask students to read the model letter quickly and then ask: What does the person who wrote this letter want? (They want money for a sports tournament.)

• Students read the letter again and answer the questions.

Ex: 2 P:99

• Read through the questions with the class. Explain that these questions cover the structure of the letter and the language used in detail.

• Students look at the model text again and find the information. Ask students if the layout of a formal letter is the same in their language.

Ex: 3 P:99

• Read through the key phrases with the class. Ask students to find the key phrases in the model letter and translate them into their own language before ordering them.

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

Students read the model text and answer the question

Answers:

1 Mary Grant

2 No.

3 Paragraph C

4 Paragraph B 5 Paragraph A

Differentiation:

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

Students study the text again and answer the question

Answers:

1 At the top of the letter.

2 Under the address of the person who is going to receive the letter.

3 At the top left of the letter.

4 Full forms: I am; we are.

5 Formal: Dear Sir or Madam; I am writing to you because; Please contact me; I look forward to hearing from you; Yours faithfully

Students study the key phrases. Then order them.

Answers:

1 Dear Sir or Madam

2 I am writing to you because …

3 Please contact me …

4 I look forward to hearing from you..

5 Yours faithfull

Descriptor:

- read the model letter for gist

- answer the question

Total: 1 point

Descriptor:

- read the model text again and find the information

Total: 1 point

Descriptor:

- find the key phrases in the model letter

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 90
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Healthy habits
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 7.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar 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: • Learn abstract nouns related to health and lifestyle. • Talk about healthy habits. • Learn how to use will for offers and promises. • Learn and practise using tag questions.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students to name the oldest person they know.

• Elicit some names, then ask for more details, e.g. how old is the person, where do they live, how they spend their time, do they have any unusual habits.

• Ask students what they think the secret to a long and healthy life is. Elicit some ideas, but do not confirm or reject any at this stage.

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:100

• Explain the task. In pairs, students discuss the different options and decide which ones are healthier.

• Get some feedback from a few students and encourage them to give reasons for their answers

Ex: 2 P:100

• Read the instructions and draw students’ attention to the word in the box. Ask students what part of speech they are and elicit that they are all nouns. Then ask: Do they refer to material objects or abstract ideas? Elicit answers and explain that nouns like these are called abstract nouns. In a stronger class, you could point out that most (but not all) abstract nouns are uncountable.

• Students work in pairs to complete the text. Play the recording for them to listen and check their answers.

Ex: 3 P:100

• Ask students to read the dialogue again and decide if the sentences are true or false. Encourage them to underline the parts of the dialogue where they find their answers.

• Check answers as a class. Then draw students’ attention to the note about will and won’t. Ask them to find five examples in the dialogue (I’ll ask my grandparents …, I’ll help you …, I’ll call my grandmother …, I’ll be there …, I’ll make sandwiches …)

Ex: 4 P:100

• Read through the instructions together. Draw students’ attention to the words in blue in the dialogue and point out that these are tag questions. Explain that they aren’t real questions – they are usually used to check that the listener agrees with what the speaker has said. Highlight that tag questions are very commonly used in spoken English, but not in formal written English

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

Students work in pairs. Look at the list and choose the options which you think are healthier

Answers:

Students’ own answers

Differentiation:

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

Students check the meaning of these nouns in a dictionary. Complete the dialogue with five of the nouns.

Answers:

1 habits

2 lifestyle

3 humour

4 education

5 idea.

Students read the dialogue again. Are the sentences true or false?

Answers:

1 False

2 True

3 True

4 False

5 False

Students Highlight that tag questions are very commonly used in spoken English

Answers:

1 the same as

2 positive, negative

Descriptor:

- discuss the different options and decide which ones are healthier

Total: 1 point

Descriptor:

- complete the dialogue with five of the nouns

Total: 1 point

Descriptor:

- decide if the sentences are true or false

Total: 1 point

Descriptor:

-can attention to the words in blue

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 91
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Talking about scores
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: • Learn key phrases for talking about scores. • Listen to a conversation about scores. • Practise talking about scores.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students: Do you like watching sport on TV? • Ask what sports they like watching.

• Ask what was the last football match they watched on TV. Ask who was playing and what the score was.

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:101

• Students use their dictionaries to check the meaning of the words then complete the sentences.

• Check answers and model pronunciation of the words.

Ex: 2 P:101

• Refer students to the picture. Tell students they are going to listen to a conversation between people who are watching a match.

• After students have listened to the dialogue, ask which match Paula and Andy are watching.

• Elicit the answer, then write Liverpool vs Roma on the board. Point out that we use vs (versus) to mean ‘against’ when we are talking about football matches.

Ex: 3 P:101

• Read through the key phrases with the class, pointing out that we say three all (not three-three) and one nil (not one zero).

• Explain the meaning of draw if necessary.

• Allow time for students to read the sentences.

• Students listen again and correct the false sentences.

Ex: 4 P:101

• Students read and listen to the dialogue. Tell them not to worry about the blue words at this stage. • Students practise the dialogue with a partner. Remind them to swap roles and practise it again.

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

Students check the meaning of the words in the box. Then complete the sentences with the words.

Answers:

1 fan

2 score

3 goal

4 match

Differentiation:

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

Students listen to the conversation. Which match are Paula and Andy watching?

Answers:

They are watching Liverpool vs Roma.

Students study the key phrases. Then listen to a conversation again and write true or false.

and write true or false

Answers:

1 False. The match started twenty minutes ago.

2 True.

3 True.

4 False. The score is one all, so it is a draw at the moment

5 False. Paula thinks that Liverpool will win this match and the Champions League.

Students listen to the dialogue. Then practise the dialogue with a partner.

Answers:

Students’ own answers

Descriptor:

- complete the sentences with the words

Total: 1 point

Descriptor:

- listen to a conversation between people who are watching a match

Total: 1 point

Descriptor:

- listen to a conversation again

Total: 1 point

Descriptor:

- practise the dialogue with a partner

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 92
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	CLIL: Maths: Average speed
Learning objectives	7.1.6.1 organise and present information clearly to others 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: • Learn vocabulary for talking about average speed. • Read statistics about average speed. • Practise calculating average speed in English.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students some questions about journey distances and times. For example, name two large cities in the area and ask: How far is it from X to Y? How long does it take by train? How far is it from here to the next town? How long does it take to drive?

• Write some of their answers on the board, then focus on some of the figures of distance and time and ask: What is the average speed for this journey?

• Elicit some answers, but do not confirm or reject any at this stage

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:102

• Focus on the picture and tell students that this kind of racing is called Speedway.

• Read the instructions with the class and make sure that students understand the word lap.

• Students study the information and answer the questions.

Ex: 2 P:102

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

• Read the information with the class.

• Point out the spoken form of distance / time (distance over time), m/s (metres per second), x 3.6 (times three point six) and km/h (kilometres per hour).

• Students work in pairs to answer the questions.

Ex: 3 P:102

• Students work in pairs to read the sentences and find the average speed for each sports person.

• Check answers by asking students to read out their answers, making sure that they read them correctly.

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

Students study the information and answer the question.

Answers:

1 Olsen y

2 Gollob

3 Adams

4 Crump

Differentiation:

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

Students check the meaning of the words in the box. Then read the information and answer the question.

Answers:

1 Gollob: 1,200 73 = 16.44

Olsen: 1,200 64 = 18.75

Crump: 1,200 78 = 15.38

2 Adams: 19.05 x 3.6 = 68.58

Gollob: 16.44 x 3.6 = 59.18

Olsen: 18.75 x 3.6 = 67.5

Crump: 15.38 x 3.6 =55.37

Students read the sentences and find the average speed in km/h for each sports person.

Answers:

1 Paula Radcliffe: 42.19 (km) 2.26 (hours) = 18.67 km/h

2 Lance Armstrong:

3,870 (km) = 46.86km/h

82.59 (hours)

3 Usain Bolt:

100 (m) = 10.44 m/s

9.58 (s)

10.44 x 3.6 = 37.58 km/h

4 Michael Phelps:

200 (m) = 1.94 m/s

103 (s)

1.94 x 3.6 = 6.98 km/h

Descriptor:

- study the information and answer the questions

Total: 1 point

Descriptor:

- work in pairs to answer the questions.

Total: 1 point

Descriptor:

- find the average speed for each sports person

Total: 1 point

1.94 x 3.6 = 6.98 km/h

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 93
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Review 7 Summative assessment for the unit “Healthy Habits”
Learning objectives	7.6.8.1 use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics 7.2.6.1 Deduce meaning from context with little support in extended talk on a limited range of general and curricular topics 7.5.5.1 Develop with some support coherent arguments supported when necessary by examples and reasons for a limited range of written genres in familiar general and curricular topics
Lesson objectives	Learners will be able to: -Figure out the content of a conversation with some support in extended talk -Use punctuation marks in a piece of writing
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

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: 2 P:104

• Allow students time to read the sentences and choose the correct answers. Encourage them to guess if they aren’t sure.

Ex: 4 P:104

• Focus students on the questions and ask them to complete them with the words in the box. They should read them carefully to choose the correct question words

Summative assessment for the unit “Healthy Habits”

Listening

Task 1. Listen to the conversation and fill in the gaps. Use NO MORE THAN THREE WORDS. CD2. Tapescript4

Writing

Part 1. Look at some healthy habits pictures and brainstorm your ideas.

Part 2. Write down about 4 healthy habits you know:

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

Students choose the correct words

Answers:

1 matches

2 atmosphere

3 stadium

4 supporters

5 referee’s

Differentiation:

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

Students write sentences using to be going to or will

Answers:

1 I think my favourite team will win the league next year.

2 Who is going to win the match tomorrow?

3 I’m going to the cinema with Nick later.

4 They aren’t going to play tennis tomorrow. They’re going to play football.

5 The PE teacher is going to train us tonight.

Descriptor:

- choose the correct words

Total: 1 point

Descriptor:

- write sentences using to be going to or will

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

Short term plan: term 4

Unit 7 Healthy habits		Lesson 94
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Project proposal
Learning objectives	7.1.2.1 use speaking and listening skills to provide sensitive feedback to peers
Lesson objectives	Learners will be able to: • Read a proposal about sport in a neighbourhood. • Write a proposal for improving sports facilities in your town
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students what sporting facilities are like in their town. Ask if they think these could be improved.

• Ask students how important they think it is to have good sports facilities in a town and how much money people should spend on them.

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:105

• Students read the proposal. Ask them to discuss their opinions of Yernur’s solutions in pairs. They can use the opinion icons to help them.

Ex: 2 P:105

• Read through the project checklist with the class.

• Students prepare their proposals individually. They can work in class, or complete the proposal for homework.

• Alternatively, use the project as an opportunity to promote groupwork. In a weaker class, once students have decided upon their three sports facilities, help them structure their thoughts. Encourage them to think of for and against arguments for each proposal. When writing, remind students to use the present simple to talk about the current situation and will for predictions and outcomes of their plans.

Ex: 3 P:105

• Put students into pairs, and ask them to exchange proposals and give their opinions on their partner’s proposal. If students have worked in groups, allow them to evaluate another group’s work.

• When students have finished, ask them to change partners (or groups) and repeat the process four or five times.

• Ask students which proposals they thought were the best.

• See page 33 in this guide for ideas about how students can assess their work

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

Students read the proposal. What is your opinion of Yernur’s sollutions

Answers:

Students’ own answers

Differentiation:

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

Students make a proposal for sports facilities in your neighbourhood or town.

Answers:

Students’ own answers

Students exchange your proposal with the rest of the class.

Descriptor:

- read the proposal

Total: 1 point

Descriptor:

- make a proposal for sports

Total: 1 point

Answers:

Students’ own answers

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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 95
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Adjectives: feeling and events
Learning objectives	7.1.6.1 organise and present information clearly to others 7.6.14.1 use an increased variety of prepositions of time, location and directionuse by and with to denote agent and instrument; use prepositions before nouns and adjectives in common prepositional phrases on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn vocabulary for feelings and events. • Do a quiz about memory. • Talk about feelings
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students if they can remember their first day at school.

• Ask students what they did and what things happened. Ask what it was like and how they felt. They can discuss this in L1 at first, but elicit as many words in English as possible. Write these on the board. • Find out how many students enjoyed their first day at school and how many did not enjoy it. Ask those who enjoyed it to think of positive adjectives, and those who did not to think of negative adjectives. Write these on the board as separate categories.

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:36

• Read the task with the class. You may need to translate or pre-teach the word, memory.

• In a weaker class, encourage students to make notes about each question before you discuss their ideas. In a stronger class, encourage them to go into more detail in their answers by explaining why they felt the way they did on this occasion.

• Discuss ideas as a class. Students can use their own language for any ideas that they find difficult to express in English. However, encourage them to give simple answers to the questions if they can

Ex: 2 P:36

• Allow students time to look at the photos and match them to the phrases.

• If they do not know the adjectives, encourage them to make guesses based on the nouns they recognize.

• Once students have matched the photos and the adjectives, check answers by calling out a number and asking for the correct phrase

Ex: 3 P:36

• Students read through the sentences and choose the correct words to complete them. Encourage students to think about the context given by the sentences before choosing their answers.

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

Students think about their first memory and answer the questions.

Answers:

Students’ own answers

Differentiation:

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

Students match photos with the phrases in the box.

Answers:

1 a cute baby

2 a naughty boy

3 a nervous teenager

4 an upset baby

5 a lucky girl

6 a scary film

7 a lonely dog

Students choose the correct words.

Answers:

1 nervous

4 cute

2 lucky

5 upset, naughty

3 scary

6 lonely

Descriptor:

- translate or pre-teach the word, memory

Total: 1 point

Descriptor:

- match photos with the phrases

Total: 1 point

Descriptor:

- read through the sentences and choose the correct 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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 96
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Remember this!
Learning objectives	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 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: • Read about people with very good memories. • Read for general meaning and specific information.. • Talk about memory
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students to work individually and write down as many objects in the photos as they can remember from the quiz on page 29.

• Set a strict time limit of one minute and then see who has remembered the most.

• Write the word memory on the board and elicit or explain the meaning. Tell students they are going to read about some people with very good memories.

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

Background

Stephen Wiltshire is unusual in that he could not speak as a young child and was diagnosed with autism. He was sent to a special school and learned to talk at the age of nine. He started drawing when he was still a child and was encouraged by his teachers. He has since been to art college and graduated with a degree. He has published several books of his drawings.

Ex: 1 P:38

• Do the task as a fun way to test students’ memory.

• Find out how many students could remember half of the numbers. Could anyone remember all of them?

Ex: 2 P:38

• Read the title of the text with the class and ask students what they think the text will be about.

• Then read the task and clarify that students should listen for four different names. Point out that students do not need to understand everything in the text at this stage. • Once students have read and listened to the text, elicit answers to the questions

Ex: 3 P:38

• Tell students to read through all the sentences before reading the text again more carefully to decide whether the sentences are true or false.

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

Students study the numbers for fifteen seconds. Then close your books. How many can you remember?

Answers:

Students’ own answers

Differentiation:

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

Students read and listen to the text. Which four people does the text mention

Answers:

Stephen Wiltshire,

Mahavir Jain, Akira Haraguchi, Dominic O’Brien They all have good memories.

Students read the text again. Write true or false.

Answers:

1 False. Stephen doesn’t know the city. He drew a picture of it from memory.

2 False. Stephen was in a helicopter.

3 True.

4 False. He recited 100,000 digits of pi in 16 hours.

5 False. He was World Memory Champion

Descriptor:

- study the numbers

Total: 1 point

Descriptor:

- read the title of the text

Total: 1 point

Descriptor:

- read the text

- write true or false.

Total: 1 point

eight times.

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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 97
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Was, were
Learning objectives	7.1.6.1 organise and present information clearly to others 7.6.9.1 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn was and were to talk about the past. • Talk about the past using was and were.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• Ask students to think about how they were feeling yesterday, last week, and last month. Ask for ideas about specific events that happened and ask students to say whether they felt happy, sad, excited, etc.

• Encourage students to use the adjectives from page 28 if they can, for example, nervous, lonely or lucky.

• Explain to the class that they are going to learn how to describe events in the past.

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:39

• Explain that students are using sentences in context to deduce the rules.

• Once students have completed the rules, check answers by asking students to read them out.

• In a weaker class, ensure students understand that was is for the first and third person, and were is for the rest. In a stronger class, ask students to find more sentences using was, wasn’t, were or weren’t in the text.

LANGUAGE NOTE

We use was for I, he, she, it and were for you, they: I was happy. They were happy. NOT ~~They was happy.~~ In question forms, we put was, were before the subject: Were they late? NOT ~~They were late?~~

Ex: 2 P:39

• Students complete the sentences. If they are not sure about the information, encourage them to make a guess, although they should be careful to use the correct form of was, were.

Ex: 3 P:39

• Students ask and answer in pairs. Refer them back to the rules section if they need help forming the short answers.

• Ask some students to read some of their questions to the class and report back on their partner.

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

Students look at the text and complete the sentences with the words in the box.

h the words in the box

Answers:

1 were

2 wasn’t

3 Was

4 was

Rules

1 were

2 wasn’t

3 was

4 was

Differentiation:

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

Students complete the sentences using the correct form of was and were.

Answers:

1 wasn’t

2 was

3 weren’t

4 were

5 wasn’t / was

Students work in pairs. Ask and answer questions about the sentences using was and were

Answers:

1 Was the football world cup in 2008? No, it wasn’t.

2 Was Michael Jackson an American singer? Yes, he was.

3 Were DVDs popular in 1980? No, they weren’t. 4 Were Robert Pattinson and Kristen Stewart in the Twilight films? Yes, they were. \

5 Was I at school in 2001? Yes, I was. / No, I wasn’t.

Descriptor:

- completed the rules

-complete the sentences wit

Total: 1 point

Descriptor:

- complete the sentences

-use correct form of was and were

Total: 1 point

Descriptor:

- work in pairs

- answer the questions

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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 98
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Milestones
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 7.2.4.1 understand with limited support the main points of extended talk on a range of general and curricular topics 7.2.5.1 understand most specific information and detail of supported, extended talk on a range general and curricular topics
Lesson objectives	Learners will be able to: • Learn adjectives used to talk about life events. • Listen to details about events in the lives of famous people. • Listen for general meaning and specific details.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students to name a few famous people and write their names on the board.

• Ask students what information they know about the people.

• Elicit some ideas, for example he / she is married, he / she has two children, etc. Write vocabulary to do with life events on the board.

• Ask students what other important things can happen to your in your life, and write useful vocabulary 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:40

• Students choose the correct words to complete the phrases. In a weaker class, encourage them to guess if they are not sure, or to compare ideas with a partner.

• Play the CD for students to check their answers.

Ex: 2 P:40

• Students work in pairs to identify the people in the photos. Encourage them to use sentences to express their ideas, as in the example.

• Once students have listened and checked their answers, find out how many they guessed correctly.

Ex: 3 P:40

• Tell students to read through the sentences carefully. In a stronger class, if they can remember any information from the first time they listened, they can complete it now. Ensure students understand that they may need more than one word.

• Play the CD again and ask students to complete the sentences

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

Students choose the correct verbs.

Answers:

1 become 2 have

3 be 4 get 5 go

6 learn 7 leave 8 do

9 buy 10 graduate

11 win 12 leave

13 move 14 start

15 get

Differentiation:

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

Students work in pairs. Match the names to the pictures

Answers:

A Tom

B Beyoncé

Cruise

C Brad

D Serena Williams

E Keira Knightley F Angelina Jolie Pitt

G Bill Gates

H Kate Moss

Students listen and complete the sentences with one or two words.

Answers:

1 became a model

2 become

3 a big house

4 graduate

5 a job

6 drive

7 married

8 didn’t go

Descriptor:

- choose the correct words to complete the phrases

Total: 1 point

16 become

Descriptor:

- read the sentences carefully

- match the names to the pictures

Total: 1 point

Descriptor:

- work in pairs

- complete the sentences

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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 99
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Past Simple
Learning objectives	7.1.6.1 organise and present information clearly to others 7.8.9.1 use appropriately an increased variety of present and past simple active and some passive forms on a growing range of familiar general and curricular topics
Lesson objectives	Learners will be able to: • Learn the affirmative, negative and question forms of the past simple. • Use the past simple to talk about past events.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• Refer students back to the reading text on page 30 and ask them to find examples of affirmative and negative forms of the past simple.

• Elicit verb forms and write them on the board. Ask students what difference they notice between the affirmative and negative forms. Elicit ideas, but do not give an explanation at this stage.

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:41

• Once students have copied and completed the table, check answers with the class

LANGUAGE NOTE

The past simple affirmative forms are the same for all persons: I left, she left, we left, etc. In the past simple negative form, we use didn’t and the infinitive form of the verb, not the past simple form: She didn’t leave school. NOT ~~She didn’t left school.~~ In question forms, did comes before the subject, and we use the infinitive form of the verb, not the past simple form: Did you like school? NOT ~~You did like school?~~ Did they leave school? NOT ~~Did they left school?~~

Ex: 2 P:41

• Students complete the sentences individually. In a weaker class, discuss questions a–c as a whole class activity.

• In a stronger class, once students have finished, ask them to think of a new sentence for each of the past simple forms in the box. Check they have formed these correctly.

Ex: 3 P:41

• Remind students to read all the options carefully before they match them.

• In a weaker class, revise why questions 1 and 2 need information answers, and why question 3 requires a short answer

Ex: 4 P:41

• Allow students time to study exercises 2 and 3 before they complete the rules.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abili1ies

Students look at the verbs in the box and complete the table.

Answers:

Regular: learn – learned

Irregular: buy – bought, get – got, go – went, become – became

Differentiation:

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

Students complete the sentences with the words in the box.

Answers:

1 played

2 didn’t go ,

3 taught

a 1 b 3 c 2

Students match questions with answers

Answers:

1 c

2 a

3 b

Students study the examples then choose the correct words in the rules.

Answers:

1 same

2 base form

3 base form

Descriptor:

- complete the table

Total: 1 point

Descriptor:

- complete the sentences individually

Total: 1 point

Descriptor:

- work in pairs

- complete the sentences

Total: 1 point

Descriptor:

- choose the correct words in the rules.

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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 100
Teacher’s name:
Date: 23.05.23
Grade: 7		Number present:	absent:
Lesson title	CLIL: Folk stories. Summative assessment for the unit “Clothes and Fashion”
Learning objectives	7.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 7.4.2.1 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.5.7.1 use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics
Lesson objectives	Learners will be able to: • Read a folk story. • Learn about first person and third person narrators. • Practise writing a story as a first person narrator.
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students what kind of stories they enjoy reading.

• Elicit some answers, then write folk story on the board. Ask students if they have read any folk stories. Elicit the names of some folk stories that students know.

• Tell students they are going to read a folk story in English.

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:46

• Students work in pairs to put the pictures in the correct order.

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

Ex: 2 P:46

• Students read the story again and answer the questions.

Summative assessment for the unit “Clothes and Fashion”

Reading

Task 1. Read the definitions below. Find the proper word in the text and insert it into the table. Look up the words in the dictionary and check the answers.

Speaking

Task 2. Choose the question and be ready to answer it after the teacher starts the conversation. You should add your ideas to the class discussion.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abili1ies

Students look at the pictures and put them in the correct order

Answers:

1 D

2 C

3 B

4 A

Differentiation:

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

Students read the story again and answer the question

Answers:

1 There weren’t any other elephants around. The elephant was lonely.

2 The bird looked for the other elephants and took the young elephant to them. 3 Because the bird had helped it twenty years ago, and the elephant remembered.

4 a

Students Read the definitions below

Answers:

1 uniform

2 girlish

3 casual

4 emblem

5 comfortabl

- Descriptor:

- work in pairs

- put the pictures in the correct order.

Total: 1 point

Descriptor:

- read the story again

- answer the question

Total: 1 point

Descriptor:

- Find the proper word in the text

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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 101
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Summative Control work for the term 4
Learning objectives	7.2.5.1 Recognise the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics 7.4.2.1 Understand specific information and detail in texts on a range of familiar general and curricular topics. 7.5.6.1 Link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular 7.3.7.1 Use appropriate subjectspecific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics
Lesson objectives	Learners will be able to: - understand specific details through the keywords, style, intonation and repetition -pronounce words and phrases correctly -formulate a simple character outline
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

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

Listening

Task. Listen and choose between A, B, C or D. CD3. Tapescript 4. Use the link to listen information

1) Continue listening to tape and fill in the gaps with NO MORE THAN TWO WORDS:

2) Choose the correct answer.

Reading

Task. Read the text and fill in the table below with necessary information.

Answer the questions.

Writing

Task. Topic1. Fill in all the spaces provided. You can write more than one idea.

Topic 2. When we talk about fashion we usually mean the popular style in dress or behavior. For most modern people fashion is a method of wearing to express themselves. What do you think about it? Write 80-90 words

SPEAKING

Task. Choose the card. Work individually. Look at the picture and make up a story for 1-2 minutes. Use the questions from the card.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abili1ies

Students Listen and choose between A, B, C or D.

Answers:

1 B

2 D

3 expensive

4 brands

5 B

6 D

Differentiation:

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

Students read the text and fill in the table below with necessary information.

Answers:

Student’s own answer

Students choose one topic and write more than one idea.

Anwers:

Student’s own answer

Students Choose the card

Anwers:

Student’s own answer

Descriptor:

- work individually

- Use the link to listen information

Total: 6 point

Descriptor:

- read the text

- fill in the table

Total: 6 point

Descriptor:

- choose one topic

-write the topic

Total: 6 point

Descriptor:

- choose the card

-answer the question

Total: 6 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

Short term plan: term 4

Unit 3 Clothes and Fashion		Lesson 102
Teacher’s name:
Date:
Grade: 7		Number present:	absent:
Lesson title	Review
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 7.5.7.1 use with some support appropriate layout at text level for a growing range of written genres on familiar general topics and some curricular topics
Lesson objectives	Learners will be able to: • Use vocabulary for feelings and events. • Use adjectives used to talk about life events
Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Warm-up

Method speaking phone was used to develop speaking skills.

Lead – In

• With books closed, ask students if they can remember their first day at school.

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:48

• Students choose the correct words to complete the phrases. In a weaker class, encourage them to guess if they are not sure, or to compare ideas with a partner.

Ex: 2 P:48

• Students complete the phrases with the verbs. In a weaker class, ask them to do this in pairs. In a stronger class, ask students there is one verb you don’t need.

Ex: 3 P:48

Explain the students complete the dialogue with the affirmative or negative form of was and were

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abili1ies

Students choose the correct words

Answers:

1 nervous

2 scary

3 lucky

4 naughty

5 upset

6 cute

Differentiation:

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

Students complete the phrases with the verbs in the box. There is one verb you don’t need.

Answers:

1 become

2 go

3 have

4 buy

5 do

6 graduate

Students complete the dialogue with the affirmative or negative form of was and were

Anwers:

1 was

2 was

3 wasn’t

4 were

5 wasn’t

6 were

7 weren’t

8 was

Descriptor:

- work individually

- choose the correct words

Total: 1 point

Descriptor:

- complete the phrases with the verbs

Total: 1 point

Descriptor:

- complete the dialogue

Total: 6 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

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