Getting to know about global leisure pursuits. Continuation

Unit of a long term plan

School:№ L.Zholdasov

Date:17.09.2020 year

Teacher name: N.Rabilova

CLASS: 7 А

Number present:

absent:

Lesson title

Getting to know about global leisure pursuits. Continuation

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.UE12 use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics

7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

7.C8 develop intercultural awareness through reading and discussion

Level of thinking skills

Comprehension, Application, Evaluation

Lesson objectives

To do grammar exercises on adverbs with support

To hold a discussion on their favourite hobby from the picture

To practice new words by doing exercises and discussion

Assessment criteria

They could use correct form of adverb in writing exercises

They coped with discussion task very well

Differentiation

All learners will be able to: Understand the meaning of the new words and word expressions.

Some learners will be able to: Use formal and informal expressions

Most learners will be able to: Took part in discussion using grammar about poster

Values links

The strategy “Mangilik Yel” Global citizenship

Cross-curricular links

Sports, Medicine, Art, Design.

Previous learning

Hobbies benefits expressions.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5mins

10mins for preparation

12 min for presentation

2mins

Organization moment.

Checking for their attendance and homework

Warm up

Group work

Bring a photo showing people doing different types of hobbies. Students in a group choose only one of them and create a poster. They should imagine that they are promoting their chosen hobby by recommending it. They need to put down benefits expressions from the previous lesson.Comparative degree adverb structures with regular and irregular adverbsare essential here too in order to be able to compare one specific hobby with other hobbies in the picture. Then remind them use gestures and high voice if necessary to attract the audience. All members of the group have to take part in the task.

Note: comparative degree adverb structures with regular and irregular adverbs must be revised together before hand.

Group assessment

Copybooks

PPT with photo

Middle

5mins

5mins

2mins

Consolidation exercise for new words from previous lesson.

Individual work. They do it on their own.

Complete the sentences with: breathtaking, bright, popular, dive ,returns, proud.

1. The sport of falconry is ........................... in Kazakhstan.

2 I am very ........................... of my country.

3 There is a ........................... view from the top of the mountain.

4 The eagle always ........................... to thefalconer.

5 The sun is so ........................... today that I need sunglasses.

6 Birds of prey ........................... from highup in the sky.

Grammar revision. Individual work

Fill in the correct comparative forms.

1 Those earrings are ........................................

(nice) than these ones.

2 Ann’s much ..................................................

(beautiful) than Mary.

3 Today is .................... (hot) than yesterday.

4 These shoes are ............................................

(cheap) than those shoes.

5 Tom’s photos are ......... (bad) than Mike’s!

6 Kelly is ......................................... (popular)

than Jill in the team.

Self-assessment

PPT

Active board

PPT with this example

Descriptor sheet

End

4mins

Concluding the lesson

Assessment

Self , peer, groupassessment chart

Giving the hometask

Write an email to your English pen-friend

describing your hobby (60-80 words). Use your answers to Ex. 3and the plan. Pay attention to punctuation.

Para 1: greetings, reason for writing

Para 2: name of your hobby, how/where you do it, equipment

Para 3: how your hobby makes you feel

Para 4: closing remarks

copybooks

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

When the learners are doing group work (poster) less able students will supported with words to remind them

Group, peer and individual assessment will use using special assessment descriptor.

I ‘ll remind my students to keep health safety regulation if they start to take up new hobby.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What one thing would have improved the lesson (consider both teaching and learning)?:

Unit of a long term plan

School : № L. Zholdasov

Date:25.09.20year

Teacher name: Rabilova N

CLASS: 7 А,Б,В

Number present:

absent:

Lesson title

Holidays and travel. Unit Revision

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.C4 evaluate and respond constructively to feedback from others

7.S2 ask complex questions to get information about limited range of general topics and some curricular topics

7.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general

7.R1 understand specific information and detail in texts on a range

of familiar general and curricular topic

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

Level of thinking skills

Comprehension, Application, Evaluation

Lesson objectives

To do reading, listening, speaking and grammar exercises on hobbies and leisure.

Assessment criteria

Special descriptor for each task.

Differentiation

More able students perform tasks on their own

Less able students are supported with pre-doing activities first

Most able students perform tasks on their own

Values links

The strategy “MangilikYel”

Cross-curricular links

Art, Sport, Music

Previous learning

Holidays and travel.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

5mins

Organization moment.

Checking for their attendance and home task

Teacher announces them today’s lesson devotes to revision of all materials they have covered by performing exercises individually

copybooks

7 mins

2mins

5 mins

10mins

3 mins

10 mins

1. Speaking skill

Give students a sheet of handout where wh-question is asked to know about their leisure and hobbies. Give them 2 minutes to prepare. As soon as they finish preparation identify A and B student in a pair work. A student starts first then B student. Set time for each candidate by 2mins to answer a question. Remind them to extend their response using new words from previous lessons.Peer assessment

Listening skill

Loot at the photo. What is the name of this sport.

A. skiing B. ice skating C. snowboarding.

Listen to part 1 of an interview with 17-years old snowboarding star, Jet Bright. Put the interview s guestions in the correct places.

a Do your parents travel with you?

b Do you do any other sports?

C Do you enjoy competitions?

D Does Nathan take part in the competitions?

Interviewer 1. --------------------------------------

Jed Yes I do . I love the excitement-and the travelling.

Interviewer 2. ---------------------------------------

Jed No, they don t . travel with my trainer, Martin

Atkins and my brother Nathan.

Interviewer 3. ---------- -------------------------------

Jed No . he doesn t .He just watches.

Interviewer 4. -------------------------------------------

Jed No, I don’t .I don t have time .

Grammar time

Present simple questions

Previous lesson was covered with knowledge of present simple tense and they were taught to make up wh- questions. Less able students do this grammar exercise

Complete part 2 of the interview with the guestion words in the Learn this box.

Interviewer 1. ---------- do you live?

Jed I live in Vancouver, in Canada.

Interviewer 2. ---------- do you live with ?

Jed My parents and my brother.

Interviewer 3. ---------- do you relax?

Jed I listen to music

Interviewer 4. ---------- bands do you live?

Jed Arctic Monkeys, Coldplay and Snow Patrol my favourites.

Interviewer 5. ---------- do you live see your frends?

Jed In the evenings and at weekends.

Most able students are given about 15 words which they have to make up an interesting story using all these words in correct form of present simple tense.

Reading skill

Read the text “Are you Couch potato?”

Do you watch TV or play video games during your free time? Doyou eat junk food and drink soft drinks when you watch TV?Change your couch potato habits and become a healthy teen.

• Exercise is wise. It helps you look good and feel happy. When youhave some free time, go cycling or play basketball with yourfriends. It is lots of fun and you get plenty of exercise, too!

• Your favourite series is on and you feel hungry.

Instead of biscuits and sugary soft drinksget a bowl of fruit with a glass ofjuice. They are delicious and don’tcontain fat. They are tasty, too!

• When you don’t feel likegoing out, turn on the

radio, find your favouritetune, and start dancing.

It’s fun!

Complete the sentences.

1 Change your couch potato habits and ................................................

2 Exercising helps you look good and ..................................................

3 In your free time, you can ..................................................................

4 While you’re watching TV, don’t eat .................. or drink ......

5 Instead you can have ..........................................................................

6 While at home, you can turn on the radio and start ...........................

Hold short time discussion.

Sheet of handout

Descriptor

Recorder

Handout

Handout

Handout

Descriptor sheet

End

Concluding the lesson

Assessment

Self-assessment chart

Giving the hometask. Writing skill

How can someone avoid being a couch potato? They write recommendation on their copybooks

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

More able students will perform tasks on their own

Group, peer and individual assessment were used using special assessment descriptor.

Less able students are supported with pre-doing activities first

Most able students perform tasks their ow

Оқу ісінің меңгерушісі: Б. Амалдыкова

N

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?

Unit of a long term plan:

Communication and technology

School: :№39 L.Zholdasov

Date: 28.09.2020 year

Teacher name: Rabilova .N

CLASS: 7 А,B grade

Number present:

absent:

Lesson title:

Young people and technology

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7. L.2 understand with little support most specific information in extended talk on limited range of general and curricular topics.

7.S.7 use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics and some curricular topics

7.R.2 understand specific information and detail in texts on a range of general and curricular topics.

7.W.2write with minimal support about real and imaginary past events, activities and experiences on a growing range of familiar general and curricular topics

Level of thinking skills

Knowledge Understanding Application

Lesson objectives

All learners will be able to:

• read,listen and say information about technology

• make sentences using the phrases

Most learners will be able to:

• read the text about “Greetings from Planet Earth” and find the meaning of the text

Some learners will be able to:

• to make sentences using the phrases and their ideas and share with their minds

Assessment criteria

Identify the main idea of the text about “Greetings from Planet Earth”

Values links

Economic growth based on industrialization and innovation

Cross-curricular links

computer science

Previous learning

Computer, mobile, internet, etc.

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

3-min

5 min

Greeting

Organization moment

Divide learners into two groups by cut of pictures

Inner and outer circle

Pupils give feedback each other’s and change their thoughts about home work

Video clip about technology

Pupils watch the video clip and discuss it

Cut of pictures

Middle

3-min

5 min

15-min

7-min

2-min

W.Task-1. Drilling activities. Vocabulary work.

Choral repetition.

Look at the pictures then listen and repeat

AFL: thumbs up if your pronunciation is good, thumbs down if your pronunciation isn’t good

I.Task-2. Two truth and a lie activity.

Learners make sentences using the phrases with often, sometimes and never ... and pupils find the lie and two truth.

I often chat on social media.

I sometimes chat on skype.

I never use my mobile when I’m at home

AFL: oral feedback

Differentiation by outcome:

More able learners;

-to make negative and question form sentences using the phrases and their ideas

G. Task-3. «Five sentences advertisement» activity

Learners read the text and find out what the text is about and share their minds

Descriptors: A learner

-reads the text

-finds what the text is about

-shares his/her minds

AFL: Fireworks

Differentiation by outcome:

Less able learners;

-find the key words from the text that describes the meaning of the text

I.Task-4. «Numbers speak»

Pupils read the text and answer the questions choosing the multiple answers, when teacher says the number a learner reads the question and answer it.

Descriptors: A learner

-reads the text

-reads the questions

-chooses multiple answers

-reads the answer

AFL: Numbers speak

Excell-7^th grade

pg.17-18

Photos

Sheets of papers

markers

posters , markers

power point

End

5 min

Reflection:

What did you do well in today’s lesson?

What were the most interesting for you?

What did you understand?

What didn’t you understand?

What do you want to know about this lesson?

Successful stairs

Learners looks at the board and puts a tick or a cross for stairs what they have learnt or not

T-4

T-3

T-2

T-1

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

Health and safety check

More able students:

Differentiation by outcome:

• to make sentences using the phrases and their ideas

Less able studentes:

Differentiation by outcome:

• find the key words from the text that describes the meaning of the text

• Oral feedback

• Fireworks

• Numbers speak

• Successful stairs

Energizer: physical activity

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?