7кл Кмж Excell

Lesson plan
2017
Unit of a long term plan School:

Date: Teacher name:
CLASS: 7 Number present: absent:
Lesson title Hobbies and Leisure. Diagnostic test
Learning objectives(s) 7.C4 evaluate and respond constructively to feedback from

that this lesson is others
contributing to (link to 7.S1 use formal and informal registers in their talk on a limited
the Subject programme) range of general and curricular topics
7.L2 understand with little support most specific information in
extended talk on a limited range of general and curricular topics
Level of thinking skills Comprehension, Application, Evaluation
Lesson objectives They will learn types of leisure activities names.

They will talk about how they like to spend their free time.
They will describe the benefits of hobbies and why people need
to have a hobby.
Assessment criteria They get acquainted with topical vocabulary and pronounce
them correctly.
They can differentiate the usage of “do, play, go” in describing
their favourite type of hobby.
They can tell about the benefits of hobbies using special phrases.
Differentiation Less able students will know the meaning of hobbies names and
make up sentences with like, dislike, to be fond of, to be keen
and so on.
More able students will narrate heard information from
recording and retell it to the class.
Most able students can describe benefits of hobbies and do a
survey to the whole class.
Values links The strategy “Mangilik Yel”. To invite students to manage their
time appropriately. To respect art crafts and heritage of our
ancestors.
Cross-curricular links Art, Music, Sport, Sociology, Psychology

Previous learning Test for students vocabulary stock
Plan
Planned Planned activities (replace the notes below with Resources
timings your planned activities)
Organization moment. Board, copybooks
Start
Checking for their attendance and home task.
Diagnostic test. Pair work. Test sheets
10mins
(Ask them how they spent their holiday and where).
Students are warned to use past simple tense, if
necessary revise the form of it. A student listens to B
student and make it down to retell to the class what
his partner did in summer.
Brainstorming. Write free time on the board. Say one
true sentence about your free-time activities,e.g,I read
10mins a lot in my free time. or, In my free time I watch films
on DVD. Write the names of the activity on the board:
reading or films, or whatever you said. Ask: Who else
likes reading/films;' .. ? Add two or three more simple
names of popular activities which you think some of
your students may like : football, walking, dancing,
drawing. For each of them ask: Who likes... ?Then
add the word activities (and the hyphen in free-time)
to the board to complete the title of the lesson: free
time activitis. Say: Today we're going to talk about
free-time activities.
Vocabulary teaching. Handout with

pictures
Students are provided with eight pictures to each and
match 8 words to photos (from the box).
Peer assessment.
5mins
Encourage them to compare answers in pairs before
checking as a class. As they finish they pronounce
them with the help of the teacher.
Descriptor
1 All hobbies are matched with the
pictures correctly.
2 Sound the words clearly Handout with
Pair work. Learners tell about which sports and pictures.
6 mins
hobbies can they do:
1. At home?
2. Outside?
3. On your own?
4. Team?
His partner may express his opinion if he disagrees
with him.
Descriptor
1 They can use modal verbs
correctly.
2 They can differentiate types of
hobby.
Listening task.
5mins Less able and more able students listen to four
teenagers and tick to the names of teenagers which
sport or hobby is each person interested in. Sheets with tasks
Most able students give recommendations to

teenagers using phrases below:
Your hobby …
• helps you deal with stress.
• relaxes you. • challenges me.
• means you can meet new people.
• keeps you fit. • gets you out of the house.
• helps you forget about my worries.
• makes you feel free.
Concluding the lesson Copybooks
End
Assessment Peer and self assessment chart Peer and self
4mins
assessment charts
Giving the home task
Write a short article for the English school magazine
about your hobby. Write: name of hobby, how you do,
play it, why you like it.
Additional information
Differentiation – how do Assessment – how are you Health and safety check
you plan to give more planning to check learners’
support? How do you plan learning?
to challenge the more able
learners?
Group, peer and individual
assessment were used using
special assessment descriptor.
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
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:
Lesson plan

Date: Teacher name:
Lesson title Present Simple. Present Continuous
Learning objectives(s) 7. L4 Understand with little support some of the implied

that this lesson is meaning extended talk on a limited range of general and
contributing to (link to curricular topics.
the Subject programme) 7. S2 Ask complex questions to get information about a limited
range of general topics and some topics.
7. C4 Evaluate and respond constructive to feedback from other.
Lesson objectives All learners will be able to: understand the main idea of the
text on a limited range of general and curricular topics.
Most learners will be able to: make a dialogue using
complex question on general and curricular topics
Some learners will be able to: demonstrate their hobby and
evaluate others in giving feedback.
Assessment criteria -Recognize the main idea of given text
-using complex questions makes a dialogue
- evaluate others in giving feedback..
Level of thinking skills: Knowledge, Application.
Values links Most important condition for improvement health care.
Cross-curricular links Sport, Geography.
Previous learning Introduce the main sport of hobby and leisure.
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Start Organization moment:
T: Good morning children!
S: Good morning teacher!
5min
T: How are you today?
2min T: Who is on duty today? TPR
T: Who is absent today?
3min Checking home task! Write a short article for the
English school magazine about your hobby.
Write name of hobby how do you do, play it , why you
5min live it.
Brainstorming: Describe your hobby choosing these
pictures.
Ex: Me and my hobbies.
10min
My hobby is shopping. I like to go to supermarkets.
Because there are many fashionable clothes and I like
wearing fashionable.
T: Pupils, make a circle and divide into two groups
choosing cards with the names of hobbies and leisure.
5min
Hobby: paint, read the historical books, collect stamps,
collect the mark of cars.
Leisure: do homework, play football, cooking, writing.
T: Ok, children sit seats by your chosen cards.
I. Students listen and read the text “Paint Text book:
wars” carefully, then after finishing mark “students”
the sentences true or false Listening and
T& F discussion.
 Jack plays games of paintball during the week.

 Jack’s team often wins the games.
 A game of paintball can take a long time.
 Paintball is an expensive hobby.
Speaking: Tell the class two reasons why you like/ don’t
like each of these hobbies.
For.eg: I like paintball because it’s exciting and fun
I don’t like paintball because it’s dangerous.
I don’t like video games because give more time
in your life.
Middle Task .2 Pair work. “Stand up , hand up, Pair up”
Pupils ask and answers questions to get information
from peers about their hobbies and leisure activities.
5min
Every student has a list of words:
 Archery jewellery making
 Golf playing
 Kart racing
 Gardening
 painting
Example: A: Do you like archery?
B: Not really. I find it difficult.
5min Task 3. Ask students to choose one new hobby from the
list of “Choosing a hobby quiz’’ that they`ll find it
useful in the future. Ask students to describe the
various in their chosen hobby.
Example: Doing knitting regularly I can make
money and relive my stress. And this develops my
creativeness.
End Feedback:
Tree wish. Stiker
Self and Peer assessment

3min Descriptor Task mark
1 Do the ‘true’ or ‘false’ exercises 1
correctly
2 Ask and answer the questions 2
3 Do the quiz 3
4 Describe about one new hobby 3
Assessment criteria:
№ Name T.1 T.2 T.3 Evaluation
listen ‘’choosing
of Stand
and up,hand a hobby
pupils read
up,pair quiz’’
up.
1
2
3
2min
4
5
Homework: Ex:9 write a short topic your hobby.
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? How planning to check learners’
do you plan to challenge the learning?
more able learners?
Less able students: Say the Self and Peer assessment
name of hobbies and discuss. SPORT
Hand-gliding, model – GEOGRAFIA
making, dancing, kayaking,
Bungee- jumping,
windsurfing, snowboarding,
rock-climbing, collecting
seashells
More able students: listen
and read.pupils divide into
two group with picture. First
group ‘’Paint wars’ the
second group the text ‘
Super gaming ‘’ After
finishing Mark the
sentences true or false.
Reflection All lesson and learning objectives were met. The lesson was exciting . Students
were always in action and interaction.
Were the lesson Game style lessons prove to be very useful

objectives/learning
objectives realistic?
Did all the learners
achieve thelesson
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
1:
2:
1:
2:
What have I learned from this lesson about the class orindividuals that will inform my next lesson?
Short-term plan
Unit Unit 1: Hobbies and Leisure School

Date Teacher
Class 7 Present: Absent:
Presenting a table of information and statistics about young people in Kazakhstan (This relates to
Lesson title
Maths)
7.R2 understand specific information and detail in texts on a range of familiar general
and curricular topics;
Learning objectives(s) that
7.S2 ask complex questions to get information about a limited range of general topics
this lesson is contributing
and some curricular topics;
to
7.UE12 use comparative degree of adjective structures with regular and irregular
adjectives on a range of familiar general and curricular topics
Levels of thinking skills HOTS
Lesson objectives All learners will be able to:
separate the specific information about hobbies;
explain the formation of degrees of adjectives
Most learners will be able to:
ask and answer the questions about hobbies;
choose the correct degrees of adjectives
Some learners will be able to:
compare the details given in the text;
prove usage of degrees of adjectives
 identify the key information about hobbies
 discuss the text, ask and share opinions with other groups
Assessment criteria  form and compare the degrees of adjectives
 explain the main details of the topic with some support
 create a table of information about hobbies
Language objectives specific topical vocabulary
 to spend and organize free time effectively
Values links
 to take care about healthy way of life
 Maths (common and decimal fractions )
Cross-curricular links
 Geography (regions and cities)
 use degrees of regular and irregular adjectives
Previous learning:
 talk about hobbies
Plan
Planned activities (replace the notes below with your planned
Planned timings Resources
activities)
Organization moment
Greeting with students.
A brief talk with students.
T: Q1. What does your friend do for fun in his/her free time?
Q2. Why do you think so?
Q3. What useful sides of your hobby can you say?
4 mins Questions
Increasing students` psychological motivation.
T: Stand in a circle. The first student says the phrase «I believe you
can….. » to the second student and the second student says, «Yes, I
can» and this continues in the chain circle.
S1: I believe you can do the best in this lesson.
S2: Yes, I can! I believe you can answer all the teacher`s questions.
Dividing into groups «Picture sort»
T: Look at the pictures and say about them.
S1: I can see the pictures of hobbies.
Beginning
S2: They are types of hobbies. Pictures of
T: Take and name the hobby in the picture and divide them into two hobbies
groups: winter and summer time hobbies.
Warm up «Catch the Ball»
T: I give you the soft foam ball. The first person takes the ball and must
tell short information about his/her hobby and throw the ball to the Ball
6 mins
second person. The second person does the same and throws it on to the
next person.
F. ex: S1: My hobby is playing chess. Because it will help me to think
widely and solve the problems easily.
Identifying the objectives
T: Do you have any ideas about today`s objectives.
S1: Objectives are connected with hobbies.
S2: Types of hobbies.
Students are introduced with the objectives and learning outcomes.
New lesson.
(I, P, G) Brainstorming Think, Pair, Share
T: Skim the text about hobby statistics and identify the key information.
Choose the main details and compare them with the partner. Then
express the opinions in the group and discuss them. Groups share the Text
10 mins conclusion with the other groups. Questions
T: Answer the questions. Board
1. What information can you find?
2. How do you identify them?
3. What facts do surprise you and your partner?
4. What contrast ideas do you name?
(I, G) The Group of Stickers

T: Read the text and find out the information about hobbies. Then
write them on stickers. Each group separates the ideas into three
Text
categories. And stick them on the board. You chart the table of hobbies
Poster
providing the detailed information in a group. Describe the statistic
8 mins Markers
information about hobbies among Kazakhstani young people. The
Stickers
groups explain the ideas.
 A students – name types of hobbies
 B students – reasons of choosing hobbies
 C students – detailed information
Middle
(I) Fill in the gaps

T: Fill in the gaps with degrees of comparison of adjectives.
The first task is a test; students choose the right degree of adjectives
from the given answers.
In the second task, students should form the right degree from the
three types of
5 mins adjectives in brackets on their own.
worksheets
In the third task there are no given adjectives; students should find the
suitable adjectives by themselves.
 A students – choose the right degree
 B students – form the necessary degree of adjectives
 C students – put the suitable adjectives
Concluding the lesson «60 seconds»

4 min Choose a few students and give each 60 seconds to summarize
important concepts that they have covered during the lesson.
Assessment
Smile stickers
End 2 mins Giving smile stickers at the every stages of the lesson.
Charts
Self-assessment chart.
Giving the home task.
3 mins Students collect information about their family`s hobbies and make a Student`s book
report.
Feedback
3 mins Slips of paper
Plus/Minus/Delta (+/-/∆)
A leaner
 finds out the necessary information and speak about it.
 answers the questions.
Descriptors
 expresses own opinions.
 chooses the suitable adjectives.
 forms the degrees of adjectives correctly.
Assessment – how are Health and safety check
Differentiation – how do you plan to give more you planning to check
support? How do you plan to challenge the more able learners’ learning?
learners?
More support
Explain the definitions of some hobbies
Some questions and tasks are difficult for less able
students:
 wait time
Self-assessment chart to lead a healthy way of life
 reformulate the questions
Stickers
 giving clues for tasks
 support of more able students
More-able students
 ask summarizing opinions
 give more difficult exercises
Reflection
Were the lesson objectives/learning objectives ________________________________________________________
realistic? ________________________________________________________
What did the learners learn today? ________________________________________________________
What was the learning atmosphere like? ________________________________________________________
Did my planned differentiation work well? ________________________________________________________
Did I stick to timings? ________________________________________________________
What changes did I make from my plan and ________________________________________________________
why? ____________________________
Summary evaluation
1.
2.
1.
2.
What have I learned from the lesson about the class or individuals that will inform my next lesson?
1.
2.
Lesson plan

Date: Teacher name:
Lesson title Getting to know about global leisure pursuits. Continuation
Learning objectives(s) 7.UE12 use comparative degree adverb structures with regular
that this lesson is and irregular adverbs on a range of familiar general and
contributing to (link to curricular topics
the Subject programme) 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
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
Organization moment. Copybooks

Start
Checking for their attendance and homework
5mins
Warm up
Group work
Bring a photo showing people doing different types of PPT with photo
10mins for
hobbies. Students in a group choose only one of them
preparation
and create a poster. They should imagine that they are
promoting their chosen hobby by recommending it.
12 min for They need to put down benefits expressions from the
presentation 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
2mins Descriptor
All members of the group
expressed their points of view
More than 5 new words were
used in their presentation
Consolidation exercise for new words from PPT
previous lesson.
Middle
Individual work. They do it on their own.
Complete the sentences with: breathtaking, bright,
popular, dive ,returns, proud. Active board
5mins 1. The sport of falconry is ........................... in
Kazakhstan.
2 I am very ........................... of my country.
3 There is a ........................... view from the top of PPT with this
the mountain. example
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.
5mins 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
2mins
Descriptor
Descriptor sheet
I completed the statements with
the appropriate words
I could use comparative adverbs
and adjective structures well.
Concluding the lesson copybooks

End
Assessment
4mins
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
learners?
When the learners are doing Group, peer and individual I ‘ll remind my students to
group work (poster) less able assessment will use using keep health safety regulation
students will supported with special assessment if they start to take up new
words to remind them descriptor. 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?
Summary evaluation
Did I stick to
1:
2:
What one thing would have improved the lesson (consider both teaching and learning)?
1:
Unit: Hobbies and leisure
Theme: Creating a survey about the hobbies/leisure pursuits of either family and
friends or of the class or the whole school (This relates to ICT)
Date: Teacher name:
Grade: Number present: absent:
Learning objectives: 7.C 4 evaluate and respond constructively to feedback from

others.
7.W 8 spell most high-frequency vocabulary accurately for a
growing range of familiar general and curricular topics.
7.UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions on a growing range of familiar general and
curricular topics.
Lesson objectives: All learners will be able to:
 use expressions and phrases about hobby and leisure.
 spell most high-frequency vocabulary
 write use infinitive forms after a limited number of verbs
and adjectives, gerund forms after a limited variety of
verbs and prepositions .
 respond constructively on the questions about hobby and
leisure
 evaluate and respond constructively to feedback from
others.
 create a survey about hobby and leisure.
 use adjectives, gerund forms and prepositions in their
speech.
 understand and know most high-frequency vocabulary
Assessment criteria  can make up their own sentences about hobbies/leisure.
 write infinitive forms and gerund forms after a limited
variety of verbs and prepositions .
 analyze given feedback. Form opinion and give
constructive answers to feedback.
Level of thinking Application, analysis
Cross-curricular links Geography, History, PE, painting, music

Value links National unity, peace and harmony in our society.
Previous learning Holidays and hobbies.
Plan
Planned Planned activities Resources

timings
 Warm up. Pair work. Find description and act out a dialogue White board
using these descriptions.
...- is the practice or … is a variant of open- …- is a club and ball

skill of using a bow to wheel motorsport with sport in which
shoot arrows. The small, open, four-wheeled players use various
word comes from the vehicles clubs to hit balls into
Latin arcus meaning a series of holes on a
‘bow’ or ‘arch’. course in as few
strokes as possible.
Talk about
your hobby
… is the practice of
and leisure … is the act of moving
applying paint,
time on ice by using ice
pigment, color or
skates. It can be done for
other medium to a
a variety of reasons,
solid surface .
including exercise,
leisure, traveling and
…is the activity of growing and … is the science, art, application and
maintaining the garden, but even more, practice of creating durable images by
it is a metaphor for investment, recording light or other electromagnetic
patience, and bringing out beauty in an radiation, either electronically by means
independent other. of an image sensor, or chemically by
means of a light-sensitive material such as
Descriptor
Finds the description
Act the dialogue out with peer
Middle Group work:

15min To present their “ Multi-media presentations” White sheet
Group Assessment criteria
yes no
Poster of the learners had many interesting ideas.
Learners spoke clearly and understandable.
Learners used topical vocabulary
Learners give constructive answers to feedback.
Descriptor

1 Find gerund, adjective, preposition and write 
them. 
2 Use gerund, adjective, preposition and answer 
them. 
Learners work in the following directions arrange information:
Group1: Creating a survey about the hobbies/leisure
pursuits of either family.
pursuits of friends.
pursuits of the class or the whole school.
Teach with video
httpps://www.youtube.
com/watch?
v=8nGCRGZFuUQ
Description I’LL
show
Use of topical vocabulary
the video
Make posters and present it to other about Sheet paper
group
“T hree
Gerund Rules” then I”ll check their understanding.
 Individual work:
Exercise 1. Identify the gerunds. Write them on a sheet of paper. (Task
for less learners.)
Guide Questions: (Task for more learners)

1. What hobbies does each of the children have?
2. What does Gabriel say about gardening?
3. What does Michael find thrilling?
4. What is your hobby? Why do you enjoy it?
5. Why do you think hobbies are worthwhile?
 Using “method of fan” learners could reach variety of

questioning techniques.
End Feedback:
(2 stars and a wish) stickers
5 min
1.positive
2.should improve
3.reccomendation
Descriptor: A learner
1.uses vocabulary: hobby and leisure time.
2.interacts with peer while collecting information;
3.works cooperatively in a group
Differentiation – how Assessment – how are Health and safety check
do you plan to give you planning to check
more support? How do learners’ learning?
Teacher should circulate Group, peer, individual I will remind them that they use
the theme constantly assessment will use by hobbies and leisure for a
offering support to for formative assessment and healthy lifestyle.
less able students and
encouraging stronger descriptor
students to write more
complex, abstract
thoughts.
For more able students:
can be encouraged to use
more difficult writing
structures, vocabulary
etc. Weaker students can
be supported by the
teacher when writing,
and the complexity of the
tasks could be reduced or
adapted.
Reflection Use the space below to
reflect on your lesson.
Were the lesson objectives/learning objectives realistic? Answer the most
relevant questions from
Did all the learners achieve the lesson objectives/ learning the box on the left about
objectives? If not, why? your lesson.
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class orindividuals that will inform my next
lesson?
Lesson plan

Date: Teacher name:
Lesson title Hobbies and Leisure. Unit Revision
Learning objectives(s) 7.C4 evaluate and respond constructively to feedback from
that this lesson is others
contributing to (link to 7.S2 ask complex questions to get information about limited
the Subject programme) 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
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 Hobbies and Leisure
Plan
Organization moment. copybooks

Start
Checking for their attendance and home task
Teacher announces them today’s lesson devotes to
5mins
revision of all materials they have covered by
performing exercises individually
1. Speaking skill Sheet of handout

Give students a sheet of handout where wh-question is
asked to know about their leisure and hobbies. Give
5mins 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
Descriptor
2mins
1 Used time very well Descriptor
2 Gave extended answer with at
least 5 words.
Listening skill
Loot at the photo. What is the name of this sport.
5mins
A. skiing B. ice skating C. snowboarding.
Recorder
Listen to part 1 of an interview with 17-years old
snowboarding star, Jet Bright. Put the interview s
guestions in the correct places.
Handout
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 .
Descriptor
10mins Put interviewer’s questions in the
correct places Handout
Forms questions in the sentences
correctly
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 Handout
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.
2mins 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. Descriptor sheet
15mins
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.
Descriptor
Use correct form of present
simple tense
Handout
Finish on time
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.
Concluding the lesson

End
Assessment
Self-assessment chart
Giving the hometask. Writing skill
How can someone avoid being a couch potato? They
write recommendation on their copybooks
learners?
More able students will Group, peer and individual
perform tasks on their own assessment were used using
special assessment
descriptor.
Less able students
are supported with
pre-doing
activities first
Most able students
perform tasks on
their own
Summary evaluation
1:
2:
1:
2:
Lesson plan
Unit of a long term plan: School:
Communication and technology
Date: Teacher name:
CLASS: 7th grade Number present:

Lesson title: Young people and technology
Learning objectives(s) 7. L.2 understand with little support most specific information in extended
that this lesson is talk on limited range of general and curricular topics.
contributing to (link to 7.S.7 use appropriate subject-specific vocabulary and syntax to talk about a
the Subject growing range of general topics and some curricular topics
programme) 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
All learners will be able to:

 read,listen and say information about technology
 make sentences using the phrases
Lesson objectives Most learners will be able to:
 read the text about “Greetings from Planet Earth” and find the
 meaning of the text
 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)
Greeting
Start
Organization moment
3-min Divide learners into two groups by cut of pictures
Inner and outer circle Cut of pictures
5 min 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
W.Task-1. Drilling activities. Vocabulary
Middle
work.
3-min Choral repetition.
Look at the pictures then listen and repeat
5 min 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. S
I often chat on social media.
15-min I sometimes chat on skype.
I never use my mobile when I’m at home
AFL: oral feedback
Differentiation by outcome:
7-min More able learners;
-to make negative and question form sentences po
using the phrases and their ideas
G. Task-3. «Five sentences advertisement»
activity
Learners read the text and find out what the text
2-min is about and share their minds
Descriptors: A learner
-reads the text
-finds what the text is about
-shares his/her minds
AFL: Fireworks
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
Reflection:
End
What did you do well in today’s lesson?
What were the most interesting for you?
5 min 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
Differentiation – how do you plan to give Assessment – how are you Health and safety che
more support? How do you plan to planning to check learners’
challenge the more able learners? learning?
More able students:  Oral feedback
 Fireworks
Differentiation by outcome: Energizer: physical
 Numbers speak
 to make sentences using the phrases  Successful stairs activity
and their ideas
Less able studentes:
 find the key words from the text that
describes the meaning of the text
Reflection Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson
objectives/learning
Did all the learners achieve
the lesson objectives/
learning objectives? If not,
why?
Did my planned
differentiation work well?
What changes did I make
from my plan and why?
Summary evaluation
1:
2:
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 technolog Social Network School
pppr
Date: Teacher name:
CLASS: 7th grade Number present:

Lesson title Social networking website
Learning objectives(s) that this lesson is S 7 use appropriate subject-specific vocabulary and syntax to
contributing to (link to the Subject and some curricular topics;
programme) UE 17 use if / unless in first conditional clauses; use defining
that , where on a wide range of familiar general and curricular
L 8 understand supported narratives on a wide range of gener
Lesson objectives All the students will be able to :
- use appropriate subject-specific vocabulary and syntax
topics, and some curricular topics;
-use if / unless in first conditional clauses ; use defining relative
a wide range of familiar general and curricular topics;
- understand supported narratives on a wide range of ge
Most of the students will be able to :
-Make short narration using subject-specific vocabulary with so
Some of the students will be able to:
-Make short narration using subject-specific vocabulary withou
Level of thinking skills Knowledge
Understanding
Application
Assessment criteria - Can make own sentences using subject- specific vocabu
- Can use if/ unless in first conditional clauses and can us
- Can understand supported narratives.
Values links Communicate with the world through media and be one of the grea
technology.
Cross-curricular links Computer science, math.
Previous learning Social networking websites
Plan
Planned timings Planned activities (replace the notes below with your planned activities)
Start (5 mins) Greetings: good afternoon, students! How are you today? I am glad to see you today.
Lead-in: Slide show about popular social websites: Facebook, Whatsapp, Youtube,Go
VK,Flicker.
Ask point of view of the students about the slide show. Let the students guess the them
the lesson.
Middle (30mins) New words on the flash cards(teacher gives definitions to the new words.)
Network-[ˈnetwɜːk]
Website-[ˈwebsaɪt]
Download-[ˌdaʊnˈləʊd]
Make friends-[meɪkfrend]
Share the link-[ʃeə(r) ðəlɪŋk]
Send email-[sendˈiːmeɪl]
On line-[ ˈɒn.laɪn ]
Off line-[ˌɒfˈlaɪn]
Log out-[lɒɡaʊt]
Log on- [[lɒɡan ]
Choral drill, individual drill.
Task 1 .
1.Find the definition of the words looking at the slide shows.
2. Tell about any social websites using the new words.

3.Make a short narration about the website that you use.
1) -is defined as a group of two or more computer systems linked together

2) -a site (location) on the World Wide Web.
3) -To copy data (usually an entire file) from a main source to a peripheral d
4) -is a reference to another document,
5) -The ability to send faxes through an email account
6) -Turned on and connected
7) -To make a computer system or network recognize you so that you can be
computer session
8) -To end a session at the computer.
Descriptors:
- Find the definitions;
- Tell about any social websites using the new words;
- Make a short narration about the website that you use.
Task 2.Match the sentences :

1.If I use facebook regulary a) unless you help me.
2.The will share my link b) about which I know
nothing.
3.It will be more easy to keep in touch with your friends c) which I bought on the
internet
last week is broken
4.. I'll tell you d) I’ll make lot of friends.
5.I won't finish the work e) if there are any messages for y
6.We'll miss the bus f) unless he gets a job.
7.They won't get married g) unless we hurry.
8.My new camera h)if you create a profilein any social website.
9.He works for a spy network, i). with whom I worked closely in
the Eighties, discovered this particular o
10.An Austrian naturalist, j) if they like it
Descriptor: 1. Match the sentences
Listen to the tape script :
First listening: (Questions)
Second listening:
Task 3. Listen to the narration about these guys and define who likes to spend time in
which social website:
Facebook Instagram Whatsapp Vk Mail.ru
Alex + +
Anna + + + +
Jane + + +
Julia + +
Descriptor:
-define who likes to spend time in which social website:
Feedback:
End
Traffic lights :
Red – doesn’t understand
anything
Green- knows everything;
Yellow – understands not
Differentiation – how do you plan to give more Assessment – how are you planning to check Healtha
support? How do you plan to challenge the learners’ learning?
more able learners?
Less able students I will support with giving 1. Concept checking

definitions to some unfamiliar words; 2. Traffic lights
More able learners I’ll support by gestures, mime; 3. Smiles
Most learners I’ll support by reminding them the
grammar rules.
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?
What changes did I make from
my plan and why?
Summary evaluation
1:
2:
1:
2:
Lessonplan
Long term plan module:Unit 2 School:
Communication and Technology
Lesson:Social network profile

Teacher’s name:
Class: 7 Numberofpresent: Absent:
Learning objective(s) that this 1.7 .R1Understand the main points in the texts on a limited range of unfamiliar
lesson is contributing to: general and curriculum topics.
2.7 C7. Develop and sustain a consistent argument
when speaking and writing.
3.7.S3. Give an opinion of discourse level on a growing range of general and
curricular topics.

Understanding
Application
 read the text and understand the main point in the text ;
 recognize new words in the given sentences;
 express their opinion about Social network profile.
 make up own questions
 make up and act the dialogue according to the task .
Assessment criteria  read the text and understand the meaning
 understand the meaning of new words;
 say own opinion about Social networking profiles
Value links Values of the national idea “Mangilik Yel” - economic growth based on
industrialization and innovation.
Cross-curriсular link Computer Science

Previous learning Lesson: Social networking websites
Plan
Planned timing Planned activities Resources
Start (Beginning of the Greeting: Teacher greets with learners;

lesson) Poem
Greet with a smile,
bring sunshine to someone’s life Interactive
and be the source of joy. board
learners respond to greeting and take their places.
LEAD IN :
I surf the net every day.
I listen to music watch videos ,look for information and play online games.
I have an account in VKontakte and Facebook .
I think VKontakte is the most popular social network. Pupils read the poem
then teacher close some words . Pupils should find disappeared words.
Dividing into subgroups: 1, 2,3groups
Middle ( of the lesson) 1.Pre- reading task:The teacher draws a table on the board and the Cards
students fill it in. Each student tells the class what social network or
networks he uses and why:(Open and close questions)
Name of
the
students
Asel
Short term plan
Long term plan unit: School:

Communication and
Technology
Date: 21.07.2017 Teacher name:
Grade: 7 Number present: Absent:

Theme of the lesson: Holding a debate about technology
Learning objectives (s) that 7.R2 understand specific information and detail
this lesson is contributing to in texts on a range of familiar general and
curricular topics
7.S7 use appropriate subject-specific vocabulary
and syntax to talk about a range of general topics,
and some curricular topics
C3 respect different points of view
Level of thinking skills 1.Analysis.
2.Synthesis.
3.Assessment.
-demonstrate knowledge about information and
details from texts about technology with support
-remember and use vocabulary and makes
sentences to talk about technology with support
-accept different points of view on the topic
technology
-analyze the text and answer the questions on the
text
-analyze the content of the text and compare the
houses of nowadays and future
Assessment criteria Use specific information and details from the text.
Speak fluently on the topic using vocabulary
about Technology
Express his own point of view and discusses it
with peers.
Value links Economic growth based on industrialization and
innovation
Cross curricular links Physics, selfknowledge, History
ICT skills
Previous learning Social Network Profile

Plan
Time Planned activities Resour

ces
Beginn The teacher greets students; students respond to greeting and Video
ing take their places. materia
Lead-up: l
5 min Now we’ll watch some episodes of film. Answer the questions:
1.What do you see on the video?

2.Do we use it in our everyday life?
3.Is it useful for people?
4.What are we going to talk about?

G
g
Middle (Students guessed about the theme) Puzzles
30 min As you guessed, today we’ll talk about technology and we’ll discuss the of cards
advantages and disadvantages of its usage
3 nim Read the title and the first paragraph of the text. How do you think what is
this text about. Give your ideas.
Task 1.
Read the text correctly and carry out the following tasks:
Less able learners :
Find out in the text and write down words and phrases about new
technologies.
More able learners :
Answer the questions about the text.
1.What type of new technology will help protect your house?
2 What role will the Internet play in smart houses
3. Would you like to live in such a home? Give reasons.
4 Do you think there are disadvantages to this technology?
The most able learners:
Give the description of house in future . Explain the difference
between the houses of nowadays and future.
Write down few sentences.
Smarter that the other houses.

The next generation of fridges will use the Internet to make sure your
food stays fresh and they’ll get in touch with the supermarket to order
some more. The money will come straight out of your bank account and Text
10 min you’ll never run out of milk again. Cards
Imagine you’re on the bus home after a hard day’s work and feel like a with
warm bath when you get back. All it takes in the house of the future is a tasks
quick text
message to the heating system. The heating
system warms the water and even runs the bath so that as soon as you
walk through the front door, you can jump in and relax. And what about
the doorknob? Scientists say that a doorknob with a computer could see
someone walking up the path with bags of groceries and open the door for
them. At the same time, it could lock all doors and contact the police in
case of burglary. And the best thing about all this is that it will soon be
part of our daily routine. Welcome to the future!
Concept checking: What should you do?
Descriptors:
1. Read the title and the first paragraph of the text correctly
2. Explain their ideas about the text.
3. Find out words with specific vocabulary.
4. 4.Answer the questions( with some support)
5.Give description of house in future. Explains the difference between house
of nowadays and future.Write down few sentences.
Regrouping: Take pictures. Form two groups.

1. Group 1.
2. Group two.
Children do you have mobile phones? T
Who uses Internet every day?
Task 2.
Now look at the pictures and answer the questions.
1. What do you see on these pictures?
2. What’s the difference in these pictures?
Descriptor:
1. Answer the questions (with picture support)
2 min
Cards
with
Team 1. Discuss in group. Why are new technologies helpful and useful for
our life? pictures
Descriptors:
1. Discuss in groups the advantages of new technologies.
Team 2. Discuss in group. Why are new technologies harmful for our life
and people?
Descriptors:
1. Discuss in groups the disadvantages of new technologies.
One volunteer of each group represents the arguments for and against new
technologies.
Descriptors:
1. gives arguments for and against of usage of new technologies,
7 min discussed in the group using vocabulary of the theme.
Assessment:
Team 1-
Pictures
Team 2-
Task 3. Make up a cluster about the advantages and disadvantages of

new technologies.
Work in groups.
Team 1.
Discuss in group and make a cluster about advantages of new
technologies.
Team 2.
Discuss in group and make a cluster about disadvantages of new
technologies.
Two volunteers protect the clusters of the group.
Descriptors:
1.Draw a cluster with advantages and disadvantages on usage of new
technologies.
More able learners make presentation of clusters.
8 min
Paper,
water
based
markers
End Reflection. Water
5 min “Ladder of success”. Learners should put himself/herself on based
one of three steps they feel at the end of the lesson. markers
In order to motivate learners ,after each answer of learners ,the
teacher should assess them in oral form (-Very well.-Nice of
you !-Let’s try again!)
Home task for the next lesson.
Write an essay about advantages and disadvantages of new
technologies.
Saying goodbye
Dismissal
Differentiation – how do you plan Assessment – how are you planning to Health
to give more support? How do check learners’ learning? and safety
you plan to challenge the more
check
able learners?
ICT links
More support: Reflexion is carried out with the help of  Work with
Less able students – greater strategy “Stairs of success”. the
support by means of prompts, Learners are given sheets of paper with SMART
visuals or writing difficult words the picture of three steps. Each step is board not
on the cards. labeled: more than
10 minutes
More able students – 1 low step-“I couldn’t do anything.;2
 Monitor
independent work on definite middle step-I had some problems.;3 I’ve
classroom
tasks with little/no support. done everything well. Learners should put space
himself/herself on the step they feel at the when
end of the lesson. students
start
moving
around
 Use water
based
markers
Reflection
Were the lesson
realistic?
Did the learners achieve the
LO?
If not, why?
work well?
my plan and why?
Summary evaluation
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 achievements/ difficulties
of individuals that will inform my next lesson?
Long-term plan Unit 2: Communication School

and Technology
Date: Teacher name:
CLASS:7 Numberpresent: absent:
Lesson title: Writing a formal letter about mobile phones being dangerous
Learning objectives(s) that this lesson is 7.W1 plan, write, edit and at text level with some
contributing to support on a range of general and curricular topics
7.W5 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
7.W8 spell most high-frequency vocabulary accurately
for a growing range of familiar general and curricular
topics
Understanding
Application
Lessonobjectives All learners will be able to:
Name the vocabulary and write words on the topic
“Writing a formal letter about mobile phones being
dangerous”
Use in practice coherent arguments when necessary by
examples and reasons on the topic
Follow the instruction according to the task with
support

Choose and change opinions of each other. Applies the
synonyms for definitions the words in written form

Demonstrates knowledge about the theme, makes a
whole text by key words, write comment below and
then share with others
Follow the instruction according to the task
Assessment criteria Understand given information, practice in dialogues on
topic “Writing a formal letter about mobile phones
being dangerous”, experiments and modelies the ways
of solving problems danger of mobile phone
Values links A secular society with high spirituality
Cross-curricular links PT,Self-knowledge, Telecommunication
Previous learning My body
Plan
Planned timings Planned activities (replace the notes below with your Resources
planned activities)
The teacher greets students; students respond to greeting and
take their places.
Start Pictures
4 min Look at the pictures and answer the question
What do you see on the pictures?
What are we going to speak about today?
What are these people doing?
Who can guess the theme of our lesson?
(students name the theme of the lesson)
T: Today we are going to speak about a mobile phone, one of

the gadgets that have changed the lives of many people greatly.
Middle Task 1. Read the words and identify it’s meaning by using Pictures
pictures
vital [vʌitәl]
5 min invaluable [invæljuәbl]
essential [isenʃәl]
ahandset [hәndset]
to addict [ædikt]
appropriate [әproʊpriәt]
junk [dʓʌȵk]
noisepollution
[noizpәluʃn]
costafortune[kɔ:stәfәrtun
]
Descriptor:
• Read the words correctly and identify with pictures
Task 2. Use the phrases with often, sometimes and never to

make sentences:
I often chat on a handset.
I sometimes ... .
I never ... .
Phrases
vital, invaluable, essential, ahandset, to addict, an addiction, an
5 min
addict, appropriate, junk, noisepollution, costafortune
Descriptor:
 Uses the phrase with new lexis
Task 3. Write and make up the letter by using of questions
or key words. Give your ideas advantages and disadvantages.
Less able learners :

Answer the questions about the text and write the letter.
12 min
More able learners :
Make up the letter by using some key words and questions
List of paper
The most able learners:
Make up the letter by using key words. Explain the difference
between advantages and disadvantages of mobile phone. Write
down few sentences by using the key words.
Start When can use the mobile phone?

Why do we use mobile phones?
Do you use it yourself every day?
Main part How does it influence on your life?
What are the advantages of using mobile?
What are the advantages of using mobile?
Conclusion How can we protect ourselves from the harmful
influence of radiation of mobile phones?
Key words: Mobile phones are…. You can ….., Moreover…..,

However, mobile phones can be…., if…, they can also…..,
Descriptors:
 Answer the questions about the text and write the letter (
with some support)
 Makes a text using this questions and key words Letter
8 min  Explain their ideas about the text.
 Explain the difference between advantages and disadvantages
of mobile phone. Write down few sentences by using the key
words
Task 4. Read theletter and complete the table. “Mobile

phones good or bad for teenagers”
Mobile phones
advantages examples/details
Some games are They can improve

educational. yourskills.
disadvantages examples/details
9 min
Descriptor
 Complete the table and read the letter
Task 5. Make up an experiment and change the ideas each

other and give comments agree or disagree
1. We cannot live without mobiles. They are a vital part of our

life. We have become mobile addicts.
2. People can do without mobiles. Mobiles are junk things. They
are not so invaluable.
3. It depends. Mobiles can be extremely useful in some
situations.
Descriptor:
 Experiments and change the ideas
 Give comments agree or disagree
End Home work isread the text about the early days of the mobile
phones in Britain.
Feedback
2 min
Differentiation – how do you Assessment – how are you planning to check Health and
plan to give more support? learners’ learning? safety check
How do you plan to challenge
the more able learners?
Less able learners support with Self assessment is carried out with the help of Ensure proper
smiles, motivation. Sandwich ventilation
More able learners encourage the Work with
group to give more information 1 st All tasks understand and do in groups and smart board
about dangerous of mobile pairs not more then
phone. 2 nd Definite the strong points 10 minutes.
Most able learners connect the 3 rd Give compliments Make short
text by the meaningand give breaks.
support to their peers.
Reflection
Were the lesson
realistic?
Did the learners achieve the LO?
If not, why?
work well?
my plan and why?
Summary evaluation
What have I learned from this lesson about the class or achievements/ difficulties of individuals that
will inform my next lesson?
Short term plan module: Holidays and travel School:

Lesson: Discussing unusual and interesting journeys
across Kazakhstan and around the world
Date: Teacher’s name: Nurimova Zhannur
Class: 7 Number of present: Absent:-
Learning objective(s) that this 7.C6 organize and present information clearly to others
lesson is contributing to: 7.UE14 use prepositions before nouns and adjectives in common prepositional phrases
on a wide range of familiar general and curricular topics
7.L1 understand with the little support the main points in extended talk on limited range
of general and curricular topics

 Demonstrate knowledge on the topic “ Discussing unusual and
interesting journeys across Kazakhstan and around the world ”
using vocabulary.
 Determine in practice using prepositions before nouns and adjectives in
common prepositional phrases.
 Listen and discuss with support the main points in extended talk on
topic “ Discussing unusual and interesting journeys across Kazakhstan and
around the world”.
 the usage of prepositions before nouns and adjectives in
common prepositional phrases on a wide range.
 Understand and describe without support the main points in extended
talk on the topic” Discussing unusual and interesting journeys across
Kazakhstan and around the world”.
Assessment criteria 1) Understand given information .
2) Apply in grammar exercise knowledge about nouns and adjectives in
common prepositional phrases.
3) Make a conclusion in their own words.
Value links A patriotic duty of each citizen of the Republic of Kazakhstan is to keep, to increase and
to hand downtraditions of friendship and consent of the people of Kazakhstan from
generation to generation.
Cross-curricular links Self-knowledge, geography, economy.
Previous learning Lesson: unit revision

Plan
Planned timing Planned activities
Start (Beginning of Greeting: Teacher greets with learners; learners respond

the lesson) to greeting and take their places.
Lead in: Answer the questions:
5 -minutes
1) What do you see on the video?

2) Do you like this heroes?
3) What do they usually do?
4) What is the theme of our lesson?
-
Middle (of the Task 1: Connect words with pictures by meaning:
lesson)
10 – minutes
-ride a camel
-go on safari
-swim with dolphins
-climb a mountain
-fly in a hot – air balloon
-try an extreme sport
-camp on a riverbank
10 – minutes -travel abroad
Descriptor:
 determines the meaning of the word and connect with the pictures.
15 - minutes
Task 2: Work with whole class. Fill the missed prepositions and put them on the
places. (with, on, of, about, of, by)
The Caspian Sea is the largest enclosed body …. water …. Earth. Caspian
Sea washes the western part … KZ. Caspian Sea is not connected .... an
ocean which makes it like a lake. The northern part of the sea is ….. 6 m
deep. The northern part differentiates …. the sudden changeability of the
air temperature and insufficiency.
Descriptor:
 puts on the place the missed prepositions correctly
- Task 3: Work in group. Forming 3 groups. Every group has own task.
1 group should do: Complete the questions to the topic “Australia”.
2 group should do: Make a dialogue on the topic “Australia”.
3 group should do: Demonstrate knowledge on the topic “Australia” by

cluster.
Australia
Australia is the only country in the world that is also a continent. It is the sixth large country
and the smallest continent. Australia lies between the South Pacific Ocean and the Indian Ocean. It
is situated about 11 000 km southwest of North America and about 8200 km southeast of mainland
Asia. The name of the country comes from Latin word «australis» which mean southern. The
country's official name is Commonwealth of Australia.
The Commonwealth of Australia is a federation of states. Australia has six states — New South
Wales, Queensland, South Australia, Tasmania, Victoria and Western Australia. Each state has its
government. Australia has two territories — the Australian Capital Territory and the Northern
Territory. The capital of the country is Canberra.
Australia is one of the world's developed countries. Australia has modern factories, highly
productive mines and farms, and busy cities. It is the world's leading producer of wool and bauxite
<the ore from which aluminium is made). It also produces and exports large amounts of other
minerals and farm goods. Income from the export enables Australians to have high standard of
living. The most important trading partners of Australia are Japan and the United States.
Descriptor:
 demonstrates knowledge on the topic “Australia” by cluster
 makes questions
 makes a dialogue
End (of the lesson) Reflection. Method “Five fingers ”.
In the beginning of the lesson learners are introduced to Descriptors. They reflect each
other at the end of the lesson through two stars and wish in oral form. In order to make
changes according to the perception level of learners disadvantages of the lesson will be
assessed. In order to motivate learners after each their answer a teacher gives formative
assessment in oral form. Reflection through “ Five fingers”
1 finger – difficulties during the lesson
2 finger - what do you like during the lesson
3 finger – your mood
4 finger – what do you do today?
5 Finger – what do you learn today?
Additional information:
Differentiation - how do you plan Assessment - how are you Cross – curricular links health and
to give more support? How do you planning to check learners’ safety check ICT links
plan to challenge the more able learning? Values links
learners? Method “Five fingers”
Less able student: support by Learners must draw the shape
positive feedback, mimics. of own hands and write on
More able student: support by each finger.
card, hands
Less able student: give key words
for supporting them
More able student: guess by
meaning the words and put on the
place
Reflection
Were the lesson objectives /

learning objectives realistic?
What did the learners learn
today?
What was the learning atmosphere
like?
work well?
Did I stick to timings? What
changes did I make from my plan
and why?
Summary evaluation
1.
2.
What two things would have improved the lessons (consider both teachings and learning)?
1.
2.
What have learned from his lesson about this lesson about the class or individuals that will inform my
next lesson?
Short term plan
Unit of a long term plan: Holidays and travel School: Specialized Economic
lyceum
Date: Teacher`s name: Nurimova
Zhannur
Lesson title Learning about map reading
Learning 7.R9 recognise inconsistencies in argument in short, simple texts on a
objectives limited range of general and curricular subjects
7.UE14 use prepositions before nouns and adjectives in common
prepositional phrases on a wide range of familiar general and curricular
topics
Lesson objectives all learners will be able to
 remember famous places in Kazakhstan in simple texts with support;
 learn prepositions before nouns and adjectives in common prepositional
phrases from simple text with support;
 identify where famous places of Kazakhstan are situated in with
support;
most learners will be able to
 narrate famous places in Kazakhstan in simple texts;
 use prepositions before nouns and adjectives in common prepositional
phrases from simple text with some support;
 identify where famous places of Kazakhstan are situated in with some
support;
some learners will be able to
 collect more information about famous places in Kazakhstan
 apply prepositions before nouns and adjectives in common
prepositional phrases with other information;
 give an improvement of an opinion at discourse level on the best places
to visit in Kazakhstan:
Assessment  Names of famous places in Kazakhstan.
criteria  Identifies where famous places of Kazakhstan are situated in
 Applies prepositions before nouns and adjectives in common
prepositional phrases
Values links Values of the national idea “Mangilik Yel” - The independence of
Kazakhstan and Astana.
Cross-curricular Russian, History, Geography.
links
Previous learning Discussing unusual and interesting journeys across Kazakhstan and around
the world
Plan
Start I. Organization moment
5 min Forming in to four groups.
Pieces of
I’ll give you a piece of papers with words and you should papers
connect these pieces and make up one word.
The first group is NORTH
The second group is SOUTH
The third group is WEST
The fourth group is EAST
Look at the pictures and answer the questions.
 What is it? Slide
 What are going to speak about?
 How do you think what is the theme of our lesson?
I. Presentation of new theme. pictures

Middle
Task1.Read correctly the words in the box. Match with
pictures and remember it.
10 min Read and repeat in choir.
Words Pictures
1. Mausoleum [mosәliәm]
2. Locate [lokeit]
3. Monument [monjumәnt]
4. Valley [vali]
5. lake [leik]
6. Legend [ledзәnd]
7. Mosque [mask]
8. hollow [holәu]
9. river [rivә]
10. museum [mju:ziәm]
11. reserve [rizәv]
12. rock [rok]
Descriptor:
 reads correctly and remembers the words;
Task 2. Read short texts relate with pictures
and guess what place it is? Work in group.Discuss them with the whole
10 min class.
1.It is an 11th or 12th-century mausoleum for a noble woman located in the
village of it, 18 km west of Taraz, Kazakhstan on the Silk Road. It is locally
famous as a monument to love and faithfulness. According to legend, the
mausoleum was built by a Karakhanid Dynasty ruler for his beautiful fiancée
Aisha-Bibi, a daughter of Sufi poet Khakim-Ata. Matching the legend, the
mausoleum looks light, well-proportioned, and delicate. The
mausoleum's architectural forms and decoration are reminiscent of fine lace.
The whole building is covered with carved terracotta tiles using 60 different
floral geometric patterns and stylized calligraphy. It is a direct stylistic
descendant of Samanid Mausoleum in Bukhara. (Aisha Bibi)
2.It is a lake located in theAlmaty and Shyghyz provinces, east

central Kazakhstan. Its elevation is 347 m (1,138 ft) above sea level.The lake
is the northwest extension of the region known as the Dzhungarian
Gate (Alataw Pass), a narrow valley connects the southern uplands of
Kazakhstan with arid northwest China. It's a salt lake, has a drainage basin of
65,200 km2 (25,200 sq mi) and receives water periodically from several
streams flowing from theTarbagatai Mountains(Alakol Lake)
4. Beautiful and rich Akmola region, an ancient land of an ancient people.

Like a fairy eagle, that has widely spread its wings for the flight, it stretches
itself in the north of the republic. Fruitful soils, numerous rivers and lakes,
vast pastures, rich metal deposits, generous gifts of the woods, abundance of
game-animals and fish ... (Buravoe)
Descriptor:
1.Relates the main information from the texts
Task 3. Choose from the text the words with prepositions before nouns
and adjectives. Form two groups the first group – prepositions, the
second group – adjectives. Work in groups
10 min
The first group: the north and the south– prepositions:
It is an 11th or 12th-century mausoleum ______(for) a noble woman located
____(in) the village of it, 18 km west of Taraz, Kazakhstan ______(on)
the Silk Road.
It is one ____(of) the natural monuments ____(in) the region.
A lot ____(of) climbers ______(from) all over the world come______ (to)
visit the mountain annually.
The second group: the west and the east – adjectives:

(Beautiful)______ and ____(rich) Akmola region, an ancient land of an
ancient people.
A mountain is one of ______(natural) monuments in East Kazakhstan
region. It is _______(the highest) peak of Altai and of all Siberia.
It is locally _______(famous) as a monument to love and faithfulness.
Descriptor:
 Recognizes the words with prepositions before nouns and
adjectives in the text.
Task 4
Look at the map and tell what the main cities are and what part are
situated there using the direction “south, north, east and west.
5 min
The south The north The east The west

Shymkent Pavlodar Semey Aktau
Descriptor:
 Examines the map.
 Fills the table with the names of cites.
Task 5. Define what famous places are situated in Kazakhstan and give
information about these cities, add information other interesting places in
Kazakhstan.
Descriptor:
 Tells the location of cities correctly.
 gives more information about it.
 adds information other interesting places in
Kazakhstan.
But don’t forget: you should respect each other; every group
End
has worked very well.
5 min
“The tree of wishes” Students choose one
Apple- I have known much information.
Flower- I have understood much information. It was very useful
information.
Leaf- Today some questions were not clear for me.
plan to give more support? planning to check learners’
How do you plan to challenge learning?
Less able pupils support with Strategy “Five fingers” Health promoting
mimics and words. techniques
Breaks and physical
activities used.
More able pupils support with Points from Safety rules
cards of smiles. used at this lesson.
Classroom rules
Reflection Use the space below to reflect on your lesson. Answer the
Were the lesson objectives/learning
most relevant questions from the box on the left about
objectives realistic? your lesson.
Did my planned differentiation work
well?
What changes did I make from my
plan and why?
Summary evaluation
1:
1:
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
1:
Short term plan
Lesson plan

Holidays and Travel.
Date: Teacher name: Albina
CLASS: 7V Number present: absent:
Lesson title: Sightseeing in Kazakhstan.
Learning objectives(s) 7C.3 Respect differing points of view.

that this lesson is
contributing to (link to
7S.7 Use appropriate subject-specific vocabulary and syntax to talk about a
the Subject programme) range of general topics, and some curricular topics.
7 R.2 Understand specific information and details in texts on a range of
familiar general and curricular topics.
7UE.17 Use if\unless in first conditional clauses, use defining relative clauses
with which who that where on a wide range of familiar general and curricular
topics.
Level of thinking skills Knowledge, understanding, application.
Lesson objectives All learners will able to:

-speak about the best places of Kazakhstan;
Most learners will able to:
-speak on a topic using new expressions;
. use first conditional in speaking activities ;
Some learners will able to:
-Speak about sightseeing of Kazakhstan and it’s nature;
Assessment criteria -Can relate vocabulary and use first conditional;
Values links -Teach the students to be patriot;

-Teach pupils to love and know about our country;
-Protect and respect the nature and motherland;
Cross-curricular links History, Geography, Kazakh, Russian.
Previous learning Free time Activities.
Plan.
Planned Planned activities (replace the notes below with your planned Resources
timings activities)
Start Teacher’s activities Students’ activities Resources

5-7min
A)Greeting Greeting.
B)Checking the attendance Duty’s report.
Psychological spirit: Pictures.
1)Divide class into two I group-The Theatre
groups by method II group-The Cinema
“Puzzle”(The Theatre, The
Cinema )
- I wish you luck!
Training: “I wish you
…” -I wish you Success!
Let’s stand in a circle -I wish you health!
and wishes to each -I wish you happiness!
other
-Be pretty!
-Be boldness!
- Epigraph.
Love and Passion for
Motherland is Natural.
Serving with Respect to
Home Land is
Necessary”.
Venkat Gandhi.
Pre-learning.
Watching video.
https://
I.Brainstorming.
www.youtube.com/watch?
-What can you say -Learners answer to the questions. v=dHz_PvyEooA
about this video?
-How do you think our The Teacher assesses
today’s new theme is? students with smiles.
-What is the best places
do you know in
Kazakhstan?
-Have you ever been
in__________ ?
The large city in the
south of the country.
The city where many
mausoleums are Pictures
situated?
The city has produced
oil.
T: ok ,very good.
The Teacher assesses
students with smiles. PPT ,Pictures of the best
places.Activeboard
1.T :There are a lot of
wonderful places to visit
in Kazakhstan. Today
Miidle we have unusual Sightseeing-көрнекі
lesson.You will admire жерлер
30 min Mountain-тау
places of interest, and
I’m sure you will show forest-тау
your knowledge and Entertainment-ойын-сауық
Mausoleum-кесене The teacher assesses
we’ll talk about our each subgroup by
country. Let’s begin our Attractive-қызықты
tower-мұнара “Star”.
travelling from the
visiting the capital of aquarium-аквариум
our country. Before we cosmodrome-ғарыш
go to the Astana, find айлағы
the right translation of space station-ғарыш
the following words. станциясы
Work with translation. desert-шөл
Be Attentive! steppe-дала
After reading the text fabulous-ертегі
you should answer the domes-күмбез
questions. You should exciting-қызықты
make questions and
choose a reporter for
another group.
Task for more able students.

Work with translation. Reporter 1:
I’ll check you,how did Reporter 2:
you understand the
text?
Method “Reporter”.
Extension -Pupils do the Total Physical

activity.Energizer. Response activity to get
energized.
There are some
pictures.I’ll give your
instructions and you
should do it.
F.ex: 1)Go to the theatre
and sit down.
2)Go to the musical
school and play the The groups assess each
dombra. other by “Firework”.
3)Go to the Turkestan
and stick the sticker.
tasks for each subgroup

and learners make up
the “5 way of strategy”
by method “Around of
station” Teacher gives
“Wait time” .Each
groups must write with
different colors of
markers . -Each group checks the works on a
G I –Astana posters
G II-Shardara
1.Noun. Task for the more able learners :
2.Adjectives. -match and write on laminated
3.Verb. paper the sentences using first
4.Sentences. conditional
5.Proverb. Task for the less able learners. The teacher assesses
1.I/have money each subgroup by
IV.Pair work. Let’s 2.You /come/to our country “Laminated paper”.
revise our grammar: 3.We /go/ to the Almaty
First Conditional. 4.It / a nice day 1-d;2-c;3-e;4-b;5-a;
Use first conditional 5.It /sunny day
by method “Add
details” a)We / go to the lake
Teacher gives “Wait b)We /go for a picnic to mountain.
time” Read an c)I / go to Duman Entertainment
translate. centre
Cut the paper and d) You / visit to mausoleum
stick the sentences in e)We / go to the metro
order .
Descriptor:
- applies correct form of the
First conditional;
-makes up the sentences;
-reads and translates the
sentences;
End
W:Open the “Magic Pupils go to the box and choose The tacher assesses
box” and take one of the stickers. learners with tickets:
7 min. stickers.If you make up
the sentences,you’ll have
the ticket to the cities.
Astana,Almaty,Kokshet
au,Turkestan,Shymkent,
New York, London,
Japan,Washington,Holy
wood.
Differentiation – how do Assessment – how are Health and safety check
you plan to give more you planning to check
support? How do you plan learners’ learning?
learners?
Task for more able by questioning ,by Be careful while you work in pairs.
learners: feedback activities to be accurate while working with
-Take a role of reporter through scissors,pen.
and giving hometask. observation
-make the sentences in pupils' pair work
first conditional; Classroom rules.
Feedback by
Task for less able 1. Be a good Listener.
method 3:2:1
students: 2. Follow directions.
-answer the questions 3- facts known from 3. Raise your hand to speak.
the lesson
-match the sentences 2- interesting things 4. Be kind to others.
learned from the 5. Do your best and work hard.
lesson
1 -question for the
lesson
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions from
the box on the left about your lesson.
Were the lesson
objectives/learning
objectives
realistic?
achieve the lesson
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1:
2:
1:
2:
Pupils go to the box and choose stickers.

The tacher assesses learners with tickets:
Long-term plan unit: School:

Unit 3 “Holidays and travel”
Date: Teacher’s name:
Grade: 7 Number present: absent:
Theme: The best places to visit in Kazakhstan
Learning objectives 7.R1 understand the main points in texts on a limited
range of unfamiliar general and curricular topics
7.S3 give an opinion at discourse level on a growing
7.C3 respect differing points of view
Level of thinking skills 1. Analysis and synthesis
2. Assessment
- analyze and discuss the main points in text on the best
places to visit in Kazakhstan with support
- apply an opinion at discourse level on the best places to
visit in Kazakhstan.
- analyze and discuss the main points in texts on the
- best places to visit in Kazakhstan with some support;
- suggest an opinion at discourse level on the best places
- to visit in Kazakhstan.
-explain the main points in texts on the best places to
visit in Kazakhstan without support
- give an improvement of an opinion at discourse level
on the best places to visit in Kazakhstan
Assessment criteria Analyze and discuss the main points in texts on the best
places to visit in Kazakhstan
Express and give an improvement of their
opinions at discourse level on the best places to
visit in Kazakhstan
Value links National unity, peace, harmony in our society.
Cross curricular links History, geography
ICT skills Using internet
Previous learning Gathering information about festivals in Kazakhstan and
around the world (Food and drink)
Plan
Beginning - Greeting
- Warming up (date, weather, season, month,
5 min day of the week, feeling)
- Checking absence Blackboard, chalk
- Phonetic drill. Let’s remember some English
proverbs:
East or West home is the best!
There is no place like home!
1. What do these proverbs mean?
2. What is the theme of our lesson?
3. Why do you think so?
Middle (30 min) Students guessed about the theme)
As you guessed, today we’ll talk about our
country and the best places to visit in Kazakhstan.
Cards of three
2 min Regrouping :( students are divided into three cities
groups with the help of cards of popular cities of
Kazakhstan. Each of them take one card and find
another from the famous cities. At the end they
should form 3 groups of cities).
Look at your cards. You should form three groups
“Astana”, “Almaty”, “Shymkent”.
I group -“ Astana”
II group – “Almaty”
Copies with
III group – “Shymkent” questions
Internet
resources.
I Task. Answer the questions using internet

resources. Each group describe your city. (Group
work).
Less able students answer the questions.
More able students give full description of the
city.
 Where is this city situated?
 What is this city famous for?
 What places do you like to visit in this
city?
 Why do you recommend visiting this city?
Active board
Descriptor:
1. Answers the questions using internet;
6 min 2. Give the description of the city.
FA by cards:
1. Group of Astana –Baiterek
2. Group of Almaty- gold apple
3. Group of Shymkent- red tulip r
Acquired skills (Bloom’s taxonomy): understanding,

researching, presenting.
(Students guessed what they have just done).
II Task. Read the text attentively.

Group “Astana”
Find out in the text the sightseeings of Astana.
Name them.
Astana is the capital city of our country. It is
beautiful and young. There are many sightseeing
in Astana.
Ak Orda is the residence of our president. He Texts, pictures
8 min works and lives in Ak Orda.
Duman is the biggest oceanarium in the Central
Asia. There are many different kinds of fish there.
Baiterek is an observation tower in Astana. It is
105 meters tall. On the top level there is a
handprint of the right hand of Nursultan
Nazarbayev, the first President of the Independent
republic of Kazakhstan.
Group “Almaty”
Make up 10 questions about the text.
Almaty was the capital of Kazakhstan from
1929 to 1997. Now it is big commercial and
cultural center of country. There are a lot of
sightseeing in Almaty.
Medeu is located in mountain. It is the
highest skating rink in the world.
Kok-Tobe mountain. It has a variety of
amusement park. There is also 372 metres tall TV
Tower.
There is also a ski resort in Almaty-
Shymbulak. It is elevated 2200 metres above sea
level.
Group “Shymkent” Pictures,Internet

Make an advertisement using pictures and resources
sentences from the text.
Shymkent
Shymkent-the third largest city in
Kazakhstan. There are many anciant cities.
Tukestan historical region of central Asia. This
2 min city is 1500 years old. It was Khodja Ahmed
Yasawi, the poet and Sufi. This place is
worshiped by the Muslim community of
Kazakhstan and Central Asian Countries.
Arystan Bab Mausoleum it situeted in Sairam.
Arystan Bab was a mentor of Khodja Ahmed
Yasawi, and his teacher.
7 min
Descriptors:
1. Analyze the text, find out and name the best
places to visit in Astana.
2. Analyze the text make up ten questions about
the text.
3. Analyze the text and make up advertisement
using pictures and sentences from the text.
Regrouping. Take parts of the pictures and form
pairs.
5 min
III Task. Look at the pictures. Discuss and make

up a dialogue using pictures and Internet
resources. Imagine that you are visiting this place.
Descriptors:
1 make up the dialogue in pairs using pictures and
Internet resources.
End (5 min) Feedback:

Tree of success
Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need
some helps
Red leaf - I don't understand
Homework Write a review about your favourite city of

Kazakhstan
Differentiation – how do you Assessment – how Health and safety check ICT
plan to give more support? are you planning to links
How do you plan to check learners’
challenge the more able learning?
learners?
Less able students – greater The assessment is held  Ensure proper ventilation
support by means of prompts, with the help of “Tree
visuals or writing difficult of wishes”.  Check sockets’ safety
words Through the feedback.
on the cards. Students answer the
More able students – questions by analyzing
independent work on definite the lesson and
tasks with little/no support. themselves.
Reflection
Were the lesson
realistic?
LO?
If not, why?
work well?
my plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or achievements/ difficulties of
individuals that will inform my next lesson?
Short term plan
Long term plan unit: School:
Date:21/07/17 Teacher name:

Theme of the lesson: Making a brochure/leaflet.
Learning objectives (s) 7.S7 use appropriate subject-specific vocabulary and syntax to talk
that this lesson is about a range of general topics, and some curricular topics
contributing to 7.W2 write with minimal support about real and imaginary past
events, activities and experiences on a growing range of familiar
general topics and some curricular topics
7.W3 write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics
Levels of thinking skills Unerstanding,Application,Analysis,Syntethis,Assessment

Lesson objectives  All learners will be able to:
-use appropriate subject-specific vocabulary and syntax to talk and to
understand the theme “ making a brochure”.
- complete the range familiar topics on the theme “Making a
brochure/leaflet ” with support.
Make a scheme on the theme: “Making a brochure/leaflet ” with
moderate grammatical accuracy
 Most learners will be able to:

-identify appropriate subject-specific vocabulary and syntax to talk
about making a Travel brochure.
- discuss the range familiar topics on the theme “Making a Travel
brochure/leaflet ” with support.
 Some learners will be able to:
-add appropriate subject-specific vocabulary and syntax to talk about
making a brochure.
- plan the range familiar topics on the theme “Making a
brochure/leaflet ” with questions.
-check on the theme: “Making a brochure/leaflet ” with moderate
grammatical accuracy
Assessment criteria Explain the detail of an argument in extended talk on the topic
““Making a brochure/leaflet ”
Make up sentences with grammatical accuracy for project work using
the subject-specific vocabulary about Travel.
Value links Values of the national idea “MangilikYel” - Economic growth based
on industrialization and innovation
Cross curricular links Geography
Previous learning The best places of Kazakhstan

Plan
Time Planned activities Resources
Beginning 1. Greeting and organization moments.
8 2. Warm-up «In the sea»
2. Checking up the home tasks.
Teacher shares learners into 3 subgroups:
Pictures
First group-Guides-
Second group-Agents-
Third group-Sellers-
Middle 4.Lead in - Showing video to determine the topic https://youtube.be/
What did you understand from showing video? pe_phr53of4
How do you think what kind of theme will we talk about?
Learners guess the topic of the lesson.
5. Pre-reading task.
Task 1 -
Match the new words with definitions.
Make a project work using vocabulary.
1.Brochure-a)design
2.Template-b)model, texture
3.Margin-c)mold
4.Graphics-d)benefit
5.Mockup-e)pamphlet
Answer: 1-e, 2-c, 3-d, 4-a, 5-b;
Descriptor: Learners match the new words with

definitions.
Learners make a project work using vocabulary.
Post-reading task
Task-2
Make a brochure.
worksheet
Flipchart, markers, glue,

different color papers
Descriptors: Learners make a brochure.

Task-3 Answer the questions.
1.What is a brochure?
2.What purposes can a brochure serve?
3.Who might a brochure target?
4.What can you do with brochures?
5.How do you plan to make a brochure?
6.How do write My brochure and design your brochure?
Descriptor: Learners answer the questions;

Name:_________________ Print-features:
Student self-evaluation __colored print
check-list Illustrations:
Brochure content: __colored drawings
_My brochure address a _black and white drawings
specific audience; Organizational aids:
_My brochure has a clear _content
purpose; Graphic aids:
_My brochure tells _maps
who,what,where and when; _sketches
--My brochure contains a _figures
variety of text features;
End Reflection. Method "Five fingers".

5m Learners should draw the shape of own hands and write on
each finger.
plan to give more support? planning to check learners’ ICT links
For less able learners: In the beginning of the lesson Safety rules. Health saving
Teacher shows and gives learners are introduced to technologies.
worksheet of ready-made Descriptors.
brochures. They reflect each other at the
end of the lesson through two
For most able learners: stars and a wish in oral form.
Teacher gives only motivating In order to make changes
advices to make a brochure. according to the perception
level of learners
disadvantages of the lesson
will be assessed
In order to motivate learners
after each their answer a
teacher gives formative
assessment in oral form.
Reflection through “Five
fingers”
1 finger – difficulties during
the lesson
2 finger – what do you like
during the lesson
3 finger – your mood
4 finger – what do you do
today?
5 finger – what do you learn
today?
Reflection
Were the lesson
realistic?
LO?
If not, why?
work well?
my plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or achievements/ difficulties of individuals that
will inform my next lesson?
Short term plan
Unit of a long term plan 3 School:
Date: the 5th of Jule Teacher name:
Lesson title Writing an article for a school magazine or school e-zine about
festivals or unusual and interesting journeys
Learning objectives(s) that 7.C4 evaluate and respond constructively to feedback from others
this lesson is contributing 7.S7 use appropriate subject-specific vocabulary and syntax to talk
to (link to the Subject about a range of general topics, and some curricular topics
programme) 7.W3 write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics
Lesson objectives All learners will be able to: use appropriate subject-specific
vocabulary and syntax
Most learners will be able to: use moderate grammatical accuracy in
doing tasks
Some learners will be able to: discuss about festivals and unusual
interesting journeys in a group
Assessment criteria Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Demonstrate the ability to write grammatically correct sentences on
familiar topics.
Level of thinking skills Application
Higher order thinking skills
Values links 2) National unity, peace and harmony in our society

Cross-curricular links Geography, Computer study
Previous learning Making a brochure/leaflet
Plan
timings activities)
Start Org. moment: Greeting the leaners. I’ll greet leaners and introduce with
10min the learning objectives.
Psychological training. Play game: “Stand up if you’ve ever …”
stand up if you have ever - a present perfect game. This present perfect htt://
game encourages students to talk about their life experiences and to reveal eslgames.com/
their more interesting stories.
present
Stand up if you’ve ever flown in a helicopter.
+perfect+game/
Stand up if you’ve ever been to Astana.
Stand up if you’ve never eaten a hamburger
I’ll go round the class two or three times and make sure to encourage
questions about some of the stories as you uncover them. This game is a
great conversation starter.
The winner is the leaner with the most points under their name at the end.
So pupils let’s begin our lesson, first of all choose “Traveller”,
“Guide”which you wish. Then divide into two groups.
Middle I’ll say,to leaners “Now dear boys girls let’s exchange your exercise
books and check your home task. There are keys on interactive
5 min.
board.”
`Task 1. Pre-teaching: Activating current knowledje – what do
you know about…(pooling)
Express
Watching a video publishing
What do you know about festivals, unusual and interesting journeys? “Excel”
Have you travelled abroad?
How do you think, can you tell of the most memorable travel
experence in your interesting journeys?
I’ll say, So, our today’s new theme: “ Writing an article for a
school magazine or school e-zine about festivals or unusual
Group
and interesting journeys”
work
Task 2. Vocabulary activity “Discussion”
4 min
I’ll give flashcards to leaners with pictures. Look at the pictures.
Discuss, as in the example and work in pair, then in a group. Share
your ideas what do you see in this picture.
Descriptor A
leaner
Names and describes the

pictures;
Tells his partner about his travel

experience;
4min.
Task 3. “Work desk” Express
Learners are divided into two publishing
groups. Each group creates “Excel”
questions on the topic and
pastes it to the table of other
groups. Team members find the
answer together. The whole group will explain the answers to the
questions. If the topic is important, the teacher can prepare a
4 min. question.
Talk about: : what it has been – when it has been – where you have
been – who has been with you – what it has happened – how have
you felt
Express
Descriptor A leaner publishing
Makes sentences using words from “Excel”
teacher’s task
Uses present perfect to answers;
Task 4 “Who is the quickest?”
Write about your festivals or unusual and interesting journeys.
1 Where have you gone?
2 What have you done there?
Writing 3 What the weather has been like in that place?

13min.
4 How have you felt coming home?
5 What you will always remember about that place? Express

publishing
Descriptor A learner “Excel”
Writes with grammar accuracy;

Makes up a story connecting sentences into
paragraphs;
Task5 “Writing an informal e-mail giving news.”
You are spending a week somewhere in Kazakhstan. Write an email to
your English pen-friend. (50-70words). Follow the plan: write:
Para 1: Where you are, who you are with, what you think of the place
(Greetings) from …I’m … . I’ve never… .
Para 2: What you have done/seen so far – haven’t done/seen yet (I have
been here for…I’ve …but I haven’t …yet.)
Para 3: when you are coming back; closing remarks I’m coming back in …
.
Descriptor A learner
Writes an email following the plan about a range of
general topics
During a lesson I have: learnt about… Magazine:
End
«Ағылшын тілін
Feedback remembered
оқыту
3 min. known that әдістемелігі»
Now I know: speak about
write
Now I can: speak about….
write…
During the lesson I’ll assess leaners with oral assessment and count Magazine:
Assessmen
“Well done”, “Good”, “Try again”, cards. «Ағылшын тілін
t
оқыту
2min.
әдістемелігі»
At the beginning of the lesson, put an emphasis on the following:

- learner’s attention level
- identifying lesson objectives/learning objectives together with students
Preview:
Previewing questions in advance
Questions are shared/displayed before being asked, or the start of the lesson.
At the end of the lesson, students reflect on:

- what they learned
- what remained unclear for them http://eslgames.com/present+perfect+game/
- what they need to continue working on
Astana is the hi-tech modern capital. See its incredible architecture from the top of
the Bayterek Tower. Turkistan is the location of the Mausoleum of Khoja Ahmed
Yasawi. It's a beautiful ancient building. The Charyn Canyon is a dramatic landscape of rushing
water, rock formations and green trees near Almaty. Where to go in
Kazakhstan Almaty is Kazakhstan's largest city. Visit its charming parks, shops and markets
and zoo. The nearby mountains are great for skiing and hiking.
Task 4 Writing an article
• Allow leaners some time to complete the task. Point out
that leaners should give their article a title and then
check Ss’ answers
Think of a holiday experience of yours. Write a short article for the school magazine (60-80
words). Write: what it has been – when it has been – where you have been – who has been
with you – what it has happened – how you have felt.
To role-play a dialogue
• Explain the situation.
• Remind Ss to use the sentences in Ex. 1 and the
dialogue in Ex. 2 as a model as well as the useful
language in the boxes to help them complete the task.
• Ss complete the task in pairs. To help Ss, draw the
following diagram on the board and elicit appropriate
phrases Ss should use. Write them on the board. Ss
can refer to the diagram while doing the task.
You can use this handout as a warm up activity to give a more controlled practice.
The aim of this game is to be the only person standing up by sharing a life experience and
inviting other students to stand if they’ve also had the same experience.
Demonstrate the game using some examples from your own life. For example:
If you manage to be the only person standing for one of your examples, you would get a point.
Now ask students to think of three experiences from their own lives which they can use in the
game. Students might need 10 to 15 minutes for this stage.
Write the name or initials of each student on the board in a line on the board.
The first student makes their first stand up if… statement and gets to their feet. If they are the
only student standing they get a point. Mark the point on the board under their name and move
on to the next student.
Short term plan
Lesson plan
Unit of a long term plan: Space and Earth School:
Date: Teacher name:
Lesson title Looking at the future and the environment

Learning objectives(s) that this L8 understand supported narratives on a wide range of
lesson is contributing to (link to general and curricular topics
the Subject programme)
S3 give an opinion at discourse level on a growing range of general
Lesson objectives All learners will be able to understand the meaning of a story about
environment
Most learners will be able to speak about ecological problems
Some learners will be able to write an essay and tell the class
Assessment criteria Recognize the meaning of a story with some support
Convey fantasy ideas including emotions and senses
Level of thinking Understanding
Application
Analysis

Cross-curricular links Biology Geography
Previous learning Holidays and travels
Plan
planned activities)
Organization moment Pictures of nature
Start
3 min Greeting
Checking up the homework
Dividing the class into group with the pictures of nature
Task1 Method “Brainstorming” Eyes Open 3 for

Middle
Kazakhstan 7
3min Work with a partner .Look at the photos and describe them.
Grade Student s
What do you think the video will be about?
book
Video8.2 ‘ Build it
better
Page 48
Find out about building sustainably?

Descriptor;
-Works in pairs
2.Describes the pictures
Eyes Open 3 for
Task2 Method «Dubbing» Kazakhstan 7
5 min
Watch the video without sound and check your ideas. Grade
Descriptor: Vi deo8.2 ‘Build it
-watches the video without voice better
-works with groups and checks ideas
Page 48
Task3 Eyes Open 3 for

4 min Method «Who is quickly?» Kazakhstan 7
Which of the words below do you think you will hear in the Grade
video?
Descriptor :
- watches the video and finds given words
Task4 Method “Check up yourself”

Watch the video with sound. Check your answers to exercise 3
5 min Eyes Open 3 for

Task5. Method “Match the word” Kazakhstan 7
Watch the video again and match the information. Grade
1 hail stones a of homes and businesses Vi deo8.2 ‘Build it

2 95% destroyed better
3 the wind speed was b Greensburg was created
4 the solar panels c create energy for the building Page 48
5 min
5 a new and improved d the size of tennis balls
e 320km per hour
Descriptor:
- watches the video
matches the sentences with the right column
Task6 Method “Changing station”

tornado flood sustainable renewable
Eyes Open 3 for
sunlight rain mirror solar panels
Kazakhstan 7
natural electricity environment
Grade Video 8.2
‘Build it better’
15 min Discuss the questions in groups.
1 What are the most common natural disasters in your country? Page 48
2Are there any buildings in your town with solar panels?
3 Do many people have solar panels on their houses in your
town ?
4Do you think solar panels are a good idea? Why\Why not?
In my country, we have terrible forest fires….
Descriptor : Eyes Open 3 for
-discusses with group Kazakhstan 7
Grade
-answers the questions
Page 48
Home task; Ex 6 page48 Colorful leaves
End
Assessment: Teacher assesses learners with colorful leaves;
5 min
Blanks
- excellent
vпgood
п
- satisfactory
Feedback
“INSERT”
V - I know…..
-- - …. is not clear to me
+ - …. is new information to me
? – I was surprised at ….
Differentiation – how do you plan to Assessment – how are you Health and safety check
give more support? How do you plan planning to check learners’
to challenge the more able learners? learning?
Differentiationcan be Use this section to record the Health saving technologies.

techniques that you will use
achievedthroughtheselectionofactivities, Using physical exercises
to assess what the learners
identification of learning outcomes for a and active activities.
have learned during the
certain student, provision of individual lesson. Rules from the Safety
support to learners,selection of learning Rules book which can be
materials and resources based on the applied in this lesson.
individual abilities of leaners (Theory of
Multiple Intelligences by Gardner).
Were the lesson
objectives/learning
achieve thelesson
Did my planned
Summary evaluation
1:
2:
1:
2:
Short term plan
Lesson plan
.
Date: Teacher name
Lesson title The most environmental issues
Learning objectives(s) that this 7.L5.Recognise the opinion of the speakers in supported
lesson is contributing to (link to extended talk on a range of general and curricular topics.
the Subject programme) 7.S1.Use formal and informal registers in their talk on a limited
range of general and curricular topics.
7.L.8understand supported narratives on a wide range of
general and curricular topics.
Lesson objectives All learners will be able to;
Use formal and informal registers..
Most learners will be able to;
Ask and answer the questions.
Some learners will be able to;
Speak about environment problem.
Assessment criteria Apply the difference between formal and informal speech in
a talk.
Identify the position of speakers in an extended talk with
some support.
Demonstrate an ability to organize and express idea
clearly.
Knowledge, understanding, application ,analysis.
Level thinking
Values links Our country’s national security and its engagement in

addressing global and regional issues.
.
Cross-curricular links Biology, geography.
Previous learning Looking at the future and the environment.
Plan
planned activities)
Org moment;
Start
5.min. 1Teacher greets learners, learners respond to greeting
and take their places
Making a friendly atmosphere.
Pupils make a circle, keeps saying compliments to
each other.
2.Dividing into subgroups
pictures
Teacher divides learners into two group with the
method of ‘Puzzle’ Learners should take picture clips
and should build up a picture of mountain and hill.
Middle Task;1.Listen to a radio show about the solar system

9.min. and mark the sentences as True or False.
Excel-grade -
1The sun is bigger than the planet._______. 7students book.
2The earth is the only planet with ice on Module4. 47p.
it.________.
3there are strong winds on the outer planets.______.
4Jupiter has a moon with ice on it._______.
5.All the asteroids are small.________
Descriptor; listens to a radio.
mark sentences True/False.
Task2Match the problems to the solutions and make
sentences.
Excel-grade-
7students book.
Module4. 43p
10.min.
Problems Solutions
1.Wasting energy A. Plant trees
2Animals facing extinction B. Clean up beaches
3Deforestation C. Protect endangered
. species.
4Polluted beaches. D. Use public transport.
5Air pollution in cities. E. Turn off power when
not in use. Excel-grade-7
students book
Answer key; 1/E,2/C,3/A,4/B,5/D.. Module.47.
Descriptor ;match the problems with solutions.
makes sentences.
Energizing
Let us do the exercise! The skeleton dance.
moment.
1min.
Task3.Discussion box.
Why is How What
15min. rubbish does it can we
becoming affect do?
a big our
problem. lives?
?
Descriptor; discussions in a group,

make evaluation of classmates answer,.
Say some information about environment issues. Cards colorful

End
stickers.
5.min. Learners give self assessment for their participation
with ‘Traffic lights’ cards. They also make comments
about the lesson orally.
Giving home task. Writing an essay stating a problem and offering
solution.
Differentiation – how do you plan to Assessment – how are you Health and safety check
give more support? How do you planning to check learners’
plan to challenge the more able learning?
learners?
techniques that you will use
achievedthroughtheselectionofactivitie Using physical exercises
to assess what the learners
s, identification of learning outcomes and active activities.
have learned during the
for a certain student, provision of lesson. Rules from the Safety
individual support to learners,selection Rules book which can be
of learning materials and resources appliedin this lesson.
based on the individual abilities of
leaners (Theory of Multiple
Intelligences by Gardner).
Were the lesson
objectives/learning
achieve thelesson
Did my planned
What changes did I
make from my plan and
why?
Summary evaluation
1:
2:
1:
2:
Unit of the long term plan: School: Specialized Economic
unit 4 Space an Earth lyceum
Date: Teacher name: Nurimova Zh.
Class: 7 grade Number present: Absent:
Lesson title: Looking at Science
Fiction (This relates to literature )
Learning objectives 7. L1. Understand with little support the main points
That this lesson is in extended talk on a limited range of general and
contributing to (link curricular topics.
to the Subject 7.R1 .Understand the main points in texts on a limited
programme) range of unfamiliar general and curricular topics.
7.S6 .Begin to link comments with some flexibility
to what others say at sentence and discourse level
in pair, group and whole class exchanges .
Lesson objectives All learners will be able to: understand the main
idea of the text
Most learners will be able to: ask and answer the
questions .
Some learners will be able to: give their own
opinion on the topic.
Assessment criteria - Identify the main idea of the text.

- Analyze the text for finding the
main idea in it.
- Discus and solve problems in a pair ,
group and a whole class work.
Level of thinking Knowledge ,understanding application.
skills
Values links Economic growth based on industrialization and
innovation .
Cross-curricular links Physics.
Previous learning The most environmental issue.
Plan
Planned Planned activities ( replace the notes bellow Resources
timings with planned your activities)
Start Organization moment. Express
Greeting. Publishing
-Good morning dear learners ? On the page
-How are you? 46-47
5 min -What is the day today ?
-What is the date today ?
-Who is on duty today?
-What about weather you can say?
-Now we begin our lesson
Middle Pre - reading
Look at the picture. What do you see ?
5min
Task.1 Look at the picture and says the

10min names of the planets. Reads the text. Express
Publishing
Mission to Mars. On the page
A Humans love to explore. We crossed 46-47.
oceans to discover new lands .We explored
the highest, coldest and most remote places
on Earth. In 1961, Yuri Gagarin boarded
Vostok 1 at Baikonur Cosmodrome and
became the first person in space. Eight years
later, Neil Armstrong was the first human to
walk on the Moon. Now, we’re turning our
attention to Mars as the next step on our
journey of exploration.
B. Why Mars ? Well, firstly , it's not too far.
Apart from Venus, it’s our closest
neighbour, so the journey will take months
and not years. Temperatures on Venus are
over 400o C so humans can’t go there, but on
Mars the average temperature is about 630C.
Other planets like Jupiter and Saturn are big
balls of gas with extremely strong winds, but
Mars has a solid rocky surface.
C. We are learning more about Mars with
the help of rovers. These are robots with
wheels, and two American rovers, Opportunity
and Curiosity , are already there . They are
exploring and sending information to Earth
for scientists to study. It’s soon be like rush
hour on Mars as a European and Russian
rover and a third American rover are going
to join Opportunity and Curiosity soon.
D. Of course, the dream for many people is
to send humans to Mars. NASA, the
American space agency , is aiming to do this
in the 2030s . It won’t be easy for the
astronauts as they will have to spend almost
three years away from Earth, but it will be
worth it. Neil Armstrong made “ one giant
leap for mankind.” The first astronaut on Mars
will make an even greater one.
Descriptor: Express
Learners: Publishing
On the page
-Looks at the picture and says the names 46-47.
of the planets.
10 min -reads the text.
Task 2. “Brain storm” Read the text again
and, for questions 1-4, choose the correct
answer A B or C
1What is the writer doing in the text?
A describing space exploration
B telling us why we go into space
C encouraging us to become astronauts
2 What does the writer say in
paragraph B?
A Mars is too far away .
B It is easier to explore Mars than
other planets
C Mars is similar to Jupiter.
3 What does the writer suggest in
paragraph C?
A Only robots can survive on Mars.
B Lots of countries are interested in Mars.
C Scientists are already on Mars .
4 Why does the writer say “It won’t be
easy” in paragraph D?
A Astronauts do not want to go Mars.
B Only one astronaut can go to Mars. Express
C The mission will take a long time. Publishing
On the page
Descriptor: 46-47.
Learners:
- chooses the correct answer.
Task 3
10 min
“Comprehension check.” Read the text and
mark the sentences as T( true) or F (false).
1 The Sun is bigger than the planets.-------
2 The Earth is the only planet with ice
on it.--------
3 There are strong winds on the outer
planets.-------
4 Jupiter has a moon with ice on it .--------
5 All the asteroids are small.--------
Descriptor:
Learners:
End -Marks the sentences T or F.
5 min
Assessment:
“Thumb”. Aim: Check the learners
understanding level:
Thumb up: I understand.
Thumb : I almost understand .
Thumb down :I do not understand .
I’ll evaluate pupils with smiles and oral
assessment.
Feedback
Which four planets comprise: the inner solar
System (closest to the Sun)?
The outer solar system?
Who is the first man has flown names?
How many planets on the earth?
Short term plan
Unit:4.Space and Earth School: Specialized Economic lyceum

Lesson title Unit 4.Writing a short science fiction story

and or a composition about life in the
future.
Learning objectives(s) that this 7C4.evaluate and respond constructively to
lesson is contributing to feedback from others.
7R4.read a limited range of extended
fiction and non-fiction text on familiar and
some unfamiliar general and curricular
topics.
7W1.plan,write,edite and proofread work
at text level with some support on a range
 Identify the main idea of the text.
 provide prepared speech to answer
a variety of questions at sentences
level
 plan and write a short composition
using specific information
1. Analyze given feedback.
Assessment criteria 2.Skim the extended fiction or non-fiction
texts to identify the general information
3Make a clear plan of writing; Write a text;
Check the written draft.
Level of thinking skills High order thinking skills.

Values links Educating throughout life
Cross- curricular links Science. Geography.
Previous learning “Monuments in Danger!”
Plan Planned activities (replace the Resources

notes below with your planned
activities)
Planned timings 1. Org. moment.
-Good morning dear boys and girls
Start
-I’m very glad to see you!
5 min -How are you?

-We are fine, thank you.
-What is the weather like today?
-The weather is very good.
Work with vocabulary. Game

“Bang-Bang”
I’ll divide class into two groups;
will stand face to face. I’ll show
them picture. Who first finds the Pictures
names, they will sit.
Pictures of: “The Planets”, “The
environment”
Warm-up
Book closed. Teacher asks learners: Slide
Do you know how many astronauts
have been to the Moon?
Middle Pre-reading.
Eyes Open. 3
5-min Students
book.
Task1.Work with a partner. Look

at pictures and
answer the questions.
1.What do you mean when we say Slide
the Moon is ‘full’?
2.Who was the first person to walk
on the Moon?
3.What effect does the Moon have
on the Sea?
Descriptor : A learner:
Works with a
partner
Answers the
questions
Eyes Open 3
Student’s
book
While-reading. Method:
JIGSAW
Page 44
8 min Task 2.Read the text. Try to find the
meaning of the text.
The Moon.
Objects that orbit planets are called
natural satellites or moons. Jupiter
has 67 of them,but the Earth has
only one –the Moon. Each
month,this object, the second
brightest in the sky,goes through its
phases-from the new moon we can’t
see to the shining ball that we call
the full moon.But where did our
nearest neighbour come from?
Scientists believe that something
hit the Earth 4,6 billion years ago.
The pieces which broke away then
came together to make the Moon.
The Moon is much smaller than the
Earth and conditions there are very
different : tempetatures can get as
high at 127’c and fall as low as -
173’c The Moon has little or no
atmosphere to protect it,which
means that it’s often hit by
asteroids. This explains why the
Moons surface has lots of big holes
called craters.
On 21st July 1969,the American
astronaut Neil Armstrong became
the first person to walk on the
Moon. It was one of the great
archievements of the 20th century,
but what about the future? We will
certainly return to the Moon one
day. NASA and the European Space
Agency will probably send more
astronauts to the Moon over the next
twenty years.Such trips might not
interest as many of people as those
of the 1960 and 1970s,but it’s
3 min exciting to think that there will be
some kind of base on the moon-we
may even create lunar cities.We
definitely won’t live on the Moon Page 44
all the time,but we might go there
for a holiday.
Post-reading .
Task 3.Read the task and answer
the questions. Eyes Open 3
1.How many moons has Jupitor got? Student’s
2.How hot it it get on the Moon? Book
3.How cold does it get on the
Moon?
4.Why does the Moon have so many
craters?
4min 5.When did the first person walk on
the Moon?
6.What do NASA and European Worksheets
Space Agency plan to do
Descriptor A Leaner:
Reads the task
Pictures
answers the
questions.
Game: “Who is the fast?”

Task 4 Match the words in the box
with the definitions (1-5)
1.lunar a) stages in the
development of something
2.asteroids b) large rocks that go
15 min round
the sun
3.orbit the c) the force that pulls
to
objects together
4.gravity d) go round a planet
or star
5.phases e) related to the moon
in some water
End 5min
Feedback Descriptor A Learner:
Matches the words in the
box
Task 5. Work individually. Write a

short composition about “ Future
life”
1.Plan and write your short

composition about future life
2. Use grammar reference; will,
might/ may
3.Use time links
Traffic light
Descriptor A learner:
Works individually
Feedback
Students answer the questions.
-What did you take from the
lesson?
-What tasks were interesting to do?
-What were the problems?
-Were the criteria of the lesson
realized?
Feedback :
Red-I know material
Yellow-I understand the
material
Green-I can use the material
Reflection for students. Students

stick to the traffic light.
Differentiation – how do you plan to

give more support? How do you plan Assessment – how
to challenge the more able learners? are you planning Health saving
to check learners’ technologies.
learning?
Using physical
exercises and active
activities.
Rules from the
Safety Rules book
which can be
applied in this
lesson.
Differentiationcan be Use this section to record the techniques that
achievedthroughtheselectionofacti you will use to assess what the learners have
vities, identification of learning learned during the lesson.
outcomes for a certain student,
provision of individual support to
learners, selection of learning
materials and resources based on
the individual abilities of leaners
(Theory of Multiple Intelligences Use the space below to reflect on your
by Gardner). lesson. Answer the most relevant questions
Reflection from the box on the left about your lesson.
Were the lesson

realistic?
Summary evaluation
1:
2:
learning)?
1:
Summary evaluation
1:
2:
learning)?
1:
Short term plan
Unit of a long term plan: Space and Earth School: Specialized Economic lyceum
Lesson title Using “will” for prediction
Learning objectives(s) 7.R7 recognise typical features at word, sentence and text level
that this lesson is in a range of written genres
contributing to (link to 7.W3 write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
Lesson objectives All learners will be able to

→ understand the main idea of the text
Most learners will be able to
→ answer the question using will and going to
Some learners will be able to
→ write sentences with grammatical accuracy on a limited
range
Assessment criteria Identify the correct form of a word, appropriate sentence
structure and text layout.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Level of thinking skills Application Higher order thinking skills

Cross-curricular links Kazakh and Physics
Previous learning Writing a short science fiction story and/or a composition about
life in the future
Plan
Org.moment
Start
Greeting
5 min
-Good morning children.
- Good morning teacher!
-How are you?
-We are fine thanks!
- How is the weather today?
-It is sunny.
-How will be the weather tomorrow?
-It will be windy tomorrow.
-Who is on duty today?
-I’m on duty today.
-Who will be on duty tomorrow?

Ainur will be on duty tomorrow
Now children look at screen I’m going to show you a https:youtu.be/1-

Middle-35 min
video. g73ty9v04
6 min Please pay attention.
Video “Energy, let’s save it”
Brainstorming
1 – What is energy?
2-What kind of electronic things do you use at home?
3-Do you save the energy at home?
4-What kind of problems will be if you don’t save the
energy?
Task N 1
If you understand what about will be our todays Open Eyes
theme let’s read the text “Eco house” Teacher’s Book
Teacher: So tomorrow we’ve visiting the Eco Page 78
House which I hope you’ll all enjoy .Before our visit
we’re going to think about the subject of saving
energy and how we can help the environment and
look after our planet. The big question is this: What
can we each do at home to help fight climate change?
8 min Rebecca and David have prepared short presentations
about the sorts of things we are going to learn about at
the Eco House, so Rebecca, you can begin.
Rebecca: Well, I’m going to talk about how the
environment is affected by the way we live. The Eco
House is an example of a typical family home, and
it’s going to show us how much energy a typical
home consumes. For example, think about things like
computers. When a computer is left on standby it still
uses energy although we sing we’ve switched it off.
We waste so much energy when we live things on
standby. In fact, I think we’ll all be very surprised
when we find out how much energy we use at home.
They are going to do an experiment for us at the Eco
House, but David is going to talk about that.
Teacher : Ok, thanks Rebecca. Over to you, David.
David: Ok, a question to begin: do you know what
uses then most energy in a house? It’s the heating and
air conditioning. At the Eco House we are going to
see an experiment. On one day the temperature in the
house is set at twenty three degrees centigrade. The
next day they turn it down to nineteen degrees. The
difference in the temperature is small, but the
difference in the energy is enormous! They word us
all to realize that’s it’s better to wear extra clothes to Open eyes
kip worm, than to put the temperature up really high. Student’s Book
This is one of the ways we can save energy. Part 3 p47
Teacher How much energy can they save by
reducing the temperature in the house?
David : About twenty five percent. And that is by
reducing the tempetature by just four degrees.
Teacher: Ok, Thanks David. I’m going to turn my
heating down this evening! Right now we are going to
talk about how we are damaging the Earth’s
atmosphere….
Match the sentences (1-3)with the uses (a-c)
1 I’m going to turn my heating down this evening .
2 I think we’ll be very surprised.
3 Tomorrow we ‘re visiting the Eco House.
4 min a a definite arrangement

b a personal intention
c a prediction
DESCRIPTOR
1 matches the sentences
To divide the class into two groups.
Children I am going to divide you into two groups.
First of all come here and take one sheet of paper
from this basket. If you have a picture of lamp, you
will be in the first group, if you have a picture of
candle you will be in the second group.
1 A LAMP 2. A CANDLE
Teacher: If you are ready let’s begin. Now listen to
the task 1.
Task 2
Group “Lamp” have to write 3 sentences according
to this pictures about advantages of energy and group
12 min “Candle” 3 sentences about disadvantages of energy
then read it to each other.
Open eyes
Advantages: Student’s Book
We can’t imagine our life without energy Part 3 p47
If there is no energy we won’t use electric equipment
at home
Our life will be easy with electricity
Disadvantages:
Sometimes electric harmful for our life
People will spend more money
Using energy improper it’s will be dangerous for
people life
DESCRIPTOR
-work with group
-write 3 sentences about advantages and
disadvantages of energy
Task 3 ‘’Snowball’’
Answer the questions using “will” and “going to”
1 What job will you do when you are older?
2 When do you think you’ll get married?
3 Will you still live in your town village?
4 What are you doing after school today?
5 What are you going to do this weekend?
6 What are you going to do in the school holiday?
DESCRIPTOR
1 Answers the questions
2. Uses will and going to for prediction
5min
Conclusion Feedback
End
5 min
“A Reporter”
Good morning dear audience. I am ---------------
from BBC channel. I am holding live broadcast at
the 7 th form. Here they are discussing about
“Energy”. I am going to ask some questions to
pupils.
1. Do you like today’s lesson?
2. What have you learnt from this lesson.
3. Will you save the energy after what you
heard.
4. What will you do to save the energy.
Thank you for your answers.
Were the lesson
objectives/learnin
g objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If not,
why?
Did my planned
differentiation
work well?
Summary evaluation
1:
2:
1:
2:
Short term plan
Lesson plan
Unit of a long term plan: 4. Space and Earth School: Specialized Economic
lyceum
Lesson title Unit Revision
Learning objectives(s) R1. Understand the main points in text on a limited range of
that this lesson is unfamiliar general and curricular topics.
contributing to (link to L5. Recognize the opinion of the speakers in supported extended
the Subject programme) talk on a range of general and curricular topics.
C10. Use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world.
S6. Begin to link comments with some flexibility to what other
say at sentence and discourse level in pair, group and whole class
exchanges.
C5. Use feedback to set personal learning objectives
Lesson objectives  All learners will be able to identify the main idea in the
text
 Most learners will be able to make a conversation to each
other according to the topics
 Some learners will be able to prepare presentation on the
given topic
Assessment criteria * Identify the main idea in reading passage
* Identify the position of speakers in an extended talk with some
support
* Consider different perspectives on the world orally or in a
written form
* Interact in a pair, group and a whole class work presenting
logically connected information with ideas of other people
* Consider classmates’ advice and set personal learning
objectives based on their feedback
Level of thinking skills Application, higher order thinking skills
Value links Economic growth based on industrialization and innovation
Cross-curricular links Physics
Previous learning Learners already know new words about space and earth, they
should know facts about planets
Plan
Planned Planned activities (replace the notes below with your planned activities) Resourc
timings es
Greetings. Good morning my dear pupils!
Start
-Who is on duty today ?
5min
-Who is absent?
-What date and what day is it today?
Warming-up
Revising the previous lesson. Answer the questions.
-What have you known about Space?
-What have you known about Earth?
Middle Task 1
Pre- reading
5min
Look at the pictures and solar system and answer the questions. A Audio-
pair work Visual
Solar system
Yuri Gagarin (1961) Neil Armstrong (1969)

Baikonur
- How many planets are there? Name them.

- What is the biggest planet?
- What is the smallest planet?
- Who was the first person in space?
- Who was the first human to walk on the Moon?
- What do you know about Baikonur Cosmodrome?
Descriptor
 A pair work
 gives the answers to questions
Excel-
grade-7-
Task 2 student
book
While- reading Page:
Read and understand the text. 46-47
Mission to Mars
A. 1. Humans love to explore. We crossed oceans to discover new
lands. We explored the highest, coldest and most remote places on
Earth. In 1961, Yury Gagarin boarded Vostok 1 at Baikonur
10min Cosmodrome and became the first person in space. Eight years
later, Neil Armstrong was the first human to walk on the Moon.
Now, we’re turning our attention to Mars as the next step on our
journey of exploration.
2. Why Mars? Well, firstly, it’s not too far. Apart from Venus, it’s
our closest neighbour, so the journey will take months and years.
Temperatures on Venus are over 4000C so humans can’t go there,
but on Mars the average temperature is about -630C. Other planets
like Jupiter and Saturn are big balls of gas with extremely strong
winds, but Mars has a solid rocky surface.
B. 3. We are learning more about Mars with the help of rovers.
There are robots with wheels, and two American rovers,
Opportunity and Curiosity, are already there. They are exploring
and sending information to Earth for scientists to study, It’ll soon
be like rush hour on Mars as a European and Russian rover and a
third American rover are going to join Opportunity and Curiosity
soon.
4. Of course, the dream for many people is to send humans to
Mars. NASA, the American space agency, is aiming to do this in
the 2030s. It won’t be easy for the astronauts as they will have to
send almost three years away from Earth, but it will be worth it.
Neil Armstrong made “one giant leap for mankind.” The first
astronaut on Mars will make an even greater one.
Which things in the text impressed you? Write a few sentences. Read
your sentences to the class.
Descriptor
 Reads the text
 Suggests some ideas and listens to the others
Task 3
Post- reading
5-min
Read the text again and, for questions 1-4, choose the correct answer
A,B and C with method «Multiple choice»
1. What is the writer doing in the text?
A. Describing space exploration
B. Telling us why we go into space
C. Encouraging us to become astronauts
2. What does the writer say in paragraph 2?
A. Mars is too far away on
B. It is easier to explore Mars than other planets.
C. Mars is similar to Jupiter
3. What does the writer suggest in paragraph 3?

A. Only robots can survive on Mars.
B. Lots of countries are interested in Mars.
C. Scientists are already on Mars.
4. Why does the writer say «It won’t be easy» in paragraph 4?
A. Astronauts do not want to go to Mars.
5min B. Only one astronaut can go to Mars.
C. The mission will take a long time.
Descriptor
 Chooses the right answers
Task 4
Listen to a radio show about the solar system and mark the sentences
as T (true) or F (false)
1. The Sun is bigger than the planets. ____
10min 2. The Earth is the only planet with ice on it _ _ _ _
3. There are strong winds on the outer planets _ _ _ _
4. Jupiter has moon a moon with ice on it ____
5. All the asteroids are small ----------
Descriptor
 Writes sentences True and False next to the sentences
Task 5
To prepare a presentation on the solar system. Explain your
presentation to the class.
Descriptor
 Prepares presentation on the given topic
 Illustrates the ability to express ideas clearly;
End Home task: Write Essay about Space and Earth
Student lesson Feedback
5min Circle appropriate number 1= not at all 5= extremely
This lesson topic was helpful 1 2 3 4 5

The lesson held my attention 1 2 3 4 5
The lesson was easy to understand 1 2 3 4 5
What I liked about this lesson: …………………………………………………
What I didn’t like about this lesson:……………………………………………..
What I suggest to improve the lesson:………………………………………......
Differentiation – how do you plan to give Assessment – how are you Health and safety check
more support? How do you plan to planning to check learners’
challenge the more able learners? learning?

techniques that you will use to
achievedthroughtheselectionofactivities, Using physical exercises
assess what the learners have
identification of learning outcomes for a and active activities.
learned during the lesson.
certain student, provision of individual Rules from the Safety
support to learners,selection of learning Rules book which can be
materials and resources based on the applied in this lesson.
individual abilities of leaners (Theory of
Multiple Intelligences by Gardner).
Reflection Use the space below to reflect on your lesson. Answer the most relevant
questions from the box on the left about your lesson.
Were the lesson
realistic?
thelesson objectives/ learning
Did my planned
Summary evaluation
1:
2:
1:
2:
Short term plan
Long term plan unit School: Specialized Economic Lyceum
LESSON: Reading for pleasure
Date: The 11th of January Teacher name Nurimova Zhannur
Grade: 7 Number present : Absent :
Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian languages
Learning objectives(s) that this

lesson is contributing to 7.L8 understand supported narratives on a wide range of
general and curricular topics
7.C8 develop intercultural awareness through reading and
discussion
7.S8 recount some extended stories and events on a growing

Lesson objectives All learners will be able to: understand the meaning of the
text, get acquainted with the active vocabularies.
Most learners will be able to: understand and reflect on the

essence of the text, through discussion.
Some learners will be able to : expand the stories , by using
imagination and active vocabulary
Learners can:
- understand the meaning of the text, recognize the active

Criteria vocabulary
- reflect and discuss the text, using the active vocabulary
-recount a story using the active vocabularies from the text
Value skills Lifelong learning
Cross curricular links Literature
Level of thinking skills comprehension, knowledge, analysis ,understanding,
Previous learning Unit revision
Plan
Planned timings Planned activities Resources
Beginning Organization moment. Greeting. Wishes for each other Cards with wishes
success. Warm up .Group division
3 min.
Assessment: uses the geometric figures: square(for full
answers), and triangle( for 1-2 answers
Middle
Probing questions.
Pre-reading task. Teacher asks the questions about the
time machine
1 What is it?
7 min 2. Do we use it in our country? colorful cards
3. In what country do we use it more?
4.What do you think is it necessary and why?
interactive
board
collection of texts
by internet resource
List of questions
Today we will talk about the time machine, before reading
the text let’s play a game.
Memory game. Pre –teaching vocabulary task.
The teacher shows the pictures and explains with gestures .
Pupils guess the word then teacher mix the pictures the
learners take any picture and say again all the words.
time machines, imaginary machine, mysterious,
dimensions
self-adjusting, imagination,
Collaborative learning. 1Task. While reading task.

Look at the interactive board, listen to the text about the
time machine. Time traveler story about Alice and Anton I
divided the text into several parts, each team must collect posters and
these parts and say the beginning, the middle and the end markers
5min of the text.
The teacher distributes parts of the text to each team. Uses
a method of observation .For each right answer the teams
get the colorful cards.
Assessment criteria
Listening to the text and finding new words
Find other parts of the text by listening to the text
Descriptor: Task 1.
-listen to the text
Handouts
collect the parts of the text
-identify the beginning, the middle, the end of the text
Active learning.2.
Task .
Read the story one by one.
Answer the questions.
1 What does the Time Traveler think of Alice?
2 What does the Antony look like?
3 Why does the Time Traveler go down the well?
4 Why are the Eliot afraid of the Antony
10min ?
5. What do you think happens in the extract?
Teacher gives for learners the list of questions, the learners Posters
discuss about the time traveler. Teacher uses a method of colored pencils
observation and sometimes she prompts some detail of the
story. The learners get the cards for each right answer.
Differentiation: by support
Reading the text attentively
Answer the questions
Descriptor:
-read the story
-read the questions
-answer the questions
"Tree of success"
Active learning.
3. Task.
Post reading task.
End Draw your own time machine, then decide what period of
history you would visit. Tell a period of your visit.
Think about: place, time, people, work) – what
happened there. Present your description to the class.
Teacher gives a batman for group, she observes how the
15 min learners do this task. The learners get the cards.
Differentiation: by outcome
Assessment criteria
Drawing your own imaginary time car
Talking about the time machine in your imagination
Descriptor:
-imagine your future machine
- use underline words
- tell your story about time machine
Feedback
The results of the lesson can be summed up on the "Tree of
Success". After the lesson, the children attach a fruit, a
5min flower or a leaf to the tree (a poster is drawn): an apple -
everything worked out, the flower worked well, but
something did not quite work out, the leaflet did not work
today, but I do not despair
Differentiation – how do you plan to give Assessment – Health and safety check
more support? How do you plan to how are you ICT links
challenge the more able learners? planning to
check learners’
Less able learners - work with the support learning? Health promoting techniques
of a teacher, during the task teacher prompt Breaks and physical activities
some detail of the task. through used.
observation, Monitor classroom space
More able learners – independent work on giving the when students start moving
definite tasks without support from the colorful cards around
teacher.
descriptors
Reflection:
1. What aims did I achieve today?
2. What points of the lesson was not clear to the learners?
3. Whether correctly I have picked up the differentiated tasks for the learners?
Lesson plan
Long-term plan School: Specialized Economic lyceum

Unit 5: Reading for
Pleasure
Date: Teacher name: Nurimova Zhannur
Theme of the lesson: Summarizing the chosen books
Learning objectives that 7.C3 respect differing points of view;

this lesson is 7.L8 understand supported narratives on a wide range of general and
contributing to curricular topics;
7.S8 recount some extended stories and events on a growing range of
general and curricular topics;
 understand the main idea of the topic;
 answer the questions according to the text;
 retell the curricular topic;
Criteria Learners have met the learning objective if they can:
 respect different points of view;
 understand supported narratives of curricular topic;
 give an opinion on some extended stories of curricular topic;
Value links Respect and cooperation
Cross-curricular links Literature
ICT skills
Previous learning Learners read non-fiction books in Kazakh, English, Russian
languages
Plan
Planne Planned activities Resources

d
timings
Beginni Teacher greets students; students respond to greeting and take their
ng places.
5 min The teacher sets the goals and criteria of the lesson.
Lead up
The teacher writes five questions on the board, all of which are yes/no
questions. Students find a partner and ask/answer one question.
Is this an interesting book?
Do you read the book?
Was it written by Charles Dickens?
Is the novel about an orphan boy?
Middle I. Listening
30 min Listen to the story.
Students listen to the short story of the novel “Oliver Twist”
The novel “Oliver Twist” was written by Charles Dickens (1812-
5 min. 1870). The novel is about an orphan boy whose childhood was marked
by poverty and unhappiness. Struggling against the life problems
Oliver manages to find out his origin and gain a loving family. Oliver
was born in a workhouse in the first half of the nineteenth century. His
mother died during his birth, and he was sent to an orphanage, where
he was poorly treated, regularly beaten and poorly fed. Oliver was an
innocent and poor boy. When he was eleven he was tried to be sold
from the workhouse as an apprentice but he escaped from there. He
wanted to find his fortune in London. In his way to London he met a
boy called Artful Dodger and then ended up with Fagin the leader of a
gang of thieves who taught children how to still. Oliver was brought
into the gang and trained as a pickpocket. When he went out on his
first job, he ran away and was nearly sent to prison. However, the
kindness of the person he tried to rob saved him from the terrors of the
city gaol (jail) and instead he was taken into the man's home. He
believed he has escaped Fagan and his gang, but Bill Sikes and Nancy,
two members of the gang, forced him back. Oliver was once more sent
5 min out on another job--this time assisting Sikes on a burglary. The job
went wrong and Oliver was shot and left behind. Once more he was
taken in, this time by the Maylies, the family he was sent to rob, where
his life changed dramatically for the better. But Fagin's gang came
after him again. Nancy, who was worried about Oliver, told the
5 min Maylies what was happening. When the gang found out about Nancy's
treachery, they murdered her.
Meanwhile, the Maylies reunited Oliver with the gentleman who Whole group
helped him out earlier. Fagin was arrested and hanged for his crimes;
work
and Oliver settled down to a normal life, reunited with his family.
Task 1. Answer the questions according to the text.
 Who was Oliver Twist?
 Where did Oliver Twist live for the first nine years of his life?
5 min
 What kind of life did Oliver have according to this novel?
 How should society treat children who break the law?
Descriptor : answers the questions according to the text.
10 min Task 2. Read the text and put the sentences in the right
chronological order:
1. Oliver was brought into the gang……
2. In his way to London he met a boy called Artful Dodger
3. His mother died during his birth
4. The job went wrong and Oliver was shot and left behind.
Descriptor:
 reads the text;
 puts the answers in the right chronological order;
II. Speaking Cards with the
Regrouping words
The teacher gives out the cards on which the words Fagin and Oliver
Twist are written. The class is divided into two teams by these cards
(Fagin’s team and Oliver Twist’s team).
Task 3. Presentation of the heroes. Collaborative
Make up a presentation about the positive and negative qualities of the work
hero and present this hero to the class.
Descriptor:
 describes positive qualities and negative qualities of the hero;

 presents this hero to the class;
Task 4. Discussion.
Each group must imagine that they’re Oliver and retell the text.
Descriptor: retells the text;
End Feedback
5 min Students stick the smiles to the column: ‘suitcase’ – I know the
material; ‘meat grinder’- I need to repeat the material. Students answer
the concept questions:
 What did you take from the lesson?
 What tasks were interesting to do?
 What were the problems?
 Were the criteria of the lesson realized?
Reflection

you plan to give more you planning to check ICT links
support? How do you plan learners’ learning?
learners?
Less able students – greater through observation  Work with the SMART board not
support by means of more than 10 minutes
prompts, visuals or writing  Use water based markers
difficult words on the  Ensure proper ventilation
blackboard  Check sockets’ safety
More able students –
independent work on
definite tasks with little/no
support
Lesson plan
Long-term plan unit School: 14

LESSON: Reading for pleasure
Date: Teacher name: Bissengali K.B.
Theme of the lesson: Different activities based on the content of the book
Shakespeare life
Learning objectives(s) that this 7.S.6 Begin to link comments with some flexibility to what
lesson is contributing to other say at sentences and discourse level in pair, group
7.W.3 write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
7.U.E.3 use a growing variety of compound adjectives and
adjectives as participle
Lesson objectives All learners will be able to: Pronounce the words, the
sentences in the Past Simple
Most learners will be able to: make up sentences using the
Past Simple
Some learners will be able to use and distinct the compound
adjectives and participle adjectives
Learners can:
Criteria Link comments with some flexibility answers
Write the sentences using the grammar of Past Simple
Use a growing variety of compound and participle adjectives
Value skills Lifelong learning
Cross curricular links Self- knowledge
Level of thinking skills Understanding, knowledge, analysis skills
Previous learning Summarizing the chosen book
Plan
Planned timings Planned activities Resources
Begining Greeting
5 min. Make a circle choose the cards, divided into two groups.
Warm up Box, pictures,
cards
Task1.Each learner of the group take the cards with the
questions, find flexibility answers
1Where did Shakespeare born?
2.With whom did live William Shakespeare?
3. Where and when did Shakespeare die?
4. How many plays did he write?
5.What is your favorite plays?
Descriptor: Read the questions

Middle Find the flexibility answer
Task 2. Make up the sentences using the verbs in the Past
30 min Simple.
to begin
To move to write to live
to die to born
Descriptor: task 2 A learners

Pictures
Describe the pictures
Make up sentences, use the verbs in the Past Simple. Cards
3.Put the compound and participle adjectives into the gaps.

Interesting, well- known, brightly- lit, amazing
1. Shakespeare plays told these stories in a more

______ way.
2. Viewers admired the_______ plays of Shakespeare Pictures with
End 3. Shakespeare was _______ writer. fingers
4. All his plays are _______ in our time.
5 min
Descriptor: Task 3 C learners
Find the compound and participle adjective
Put the adjectives into the gaps.
This task is for C learners
Feedback
Differentiation – how do you plan to Assessment – Health and safety check

give more support? How do you plan how are you ICT links
to challenge the more able learners? planning to
check learners’
learning?
Less able learners – greater support by through  Health promoting techniques

means of prompts observation,  Breaks and physical activities
giving the used.
More able learners – independent work colorful cards  Monitor classroom space
on definite tasks with little/no support when students start moving
around
Reflection
1.Were the lesson objectives/learning
2.What did the learners learn today?
3 What two things went really well?
Short term plan

Lesson plan
Long-term plan unit:

School:
Unit
Date: Teacher name:
Grade: 7th Number present: absent:
Theme of the lesson: Focusing on TV programmes and films.
7C1 Use speaking and listening skills to solve

problems creatively and cooperatively in groups
Learning objectives
7C3 Respect different points of view
that/this lesson is
7L3 understand with some support most of the detail
contributing to
of an argument in extended talk on a limited range of
general and curriculum topics
All the leaners will be able to:

Say at least 5-6 simple sentences using new
vocabulary
Lesson objectives Read and understand text
Give an opinion at discourse level
Answer the simple questions according to the theme
make a dialogue using new vocabulary
Learners have met the learning objective (R1) if

they
1. speak and listen, solve problems creatively
and cooperatively in groups
Criteria
2. Use a variety of simple perfect forms
3. Understand with some support most of an
argument
4. Respect each other’ point of view
National unity, peace and harmony in our society.

Respect and cooperation by:
1.Listening to the teacher
Value links 2.Listening to each other
3.Help each other
4.Encourage each other
Cross-curricular
Litarature, geography
links
ICT skills pictures, active board
Previous learning Different activities based on the content of the books.
Plan
Planned
Planned activities Resources
timings
Beginning. Greeting .
Warm up activity:
1.Do you watch TV every day?
2. What kind of TV program or movie do you watch?
3.What is your favourite movie?
4. Do you usually watch movies at home or at a
movie theater?
5.Have you ever seen the same movie more than
once? If yes, name it. hhh://
Beginning www.youtube.c
5 mins T:Divide into 3groups, count from 1,2,3 om/
watch.
Checking the homework Make up sentences using
adjectives according the theme books
Brainstorming.
P: Guess the theme of the lesson.
Middle
35 min 1.T: Introduce the lesson objectives an introduce Flashcards

new words
P:Repeat the new words after teacher in chorus
film, movie, picture
documentary
dubbed film
feature film
news-reel
popular science
short film
a science-fiction
T: Look through the text
The most popular entertainment in our home life is

television. There is also a cable TV station in our
town. Television plays an important role in our life. It
informs people about current events both national
and international, the latest achievements in science
and culture, and offers some programs, which are
both interesting and stimulating. Every day we can
see different tips of programs on TV. News is
broadcast at regular intervals. They also present
operas, ballets, music concerts and various shows.
Broadcast for schools are produced on five days of
the week, during school hours. In the late afternoon
and early evening TV channels showed special
programs for children. In the evenings and at
weekends there are broadcasts of sports events. A
large time of TV evening's time is occupied by films
and serials, but as for me I like quizzes..
3.True false
4.T: match the words and their definitions.

 Television
 Newspaper
 Tabloid
 The Internet
 Radio
1. a paper printed and sold usually daily or weekly
with news, advertisements etc.;
2. the process of sending and receiving messages
through the air; broadcasting programmes for
people to listen to;
3. broadcasting programmes (the news, plays,
advertisements, shows, etc.) for people to watch
on their television sets;
4. a newspaper with rather small pages, many
pictures and little serious news;
5. a way to communicate with your partner who
might be a thousand miles away using the
computer (e-mails).
5.Complete the sentences which programme you
would choose if you want to see.
a soap
a music programme
a comedy
a news programme
a sport programme
a documentary
a film
an educational programme
politics
a religious programme
a cartoon
I’d like to see…
I want to see…
I would choose …
I prefer watching …
6.The game “snow-ball”
«When I come home

I turn on the TV
and watch …»
Feedback
Ask students to look at lesson objectives they set at
the
End beginning of the lesson and think and say what they Use traffic light
5 mins did well in pictures.
the lesson and what needs improvement.
Good bye song
Students sing a good-bye song
Additional
information
Assessment – how
are you planning to
Differentiation – check learners’
how do you learning?
plan to give more 1.Task 2 Star for each correct answer
Health and
support?
safety check
How do you plan to 2. Task3 Smile for each correct answer
ICT links
challenge the more
able 3.Task4 Star for each correct answer
learners? 4.Task5 Smile for each correct answer
Less able students –

greater  Work with the
support by means of SMART board
prompts, not more
visuals or writing than 10 minutes
difficult words  Use water
through observation
on the blackboard based markers
More able students –  Ensure proper
independent work on ventilation
definite  Check
tasks with little/no sockets’ safet
support
Giving to students their homework :Make up 10 sentences using present perfect and new
words.
Lort-term plan unit: School:
Unit 6. Entertainment and Media.
Theme: Film review
Learning objectives that this lesson is 7. R3 understand the detail of an argument on a growin
contributing to g range of familiar general and curricular topics, including
some extended texts
7. S3 give an opinion at discourse level on a growing range
7. C 1 use speaking and listening skills to solve
problems creatively and cooperatively in groups.
Read and understand the meaning of the topic
Make a conversation to each other according to the topics
Briefly describe the content of the text
Criteria  Student understands the detail of general and
 curricular topics, including some extended texts
 Gives an opinion about general and curricular topics
 Discusses some problems in small groups
Level of thinking skills by Blum's  Knowledge

taxonomy  Understanding
 Application
 Analysis
Value links Respect and cooperation by:
1. Common history, culture and language
2. listening to each other
3. encouraging each other
4. helping each other
Cross curricular links Literature
ICT skills
Previous learning Focusing on TV programmes and films
Plan
Beginning (5 min) The teacher and students greet
each other.
Lead-up: Look at the blackboard
. You can see different pictures ,
different quotations by famous
people.
Can you guess what the subject
of our today’s lesson is. What
are we going to speak about?
Middle (25 min)
5 min Task 1. Work in pairs: T: Cards
How do you usually watch films:
on TV, on DVD or at the cinema?
How often do you go to the
cinema?
T; Imagine that you are going to
the cinema tonight. Choose the
film you and your friend would
like to see. Use the phrases on Text
5 min your cards and act out the
dialogues.
Descriptor: students tell about https:/www.youtube.com/
their visit to the cinema. turtleday.com/solar system lesson for
Pre-reading task: kids
1. Who is this boy?

2. Do you guess whom
there will be a text
today?
3. Do you like the film
“Harry Potter?”
4. Did you watch all series?
5. Was the film interesting
for you?
Vocabulary: translate
the words using your
dictionary:
Wizard
Harass
Scar
Circumstance
Devious
10 min Immortality
Neglect
Descriptor: students
answer the questions
and find the
definitions to these
words.
Task 2: read and translate the
text
“Harry Potter and the
Philosopher's Stone."
I decided to dedicate my review
to my favorite film "Harry Potter
and the Philosopher's Stone."
This movie is based on the novel
of J.K. Rolling. This is the first
part of the book series about the
adventures of young wizard
Harry Potter. The film was shot
by a famous American director
Chris Columbus, known for such
masterpieces as the comedy
"Home Alone." "Harry Potter and
the Philosopher's Stone" - is only
the first part of a great story.
The story is about the boy Harry.
He lives with his uncle and aunt,
who don’t love him. They
harassed him every way, but he
doesn’t have another variants.
His parents died in a car accident
and he is an orphan. But on his
11th birthday, he learns that he
is the magician and is invited to
study at Hogwarts School of
Wizardry. Hagrid,(who delivered
the letter) explains to the young
wizard the cause of the scar on
his forehead and the real
circumstances of the death of his
parents. They were killed by the
evil wizard VoldeMort. Harry
learns that he was also cursed by
the evil wizard, but miraculously
survived. After buying (with the
help of Hagrid) everything
necessary, Potter goes to magic
school. There he finds his true
friends, learn magic and goes
through various adventures.
Despite of the fact that the
school seems to be all quiet,
after arrival of Harry odd things
concerned with VoldeMort start
to happen. Over time, Harry
5 min learns about his devious plan to
steal the Philosopher's Stone,
which gives immortality. The
young wizard is eager to stop
him. With the help of his friends,
he manages to break the plans of
VoldeMort.
The film, on the background of a

magical atmosphere, talks about
simple things and values, which
in fact is often neglected. He
End (5 min) teaches kindness, honesty,
loyalty and true friendship. Great
music and great acting, of
course, complete the dynamic
plot. Director created a fairy tale
can please all the ages.
Task 3: Find the right answer

“True or false”
1) The first part of the book
series about the
adventures of young girl
Germeona. T/F
2) "Harry Potter and the
Philosopher's Stone" - is
only the first part of a
great story. T/F
3) The film was shot by
Chris Columbus. T/F
4) The story is about the
girl Germeona. T/F
5) Harry Potter was invited
to study at Hogwarts
School of Wizardry. T/F
6) Potter’s friend was Volde
Mort. T/F
Descriptor 1: students read the
sentences and choose the right
answer “True or False
Task 4: Answer the
questions:
1. How the school of

magic was called
where have invited
Harry?
2. How called the
wizard who tried to
kill Harry in the
childhood?
3. Who was the best
Harry’s friend?
4. Who delivered
letters?
5. what professor did
help Volon de Mort?
6. What game should
they play to get to
the Philosopher's
Stone storage." ?
Descriptor 2: students read
the questions and give
answers according to the
text
Feedback
5 min
Underline the suitable word:
1. My work at the lesson was
active/passive.
2. I am satisfied/ dissatisfied
(доволен/недоволен) with my
activity.
3. The lesson seemed long/short
to me.
4. I feel tired/not tired after the
lesson.
5. The material of the lesson was
interesting/boring/useful/useles
s/easy/hard/for me. (you can
underline some words).
6. I can speak about films.
Yes/no.
7. I can say my own opinion on
movies. Yes/no.
8. I can give arguments. Yes/no.)
Reflection
Homework Write about your favourite film don’t give the title of the
text
Differentiation – how do you Assessment – how are you Health and safety check ICT
plan to give more support? planning to check learners’ links
How do you plan to learning?
challenge the more able
learners?
Less able students –read the text Fill in the observation shield  Work with the SMART
attentively and do the tasks “True Team Task 1 Task 2 Task 3  board not more than 10
or False” according to the text (the minutes
task 3 ) Team 1
Team 2  Ensure proper ventilation
 Check sockets’ safety
Short term plan
School:
Unit6 Entertainment and Media
Date: Teacher names:

Nurimova Zh.
Grade: 7
Theme of the lesson: Reading and talking about films genres
Learning objectives(s) 7C7 develop a sustain a consistent argument when speaking or
that this lesson is writing.
contributing to 7L2 understand with little support most specific information in
extended talk on a limited range of general and curricular topics.
7S3give an opinion at discourse level on a growing range of general
and curricular topics.
7S6 begin to link comments with some flexibility to what others say
at sentences and discourse level in pairs, group and whole class
exchanges.
Lesson objectives All learners will be able to: learn genres of films.
Most learners will be able to: read and understand the short dialogue
Some learners will be able to give an opinion at discourse level
Knowledge, understanding, application, assessment.

Level of thinking skill
Сriteria Students will have succeeded in this if they:

1. Can use argument when speak or write.
2. Understand specific information
3 .give the opinion about the topic
4. Take part in discussing and solving problems in groups
Value links Common history, culture and language
Cross curricular links Self-awareness, Russian , Kazakh language
ICT skills Smart board
Previous learning Film reviews
Plan

Beginning Get students ready to the class by greeting them,
3 minutes asking questions about their feelings.
Hello! How are you today?
Warm-up: Students step by step say compliments
like this you are so strong as a Spider man and so
on…
Middle Task1 7L2. Students listen to the words and

30 minutes
identify what topic they belong to? According to
these words can you guess what is our theme?
documentary, soap opera, drama show
the news, weather, quiz show, cartoon
fashion show, chat show, sport game
comedy show, play, film, children’s programme
music programme, police drama, nature programme
Task2. (7C7). Answer the questions

1.Do you watch films?
2.How often do you watch films?
3.What film genres do you like to watch?
4.What film genres do you know?
Descriptor: a learner
a) answers the questions pictures
Task2 Look at the screen and match the pictures
with words
action
drama
horror
comedy
cartoon
romantic
western
Descriptor: a learner
a) finds and matches the pictures.
Regrouping.
Divide into groups with the help of cards.
Action group and comedy group
Task 3 7S3.
Students listen the description of three genres of films,
discuss in groups and give your ideas.
a) It can last for months and even years, the action is
the rather slow. If you miss one series, or even ten,
you find that the plot has not developed much.
The characters can be neither clever not
interesting, but they become like a part of your
family.-------
b) It provokes excitement and nervous tension into
audience. It keeps people unsure what is going to
happen---
c )It is about naval, air or land battles during the time
of armed conflicts.--------
Differentiation:
Student A - only listen the description of films
genres.
Student C- listen and read the description of film
genres.
A task:
Answer the questions:
1).what is the first genre?
2) what is the second genre?
3) what is the third genre?
4) what is the fourth genre?
A descriptor:
A learner answers the questions.
(7S6)
Make up a description of one genre they want, using
the model in task 3.
Descriptor: a learner:
makes up a description for film genre.
End Homework: to find any information about film
genres
Reflection
3 minutes
1.What new things have you learnt today?
2.What new skills have you acquired today?
3.What was difficult for you?
4.What was easy for you?
Feedback: T. with the help of Method of Traffic
lights checks up if the students need some support.
Differentiation – how do you plan to give Assessment – how are Health and safety
more support? How do you you planning to check check
plan to challenge the more able learners? . learners’ learning? ICT links
Formative make sure they
assessment: Give the stand in queue in
• more able learners will be challenged front of the board
smiles for the correct
by prompting their groups to develop and when singing
answers
speaking do not hurt
• More support will be given to weaker themselves with
learners by giving them a modified chairs or desks.
worksheets in some tasks with greater support Projector works
for 15 minutes of
Short term plan
Long-term plan unit: Unit 6 School: 14

Entertainment and media

CLASS: 7 Number absent:
present:
Theme of the lesson: Structure and criteria for a good
film review
Learning objectives(s) that * 7.C 7 develop and sustain a consistent argument when
this lesson is contributing to speaking or writing
*7 .L 2 Understand with little support most specific
information in extended talk on a limited range of general
*7. S3 give an opinion at discourse level on growing range
*7 .S 6 begin to link comments with some flexibility to
what others say at sentence and discourse level in pair,
group and whole class exchange

 Pronounce and understand the key words and phrases
: I like /don’t like …because ;
describe photos of actors and actresses
 Make basic personal statements about films:
Think up in groups which films are worth to be seeing.
* express opinion about films when speaking and

Criteria writing
* understanding with little support most specific
information about films and film genres in extended
talk
* giving an opinion at discourse level on growing
* Discuss in pair or groups films and make criteria
for a good film
Level of thinking skills Knowledge, understanding, application, analysis, synthesis,
assessment.
Value links National unity, peace and harmony in our society. Respect
and cooperation by:
2.Listening to each other
3.Help each other
4.Encourage each other
Cross curricular links  Self –Knowledge
ICT skills  By teacher only
Health and safety To compliance security in the classroom
Previous learning TV- programme
Plan
Planned timings Planned activities Resourses
Beginning GREETING
Teacher greets students; students respond to greeting
and take their places.
2 minutes Hello, children! How are you?
Middle Favorite heroes
Teacher sticks cards with a picture of film stars on Cards,
30 minutes the back of some pupils so they can`t see them and
they ask questions to guess who is the hero. Pictures,
Photos.
Vocabulary work.(English-English)
1. Plot --the story of a book, film, play
2. Scenario—a written outline of a film, novel, or

stage work giving details of the plot and individual
scenes
3. Budget –to show how to spend or to earn money
4.Special effects --special effects are illusions on
visual tricks used in the film, TV, theatre, video,
game
5. Genre --a style of category of art, music or
literature
6. Director --The person who decides how it will

appear on stage or screen and who tells the actors and
technical staff what to do in a play, film or TV
programme
Task 1.Pair work: Discuss with your partners films

like or don`t like.
Ex; My favorite film is… because….
I like the film….. because…
I don’t like the film…. because…
Descriptor:
Gives an information about films he/she likes.
Gives an information about films he/she doesn`t like.
Task 2. Watch the extract of Kazakh film

“Zhauzhurek min bala ”.
Define the genre of the film.
Name and describe the main heroes. Say some words
about the plot of the film. Why is this film
considered as the National Property?
Descriptors:
Define the genre of the filmName and describe the http//kino24.kz
main heroes
Say some words about the plot of the film.
Why is this film considered as the National Property
Task 3. Discuss in groups which films are worth to
be seeing. Make your own criteria for the good film.
(Presentation)
Descriptors:
End
 Discuss or groups characteristics of a good
8 minutes film.
 .Make their own criteria for the good film.
(Presentation)
 Creativity
Homework: Assess on the base of your criteria “

Taxi ”
Feedback : S-T“Star alley”

T-S “Oscar
plan to give more support? planning to check ICT links
How do you plan to challenge learners’ learning?
More able learners will be  through questioning and  White board is used no
Think up in groups which films more than 10 minutes
the redirecting of
are worth to be seeing.
questioning in feedback  Use water based pens
 More support will be activities
given to weaker  Health promoting
learners Pronounce  through observation in
techniques
and understand the key speaking skills
words and phrases : I  through formative task  Breaks and physical
like /don’t like … activities used.
because ;  Points from Safety rules
 describe photos of actors used at this lesson.
and actresses.  Use video 5 minutes
Reflection Use the space below to reflect on your
lesson. Answer the most relevant questions
Were the lesson objectives/learning
from the box on the left about your lesson.
STAR ALLEY
What did the learners learn today?
What was the learning atmosphere like?
Did I stick to timings? What changes did I
make from my plan and why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or individuals that will inform my next
lesson?
Long-term plan unit: School:

Unit 6 “Entertainment and media”
Theme: Writing a review about a film for a school magazine or e-zine
Learning 7.S6 begin to link comments with some flexibility to what others say at
objectives sentence and discourse level in pair, group and whole class exchanges
7.W4 use with some support style and register appropriate to a limited
variety of written genres on general and curricular topics
7.C7 develop and sustain a consistent argument when speaking or writing
Understand the opinion of others, working with whole class, in groups and pairs
Write a film review with some support style.
Express their opinion about the given film speaking and writing.
Criteria 1. Discuss partners’ opinion working in group, pair and whole class.
2. Write a film review with some support style.
3. Express their opinion about the theme speaking and writing.
Bloom’s 1 Knowledge and understanding
taxonomy 2 Application
3 Analysis and synthesis
4 Assessment
2.Taking turns
3.Encouraging each other
4.Helping each other
5.Work in group
Cross curricular Journalism
links
ICT skills Using internet
Previous learning Structure and criteria for a good film review
Plan
Beginning The teacher greets students; students respond to greeting and
take their places.
5 min Lead-up:
Now we’ll watch some episodes of different films. You Video
should: material
1 name the movie in English
2 try to determine what genre each film belongs to
3 who are the main heroes and actors?
4 would you recommend them for watching?

Middle (30 min) (Students guessed about the theme)
As you guessed, today we’ll talk about films and we’ll together
write review.
2 min Regrouping :( students are divided into three groups with the Cards with
help of cards of popular heroes from the famous films. Each of heroes from the
them take one card and find another hero from his or her film. films
At the end they should form 3 groups of films).
I group -“ Pirates of Caribbean”
II group – “Lord of Rings”
III group – “Harry Potter”
I Task. Answer the given questions using internet. Each group

describes their films with some or no support. (Group work).
 What is the title of the film?

 What type of film is it?
 Is the film based on a book?
 Who is the director of the film?
 Who plays the main parts in the film?
 Who are the main characters?
 Where does the action take place?
 Do you recommend to see it?

Criteria: Discuss partners’ opinion working in group, pair and
whole class.
Descriptor:
1. Answer the questions using internet with some or no
6 min.
support.
2. Pronounce all responses clearly
Copies with
3. Reply correctly
questions
Your time is out. Now one volunteer from each group presents
your story to two other groups.
Assessment:
4. Group of Pirates-gold coin
5. Group of Lord of Rings-gold ring
6. Group of Harry Potter-magic stick

7.
Acquired skills (Bloom’s taxonomy): understanding,
researching, presenting.
(Students guessed what they have just done).
Regrouping : Students are divided into two groups. Students

put cards with pirate Jack Sparrow and wizard Dumbledore.
1. Group of Jack Sparrow
2. Group of Dumbledore
II Task. Write a plan of a film review with some or no

support. Present the plan clearly and correctly.
Group of Dumbledore write a plan using the text of

review
“The title of the film is The Fellowship of the Rings. It is a
fantasy film. It is based on the famous book The Lord of
2 min the Rings.
This fantasy film is directed by Peter Jackson. The main
parts are played by Elijah Wood and Ian McKellen. The
acting is exciting.
The action takes place in Middle Earth. It is a place where
hobbits, humans, elves live.
The movie centres on the adventures of hobbit Frodo,
magician Gandalf and their friends.
The film is packed with special effects.
I was excited to see this fantasy film. It is extremely
interesting and thrilling.
I recommend to see this film to everybody who like
adventures.”
6 min Group of Jack Sparrow puts the plan in logical line.
“The type of the film
The place Cards with tasks
The title
The director
Your opinion
The characters
The time
The main idea
The actors”
Criteria: Write a film review with some support style.
Descriptors:
Group of Dumbledore Group of Jack Sparrow
1. write the plan of review 1. put the words in the plan

in the correct order using in logical sequence
the text of review correctly
2. present their plan with no 2. write the plan
support, clear and 3. present their plan with
correctly. some support, clearly.
Both groups present their plans and compare.
Assessment:
Group of Jack Sparrow -
Group of Dumbledore -
Bloom’s taxonomy.
Group of Jack Sparrow: understanding, planning
Group of Dumbledore: analyzing
III Task. Write some expressions to a film review.

Group of Dumbledore-write the phrases to a film review using
the text of review.
The plan Some expressions for a film review
The title ________________________
The type of the film _________________________
The director ___________________________
The actors ____________________________
The place _____________________________
The time _______________________________
The characters ________________________________
The main idea ________________________________

7 min. Your opinion __________________________________
Group of Jack Sparrow-match the phrases with the plan Cards with tasks
The plan Some expressions for a film review
The title The action takes place in..
The type of the film The action takes place during…
The director I recommend this film to those who

like…
The actors The film is packed with special effects.
The place I like (am fond of) watching this film.
The time The main parts are played by…
The characters The film has an extremely …. acting.

The main idea It is a… . It is based on…
Your opinion The film is directed by…

The movie centers on…
The main characters are…
Descriptors:
Group of Dumbledore Group of Jack Sparrow
1. Write useful expressions 1.Match the phrases of review

for a film review without with the plan
mistakes. 2. Present it by reading without
2. Present it clearly with no mistakes.
support. 3. Pronounce all words clearly.

Criteria: Write a film review with some support style.
Assessment:
Bloom’s taxonomy.
Group of Jack Sparrow: identify,match,translate and
present
Group of Dumbledore: distinguish, differentiate, analyze
and present
IV Task. Write a review to the given films with no

support or some support style. Perform it with no support
or by reading. Present your story clearly and without
mistakes.
(Pair-work)
Group of Dumbledore (several pairs)- write the review to the
given films with no support. Perform it with no support clearly
and without mistakes.
Group of Jack Sparrow (several pairs)- write the review to the

given films with some support. Perform it by reading and
clearly.
The title of the film is…
It is a… . It is based on…
12 min. Cards with tasks
The film is directed by…
The main parts are played by…
The film has an extremely … acting.
The action takes place in….

The action takes place during…
The main characters are…
The movie centers on…
I like (am fond of) watching this film.
I recommend this film to those who like…
The film is packed with special effects.

Criteria: Express their opinion about the theme speaking and
writing.
Descriptors:
1. Write a review to the given films with no support style and
without mistakes.
2. Write a review to the given films with some support style
and without mistakes.
3. Perform it with no support.
4. Perform it or by reading.
5. Present your story clearly.
Assessment:
Bloom’s taxonomy:
Group of Jack Sparrow: analyses
Group of Dumbledore: compose, create, organize, collect,
prepare.
End (5 min) Feedback:
Students complete the bubble by answering the questions.
Homework Write a review about your favourite movie

Differentiation – how do you Assessment – how are Health and safety check ICT
plan to give more support? you planning to check links
How do you plan to learners’
challenge the more able learning?
learners?
Less able students – greater Through the feedback.  Ensure proper ventilation
support by means of prompts, Students answer the  Check sockets’ safety
visuals or writing difficult words questions by analyzing the
on the cards. lesson and themselves.
More able students –
independent work on definite
tasks with little/no support.
Short term plan

Long-term plan unit: School: IT lyceum
Unit 7: Natural Disasters
Date: Teacher’s name: Nurimova Zh.

Theme: Looking at natural disasters around the world
Learning objectives that this lesson is 7.L4 understand with little support some of the implied
contributing to meaning in extended talk on a limited range of general and
curricular topics
7.S7 use appropriate subject-specific vocabulary and syntax to
talk about a range of general topics, and some curricular
topics
understand and use the vocabulary on the topic «Natural
Disasters»
use appropriate vocabulary and syntax on a wide range while
talking and writing about the topic «Natural Disasters»
organize sentences into paragraphs to write about the topic
«Natural Disasters»
Criteria 1. understand the meaning of the words on topic in speech
2. know and apply the vocabulary and make up sentences
with it to talk about the topic
3. synthesize and link sentences into coherent paragraphs to
write on the topic
5. listening to the teacher
6. listening to each other
7. encouraging each other
8. helping each other
9. work in a team
Bloom’s taxonomy knowledge, understanding, application, analysis, synthesis,
assessment
Cross curricular links geography
ICT skills -
Previous learning Unit 6 “Entertainment and Media”
Plan
Beginning (5 min) The teacher and students greet each other.
The teacher sets the goals and criteria of the lesson.
Lead-up:
Examine the pictures of different natural disasters and their mixed power point
names on a slide. presentation
Disasters: forest fire, earthquake, volcanic eruption, flooding, tornado

Listen to the definitions and guess a word and an appropriate picture.
Definitions:
1) a disaster which occurs when magma is realised from a volcanic vent
2) an uncontrolled fire in a wooded area
3) the shaking of the surface of the Earth
4) a rapidly rotating column of air which causes strong wind
5) an overflowing of water onto land
Check the answers with a click and then say the definitions yourself.
Concept Checking: What should you do?
Students are assessed with points.
Acquired Skills: listening, speaking, understanding, critical thinking,
assessment
Middle (30 min) Task 1: Listening
7 min Listen to the extracts of the texts and define what disaster is described text
proving your answer with the key-words.
Extract 1 Cracks or weaknesses allow magma to rise up.
Pressure builds up which, then, releases suddenly causing the magma
to explode. Magma that reaches the earth surface is called lava.This
molten lava eventually cools to form new rock.
Extract 2 This natural event causes dry land suddenly gets submerged
under water. Some of them occur suddenly, others take days or even
months to build. The disaster may be caused by heavy rainfalls when
rivers flow over their banks.
Extract 3 It is caused by the shaking of the earth’s surface. It happens
when two blocks of the earth suddenly slip past one another, or break
apart from each other as a result of tension caused by prolonged energy
build up.
Extract 4 It has uncontrolled spreading. It is usually started out of a
lightning strike, or people careless camping. They sometimes burn for
days and weeks. They can destroy almost every organic matter in the
area.
Extract 5 It appears in cumulonimbus clouds. It looks like a rapidly
violent rotating column of air. It forms because of the collision between
warm and cool air masses. It can cause lots of destruction. It can uproot
trees and raise houses, twirl and drag them into its “eye”.
Descriptors:
Learners:
1. define the described disaster while listening to the extracts
2. name the key words
Students are assessed with points.
Acquired Skills: listening, understanding, analysing, critical thinking,
analysis, assessment
Criterion: understand the meaning of the words on topic in speech
3 min Regrouping.
Each student gets a rebus with the coded word of nature disaster. After hand-out
they solve them, they are divided into 5 groups according to their №1: rebus
words.
Examples of rebuses: 5’’ ‘ ’+e (fire); +o (volcano)
Coded words: “Fire”, “Volcano”, “Earthquake”, “Flooding”,
“Tornado”
Acquired Skills: critical thinking
Task 2: Writing and Speaking (collaborative work)
7 min Read the words on topic “Natural Disasters” and circle only those
which are related to your category.
Words: crack, to raise, dry, to shake, uncontrolled, cumulonimbus, hand-out
magma, to submerge, earth, to twirl, to spread, cloud, pressure, to №2: words
release, rainfall, river, surface, block, lightning, rapid, strike, to rotate,
to explode, to flow over, to slip, careless, air, lava, bank, to break,
‘eye’, camping, collision, molten, to build up, to burn, warm, cool,
rock, tension, organic, destruction, energy, to uproot, to drag.
Make up as many word combinations with the chosen words as you can
(students B).
Makeup sentences with the chosen words (students A).
Discuss your ideas and do inter-checking within your group.
Students are assessed with the card of stars (one for a group).
Descriptors
Learners:
1. read the range of words
2. circle the words related to the given category
3. write word combinations with the chosen words
4. write sentences with the chosen words
5. discuss and inter-check your tasks with the group
Acquired Skills: writing, speaking, collaborative skills, creativity,
synthesis, assessment
Criteria:
 know and apply the vocabulary and make up sentences with it to talk
about the topic
 synthesize and link sentences into coherent paragraphs to write on
the topic
13 min Task 3: Writing and Speaking
Link the sentences into coherent paragraphs to write about your
natural disaster. Make a short presentation (students A).
Make a cluster with word combinations and sentences. Describe the
natural disaster (students B).
Descriptors
Learners:
1. make a cluster with word combinations and sentences
2. link the sentences into coherent paragraphs
3. write about the nature disaster
4. present your work
Students are assessed with the card of stars (one for a group).
Acquired Skills: writing, speaking, collaborative skills, creativity,
synthesis, assessment
Criteria:
 know and apply the vocabulary and make up sentences with it to talk
about the topic
 synthesize and link sentences into coherent paragraphs to write on
the topic
End (5 min) Feedback
Students answer the concept questions:
- What did you take from the lesson?
- What tasks were interesting to do?
- What were the problems?
- Were the criteria of the lesson realized?
Reflection for students

Students stick the smiles to the traffic light: red colour – I know the
material; orange colour – I understand the material; green colour – I
can use the material.
Reflection for teacher
Homework prepare a presentation about a natural disaster in Kazakhstan

Differentiation – how do you plan Assessment – how are Health and safety check ICT links
to give more support? you planning to check
How do you plan to challenge the learners’ learning?
more able learners?
Less able students achieve the Through the feedback,  Ensure students sit in front of the
objectives through simplified tasks students’ reflection, with TV-set at a distance of 3 meters
with support of the teacher and colored points and a star  Ensure proper ventilation
classmates card  Check sockets’ safety
More able students are challenged
with complicated tasks with little/no
support
Short term plan
Unit of a long term plan Natural disasters School: IT lyceum

Lesson title Discussion about Disaster statistics in Kazakhstan
Learning objectives(s) that 7.C9 use imagination to express thoughts, ideas, experiences and
this lesson is contributing feelings
to 7.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Level of thinking skills Understanding, Application, Higher order thinking skills
Lesson objectives All learners will be able to identify the natural disaster and write its
name correctly under the picture
Most learners will be able to answer the questions according to the
article, make up a list of notices and warnings for each natural
disaster.
Some learners will be able to present analytical information given
in the graph using new vocabulary
Assessment criteria Provide unprepared speech to convey ideas including emotions and
senses
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well formed sentences
Values links Kazakh patriotism and civil responsibility, respect, cooperation, transparency
Cross-curricular links Geography (content)
Previous learning
Plan
Planned Planned activities Resources
timings
Start (W) Greeting. Increasing learner’s attention level by
5 procedural and lesson hook.(TML)
What is the climate of our country?
Is the climate of the southern part different from the
northern part climate? How?
Do the variations in temperature within our country have
an effect of the country’s living standards?
Do we frequently have natural disasters in our country?
What are they? Which part of the country is more exposed
to natural disasters?
- identifying lesson objectives/learning objectives together with
students
Middle Task 1 (7.C9)

(Ind.)(D. visual/audial learners) Listen and try to catch the
sounds of nature. Describe what is happening. Match the
20 sounds with pictures. Mp3 sounds of nature
Sounds of natural disasters Pictures
(pictures of Earthquake, volcanic eruption, hurricane, tornado,
extreme cold, extreme heat, floods, landslides with words
written under them ) Pictures
Practice correct spelling and pronunciation of the new
vocabulary by writing them under suitable pictures.
Task 2 (7.S7) (D. lower level reading task)

 Realise particular facts and parts in reading
passage
 Convey relevant ideas, provide effective feedback
 Uses new vocabulary constructing speech www.xprimm.com
coherently
(P) Pair work. Read the article on www.xprimm.com website
on Kazakhstan develops 2 laws on natural and manmade
disasters insurance.
Leave the comment to the article giving your opinion,
suggestions.
Questions to the article:
What kinds of natural disasters are supposed to be covered by
insurance?
What kind of insurance await people suffered from natural
www.dixinews.kz
disasters?
(G) Collaborative work. (D. kinaesthetic learners)
In groups make up a graph of www.zakon.kz
 Floods in Kazakhstan (read the passage on
www.dixinews.kz The chronicle of floods in Kazakhstan
since 2010)
 Earthquakes in Kazakhstan (read the passage on
www.zakon.kz The strongest earthquakes in Kazakhstan)
Present the analytical information using words and phrases
from the box (D. higher level speaking task)
Increase, rise, soar, drop, decline, gradually, slowly, slightly,
proportion, data, percentage, trend, indicate, outline
(Modelling)(D. resources, visual aids) Start your speech with:
The provided(given\supplied) diagram(pie chart/bar
graph/figure) depicts(illustrates\describes\presents) the
information (data on/ the trend of/ the percentage of, the
numder of) earthquakes/floods in Kazakhstan since 2010.
Make up a list of notices and warnings for each natural
disaster.
10
Descriptors:
 Reads the articles. Presents facts correctly.
 Effective collaborative work for producing ideas
 Speaks with sufficient topical vocabulary
Final task. Adopt a word (D. by outcome )
Read the words. Choose one word and try to explain it to others
without naming your word. Others should guess
Earthquake, volcanic eruption, hurricane, tornado, extreme
cold, extreme heat, floods, landslides
End
- what they learned
5
- what remained unclear for them
Differentiation – how do you plan Assessment – how are you Health and safety check
to give more support? How do planning to check learners’
you plan to challenge the more learning?
able learners?
TML Descriptors Health saving technologies.
-Teacher’s support in implementing Group assessment Using physical exercises and active
speaking task2 activities.
Feedback on the work
- Levelled tasks
learning outcomes for a certain
student,
visual aids, hands on experience
task, audial support
your lesson.
Were the lesson objectives/learning objectives
realistic?
Did all the learners achieve the lesson objectives/
learning objectives? If not, why?
What changes did I make from my plan and why?
Summary evaluation
1:
2:
1:
2:
Short term plan
Long term plan unit: Natural disasters School: IT lyceum

Theme of the lesson: Writing a newspaper article about disaster for school
magazine or school e- zine
Learning objectives (s) that this 7.C6 organize and present information clearly to others
lesson is contributing to 7.R2 understand specific information and detail in texts on a range of familiar general an
curricular topics
7.W1 plan, write, edit and proofread work at text level with some support on a range of
Level of thinking skills Application, Higher order thinking skills
Lesson objectives  All learners will be able to:

Read and write the newspaper articles about natural disasters with support;
 Most learners will be able to:
Plan, write, edit and proofread the news articles with support.
 Some learners will be able to:
Аnalyze the elements of a newspaper article structure;
Assessment criteria
- Demonstrate an ability to organize and express clear information to peers
-Identify details of the article about Natural disaster
-Plan and write definition in the newspaper article structure
Value links Labour and creativity, cooperation, lifelong learning
Cross curricular links Kazakh language, Geography, Art
Previous learning Discussion about Disaster statistics in Kazakhstan

Plan
Org moment
a)Procedural questions
b)Setting the lesson objectives
Beginning c) “Puzzle”. Dividing into 3 subgroups. Teacher uses pictures to divide the class into
8 three subgroups. Learners divide according the chosen picture.
Teacher forms three subgroups KHABAR, KTK, 31CHANNEL
Brainstorming
Find 13 words in the word search box and make a sentence with the remaining
letters guess the title of the lesson
M A G O R * *
N A A B O U T
E - Z I N E *
W R I T I N G
S C H O O L *
P D I S A S T Pictures
A R T I C L E
P E R F O R R
(I)Task1 Active learning. Setting topical atmosphere.

“Tick or cross” Do you know how to write a magazine article?
Tick for True or Cross for False for these sentences.
1.An article should always be written using formal language.
2. You should use paragraphs when writing an article.
3. Don’t express your opinion in an article.
4. Your article should have a catchy title.
5. You should ask the reader questions in your article.
(I) Task2 (7.C6 , 7.R2) Reading comprehension. Learners work individually. They
should think about 5 Wh questions as “What? Who? When? Where? Why? How?” Slide 1
Then, learners peer assess each other on these questions.
Five “W’s + H” questions
Write down their definition in the newspaper article structure in the columns
(connected with the natural disaster you are going to write about). Appendix 1
Question Completed question (Natural Disast
article)
What?
Who?
Where?
Why?
How?
7min
(Modelling)
What? – What type of natural disaster happened?
Who? – Who suffered in this disaster?
When? – When did this disaster happen?
Where? – Where did this disaster happen?
Why? – Why did this disaster happen? What are the reasons of it?
How? – How did this disaster happen?
 Identify how to write a magazine article

 Make up Wh-questions about disaster
Task 3 (7.W1) “At first hand”

E-learning: teacher displays the video of natural disaster https://www.
Active learning : acting out the role play : hot news BBC youtube.com/
Differentiation: different modes of learning: visual , kinesthetic and audial
learners
watch
Teacher demonstrates the video about “Aral Sea” to learners. This way the teacher can
visualize the disasters. Because some of the learners in the class can be visual learners, Handout 2
while some can be audial
ones. For kinesthetic learners teacher will use the method of TPR by using certain
actions to remember.
Aral Sea 1989-2014y

Imagine that you are a journalist. You are going to the city where the natural disaster
happened a day ago. You interviewed the city residents and watched the places that
were damaged. After that you should write a report describing what happened and how
the disaster affected the life in the city. Include the following information:
• Name of the city (Where did it happen? What was the name of the city? country?)
• Type of the natural disaster that happened (What type of disaster was it?)
20min • The number of victims (Were people warned about the disaster? How many people
were killed? How many people were injured? What was the total number of victims?)
• How people feel after the disaster (How did people feel after the disaster? What did
people do?)
• Describe in what ways the city was damaged (Was the city seriously damaged? How
many houses were destroyed?)
• What people plan to do to minimize the effect of the possible disaster in the future
(What do people want to do now?)
 Watch the video and give information about disaster

 Read the text about Aral Sea and answer the
questions
1) Write between 70-100 words.

2) Vocabulary range (words and phrases related to natural disasters).
3) Follow the structure of a newspaper article.
Home task:
Write a newspaper article about one of the natural disasters which happened in
Kazakhstan. Pay attention to the structure of an article.
 The elements of the structure of a newspaper article;
 80-100 words;
 5-6 words specifically-related to the topic of your message;
Linking words to show the coherence and cohesion of the article
Reflection.
5min
Ship
Differentiation – how do you Assessment – how are Critical thinking
plan to give more support? you planning to check
How do you plan to challenge learners’ learning?
Teacher will conduct self Learners work in pairs, apply skills
More support: assessment sheet with a and knowledge to a practical and
ship in the middle. cooperative task. Learners work in
 More support:
Learners should groups in the form of the
 Create mixed ability groups paint the flag of ship into cumulative discussion on the
for discussion the elements corresponding color. newspaper article structure.
of a newspaper article If you liked the lesson and
structure and presenting it. you successfully coped
Ensure they are not always with all the tasks - paint
in the role of timekeeper. the flag in green
If it was difficult for you at
 More able learners: the lesson, but you could
come to the right answer,
 Differentiation of the writing color the flag in yellow
task. If it was difficult for you to
cope with the tasks in the
 Create mixed ability groups
class and you need the
for discussion the elements
teacher's help - paint the
of a newspaper article and
flag in red.
presenting it. The more able
learners have the roles of
leaders in groups.
Reflection Health and safety check

ICT links
Were the lesson
Safety rules. Health saving
technologies.
realistic?
LO?
If not, why?
work well?
my plan and why?
Summary evaluation
1: Writing drafts of newspaper articles, exchanging with the peers, peer – assessment of the drafts
according to the assessment criteria.
2: Differentiation of the tasks in writing practice.
1: Paying attention to the psychological peculiarities of the learners.
2: Dividing students into groups with mixed abilities (more able and less able learners in one group).
What have I learned from the lesson about this class or individuals that will inform my next lesson?
I will try to give the roles to the learners according to their abilities not only in the knowledge of
English, but also the roles in class.
Short term plan
Lesson plan
Unit 7 Natural Disasters School: IT lyceum
Date: Teacher name : Nurimova Zh.

Lesson title Refugees and natural disasters
Learning objectives(s) 7.R2 understand specific information and detail in texts on a range of familiar
that this lesson is general and curricular topics
contributing to (link to 7.C6 organise and present information clearly to others
7.S5 keep interaction with peers to negotiate, agree and organise priorities and plans
for completing classroom tasks
- understand specific information and detail of the text
- identify new vocabulary of the given text
- answer the questions related to the text
- discuss the topic exploring the disasters
Assessment criteria  Realize particular facts and parts in reading passage

 Demonstrate an ability to organize and express idea clearly
 Support a talk with peers while agree, disagree and discuss the order of
actions and plans to fulfill the tasks
Level of thinking skills Understand, application, analysis
Values links Our country`s national security and its engagement in addressing global and
regional issues
Cross-curricular links Geography, history
Previous learning Writing a newspaper article about a disaster for a school magazine or school e-zine
Plan
timings activities)
At the beginning of the lesson, teacher greets the pupils and divides www.theguardian. com/
Start
world/2014/sep/17/
0-6 minutes into two groups by numbers.
natural-disasters-
refugee-people-war-
Then introduces the new theme with a video. During the video, 2013-study
pupils identify the types of natural disasters. After showing the
video, teacher asks some questions in order to know how they have
understood the main idea of the video.
Questions:
1. How do you think about this video?
2. What kind of disasters were in this video?
Middle Task 1. Reading. group work
Pre-reading: Learners should answer the questions.
1. What kind of natural disasters do you know?
2. Why are the disasters so dangerous?
7-17 minutes
https://
Task 1. Read the text (scanning) englishlive.ef.com/
blog/english-talking-
Learners read and understand the meaning of the text. natural-disasters/
Underline the natural disasters and try to explain them with your
own words.
What’s the worst natural disaster in your opinion?
‘Floods’ are opposite to ‘droughts’. A drought happens when there
has been no rain for a long time. The land becomes too dry and it is
impossible to grow any plants.
A ‘drought’ may result in a famine where there is not enough food
for people and they start to starve (die from not eating).
A ‘hurricane’ (Atlantic Ocean), ‘typhoon’ (Pacific Ocean) or
‘tropical storm’ (Indian Ocean) is an intense thunderstorm which
usually occurs in late summer. They result in strong winds and
heavy rain.
‘Volcanic eruptions’ send red hot lava flowing. Lava is a type of
liquid rock called magma.
‘Earthquakes’ occur when pressure is suddenly released which
causes the ground to move and shake violently. If the earth quakes
beneath water then the shock wave which reaches beaches and dry
land causes huge waves travelling at high speed called ‘tsunamis’.
A ‘landslide’ happens when rocks and earth are water-laden from
lots of rain and slide down.
Descriptor:
- reads and understands the meaning of the text.
- underlines the natural disasters and tries to explain them with
their own words.
Task 2 Matching. group work

Match the pictures (a-f) with the numbers 1-6
18-23minutes
1 2 3
4 5 6
a) Hurricane
b) Earthquake
c) Flood
d) Landslide
e) Drought
f) Volcanic eruptions
Descriptor:
Matches the pictures with the words
Task 3.Speaking pair work.
Activity: «Hot- air- balloon»
The pupils should speak about refugees and natural disasters by
answering these questions.
1. Who are the refugees?
2. Why do the refugees move to another country?
3. Some countries are not allowed them to enter the country
why?
4.
24-39minutes Descriptor:
Speaks on given topics and gives the best ideas.
Feedback: ---Minus + plus Interesting
End
Homework: Make a cluster using the topical vocabulary.
40-45 minutes
learners? In the first task I will assess Health saving technologies.
Task 1. By support. I will
my pupils stickers
explain new words. Using physical exercises and active activities.
Task 2. By task. I will give my In the second task I will give
Rules from the Safety Rules book which can
out smiles
pupils pictures to match with be applied in this lesson.
words. The third task I will assess
pupils with oral praise
Task 3. By outcome. Pupils
will answer the questions
according to their ability and
says the opinions about the
given topic.
Were the lesson
objectives/learning
why?
Did my planned
Summary evaluation
1:
2:
1:
2:
Lesson plan
Unit of a short term plan “Healthy School:

habits”
CLASS:7 Number absent:
Lesson title Discussing healthy habitspresent:12 12living and learning about
and healthy
the
food pyramid
Learning 7.L4 understand with little support some of the implied meaning in
objective(s) extended talk on a limited range of general and curricular topics
that 7.S7 use appropriate subject-specific vocabulary and syntax to talk
this lesson is about a range of general topics, and some curricular topics
contributing 7.UE8 use a growing variety of future forms including present
to: continuous with future meaning on a range of familiar general and
curricular topics
Lesson All learners will be able to
objectives  Listen and divide words into healthy and unhealthy habits groups
 Name healthy and unhealthy habits
 Make up sentences with keywords using present continuous
 Listen and fill in missing words to the dialogue.
 Give advice according to healthy and unhealthy habits.
 Make sentences with future and present continuous.
 Make and act out the dialogue by identifying particular
information
Assessment  Recognize particular information and details about healthy and
criteria unhealthy habits.
 Apply the topic related vocabulary in speech
 Compose present continuous forms with present and future
meaning in the dialogue
Values links Knowledge, understanding and application
Cross- Sport
curricular
links
Previous Names of food and sport
learning
Plan
Start  Greeting: Hello, children! How are you? Pictures of
5 min The students are divides into two groups according to healthy and
the pictures which they choose, “healthy and unhealthy unhealthy
habits” cards. foods
The teacher introduces the objectives of today's lesson
and assessment criteria
“Brain storm” activities
 Quotation: “a healthy mind in a healthy body”
Thales of
Miletus.
What did Miletus Thales mean by this proverb?
Middle I/W1.Task: Listen and choose the picture cards and find Picture cards
10 min healthy and unhealthy habits. Make the sentences with healthy and
should, shouldn’t modal verbs and say. unhealthy
What should/shouldn’t we do to have a healthy habits with
lifestyle? №
I team “Healthy” II team “Unhealthy”
1. Get a good night’s sleep 1. Eat too much junk food Excel 7 grade
2. Have a hobby 2. Eat late at night Module 8 ex
3. Do a physical activity 3. Surf the internet for too 1/2 on page
long 87
4. Drink plenty of water 4. Play video games too
often
5. Eat fruit and vegetables 5. Watch too much TV
6. Don’t smoke 6. Smoke
5 min
Example: We should get a good night’s sleep.
We shouldn’t eat too much junk food.
Descriptor a learner:
 Listens to the CD very carefully
 Finds healthy and unhealthy habits.
 Makes right sentences with should/shouldn’t and say
them
AFL- “Numbers speak” activities Excel 7 grade
P/W2.Task: Asking for /giving advice. Module 8 ex
The sentences above are from the dialogue between two 2 on page 94
friends. Read and listen, role play it. Prepare 5
questions and give advice.
Diana: What’s wrong, Rita?
2 min Rita: I want to play in basketball team, but the coach
says I have to improve my level of fitness first. What
5 min should I do?
Diana: Why don’t you around the park? I often go there.
Rita: That’s good idea.
Diana: You should also eat lots of fruit and vegetables
and drink plenty of water. And make sure you avoid
snacks and fizzy drinks. They’re no good for you.
Rita: Thanks for the advice, Diana.
What is Rita’s problem?
2 min What is Diana’s advice?
Descriptor a learner:
 Listens to dialogue
8 min  Role play it
 Prepare 5 questions
 Gives advice according healthy and unhealthy
habits.
AFL- Self–assessment paper tick
“Wordplay” activities
I/W 3.Task. Look at picture and make up sentences
3 min with keywords using present continuous
More able learners will be given a task to make their
own sentences about their future plans.
Less able learners will be given more support by given
them
keywords: eat, do morning exercises, go, run, drink
Descriptor a leaner: Leaves and
 develop his/her personal objectives tree
 write their sentences
 present their words to the class
AFL-“Knowledge tree”
“Conversation pyramids” activities
G/W 4.Task: Compare “Food for Sport” healthy and
unhealthy habits. Complete the pyramid and talk about
their food pyramid.
Which food/drinks give us a lot of energy?
Which ones keep our muscles strong? Pyramid
Which food/drinks give us a lot of Harmful? puzzle
What is the damage to the body?
Fill in pyramids
AFL- “Auction”
End Self-assessment: writing letter feedback Post
Ask students to look at lesson objectives they set at the Letter
5 min beginning of the lesson and think and say what they did stickers
well in the lesson and what needs improvement.
 What have I learnt?
 What have I found easy?
 What have I found difficult?
 What do I want to know?
So, the lesson is over. Goodbye
Differentiation – how do Assessment – how are you planning Health and
you plan to give more to check safety check
support? How do you plan Learner’s learning?
Differentiation by outcome: “Brain storm”, “Self - assessment Physical
more able learners will be paper”, “Post it”, “Number speaks”, exercises
given a task to make their “Auction”, “Knowledge tree”, “Letter
own sentences about their
future plans. stickers” “Conversation pyramids”
Differentiation by support:
less able learners will be
given more support by given
them key words: eat, do
morning exercises, go, run,
drink
Descriptor a leaner:
develops his/her personal
objectives
writes their sentences
presents their words to the
class
Reflection
Were the lesson
realistic?
why?
Did my planned
What
Summarychanges did I make
evaluation
1:
2:
learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will inform my
next lesson?
Short term plan unit:8 School:
Date: Teacher name:
Grade:7 Number present: Absent:

Theme of the lesson: Creating lists of healthy habits (2)
Learning 7. C 5. Use feedback to set personal learning objectives.

objectives (s)
that this lesson is 7. L 6. Deduce meaning from context with little support in extended talk on a
contributing to limited range of general and curricular topics.
7 UE 9 Use appropriately a variety of active and passive present and past forms
and past perfect simple forms on a range of familiar general curricular topics
Lesson All learners will be able to:
objectives Know and distinguish the usage and form of past, present and present
perfect passive forms
listen and get the general meaning of the text with peer support
Recognize the general idea of the listening task about health habits
without support
Apply passive forms of all tenses in drilling exercises
Apply passive forms of all tenses accurately in discussion
Give constructive feedback for peers’ work
Rank the healthy habits by giving reasons
Assessment
criteria  Accept classmates’ advice and feedback based on learning objectives
 Identify the general idea of the talk about healthy habits
 Apply correctly active and passive simple present and past forms and past
perfect simple forms in the context
Value links Lifelong learning, respect , cooperation
Cross curricular biology, physical education

links
ICT skills Active board, computer
Previous Creating list of health habits 1

learning
Plan

Beginning Greeting:
Teacher greets learners; learners respond to greeting and take
their places.
5 min Dividing into groups:

Teacher divides learners into groups using puzzle pictures: Pictures Puzzle
‘running girl’ and ‘swimming girl ‘
.
Warming up: Song “Healthy habits” Video –Song ”Healthy
Students watch the video and listen to the song. Teacher asks habits”
some questions to elicit the topic of the lesson https://
www.youtube.com/watch?
v=9Fr1iDqemjY
Middle
New lesson : Creating the list of healthy habits PPT slide 1
5 min Task1. Mind mapping Elicitation: Brainstorming:
Teacher displays the phrase Health habits and asks the words Graphic organizer
which are associated with them.
Learners give different ideas after thinking. All ideas are
accepted
Healthy habits
Task 2. Method of «Who is faster»

E-learning : video for healthy habits How healthy are you?
Differentiation by task and peer support https://
Teacher displays the video, explains the video. www.youtube.com/watch?
10 Learners watch the video, according to the video discuss and v=9Fr1iDqemjY
analyze about mentioned healthy habits( about 3-4 each
learner)
Assessment criteria: write down the healthy habits and guess
the meaning some activities and translate by using dictionaries
Descriptors:
 Work in group
 Watch and write activities
 Analyze the unfamiliar words
 Translate unfamiliar words with the help of
dictionaries
Task 3 Active learning : working in group and analyze the

meaning of new words or guess , make up sentences
Differentiation: task :less able learners match the words with
pictures with the help of peers, more able learners give
examples and makesentences
Presenting vocabulary: what does the word «healthy habits»
mean? Teacher demonstrates the new words using pictures:
Task: translate new words and match the words with the
10min photos:
1. exercising
2. smoking
3. brush your teeth
4. Drinking alcohol
5. have a hobby
6. Snacking-
7. Eating fresh food and vegetables
8. Eating high-fat food
9. cook fresh food-
10. dieting
11. drink water,
12. have a break -
13. Taking drugs Flashcards, colored
sleep 8 – 9 hours a day. papers, students book,
14. work book
15. do some sports
a b c d
f i g
e l m n
Match the words with the pictures and make up
sentences
Descriptors:
 work in group
 match the pictures with the words
 make up sentences
 assess other group’s work with sandwich method
Task 4. Use of English.

Revisiting the active and passive voice of tenses
Active learning : game Basketball game. E-learning
Differentiation by task: task is appropriate to the level of
learners. Handout 1
Teacher displays the online game Basketball. Sentences in Pictures and words
passive and active voices are shown with some omitted words.
Learners have to identify the write word and give correct
pronunciation
Learners contest between two teams and last third team
members give feedback according to the criteria and awards
the winners with artificial medals and cube. http://
10min www.eslgamesworld.com/
members/games/
grammar/basketball/active
%20vs.%20passive
%20voice/active%20vs.
%20passive
%20voice.html
artificial medals , cube
End Reflection: SHIP
5min
Papers, colored papers,

color marker
Giving home work: Writing: ex.5 p.88 Cambridge University

Press. Open Eyes Students book.
Differentiation – how Assessment – how are you planning to check Health and safety check
do you plan to give learners’ learning? ICT links
more support? How do
you plan to challenge
the more able
learners?
More support give Teacher will give for each students paper with
pictures and answer to a ship in the middle to assess themselves.
the questions according Learners should paint the flag of ship
to the given corresponding color.
information.
- students can’t guess  If you liked the lesson and you
the theme of the successfully coped with all the tasks -
lesson ,they are given paint the flag in green
scaffolding questions:
-What familiar words  If it was difficult for you at the lesson,
have you heard in the but you could come to the right answer,
song? color the flag in yellow
- 
More able learners: If it was difficult for you to cope with
Learners take part in the tasks in the class and you need the
the discussion about teacher's help - paint the flag in red.
healthy habits
Students should Descriptors:
describe their healthy Feedback : artificial medals, cube
habits
For better understanding
I show a video clip.
Reflection
Were the lesson
objectives/learning
Did the learners achieve
the LO?
If not, why?
Did my planned
well?
What changes did I
make from my plan and
why?
Summary evaluation
1:
2:
1:
2:
What have I learned from this lesson about the class or achievements/ difficulties of individuals that will
inform my next lesson?
Short term plan
Unit: Healthy habits School
Class: 7 Number of present: 12 Absent: 0

Lesson title: Healthy/Unhealthy habits
Learning objectives 7.R.3 Understand the detail of an argument on a
growing range of familiar general and curricular
topics, including some extended texts.
7.S7 use appropriate subject-specific vocabulary and
syntax to talk about a growing range of general topics,
and some curricular topics
7.C1 use speaking and listening skills to solve
problems creatively and cooperatively in groups
All learners will be able to
-Make up sentences using should/shouldn’t and
Lesson objectives pictures related to healthy and unhealthy habits;
-Match the meanings of the key words with the
pictures
Complete the text about lifestyle.
- Read the text and determine true or false sentences
from the text;
- Complete the text about lifestyle.
Act out the dialogue “Doctor and Patient”
- Some learners are able to
- Solve situational problems using topical vocabulary.
Assessment criteria Recognize detail in a given text
Values links To have healthy lifestyle and keep fit
Cross- curricular links PE & Biology
Previous Learning Name of sports and healthy food

Plan
Planned Resources
things
Planned activities (replace the notes below with your planned
activities) What will the pupils learn? How will they learn it?
Start Greeting: Teacher greets the learners; learners respond to greeting
of the teacher and take their places. Student’s
book
English7
7-min Group Division: Students are divided into two subgroups using
Express
cutting letters from the words doctor and health. First group makes Publishing
the word Doctor. The second group makes the word Health
cutting
Task.1 Warm up. letters
(G) Group members are given a worksheet with illustrations. There
is also a slide with pictures and key words on the interactive board.
Teacher asks the question: What should/shouldn’t you do to have
a healthy lifestyle? The first groups members find and identify a
healthy habits, the second group members identify unhealthy worksheet
with
habits. They may add their own sentences using should/shouldn’t. illustrations
ICT
get a good eat too much surf the Internet eat fruit &
night’s junk food for too long vegetables
sleep
drink plenty do a physical eat late at night watch too

of water activity much TV
Suggested Answer Key: We should get a good night’s sleep. We
shouldn’t eat too much junk food and so on.
Teacher: What do you think? What is today’s theme? Learners give
their own ideas.
Teacher introduces pupils with the theme, Lesson objectives
and Assessment criteria.
AFL : Oral feedback
I. Task 2. “ Picture Prompt” Activity
Middle
Pictures,
Vocabulary: Teacher hands out a worksheet with 4 pictures and 3 worksheet
5 min meanings of words to the key words. Learners match the pictures
with key
and meanings of the words with the key words words
Ex1 p
88
1 2 3 4
5…. oversleep, to sleep late intentionally
6……. to walk, drive etc behind someone, when you are going in
the same direction as them.
7….to turn off (something) by turning or pushing a button or
moving a switch, lever, etc.
The key words are: alarm goes off / feel sleepy/ snooze for five
more minutes /want to sleep in /suffer from stress /switch off your
gadgets / follow your dreams
Suggested Answer Key: 1- alarm goes off
AFL: “Laminated Paper” Ex 3 p

I) Task 3. While-reading activity: Double Entry Journals 88
8 min Students are given a worksheet to take notes directly from the text
and write their response by using word combinations and sentences.
Learners read the text and recall information in the text, do
“Clusters” on Healthy and Unhealthy habits.
AFL: Gallery- “Best cluster” nomination.
W) Task 4. Post-reading task “True or false” activity

Learners read the text again and mark statements 1-6 as T (true) or
8min F (False ). Correct the false statements.
1. Teenagers think they get enough sleep Posters,
2. Teenagers have the same sleeping habits as adults. stickers
3. Sleep protects you from illnesses. &
4. Sleeping less can improve your diet. colored
5. Technology can stop you from sleeping. markers
6. It’s a good idea to keep the same bedtime.
-reads the text
-finds true or false sentences;
-corrects the false ones.
Differentiation by ability
More able Students make up own sentences about healthy or
unhealthy habits.
AFL: Read aloud
Answer Key
1 F (They are trying to get a little more.)
2 F (They feel sleepy later and take longer to wake up.)
3T
4 F (It can harm your diet, and you may eat more unhealthy food to
keep you awake.) Ex6 p 89
5T situation
tasks
6T descriptors
(G) Task 5. Situations and Role plays

Teacher hands out situation tasks to two groups. They have to solve
the problem and act out the dialogue.
12- Group “Doctor”: You are a doctor. Give advice to the patient who
min feels tired and cannot concentrate at school. Every morning he
snoozes for ten more minutes. He wants to sleep in. Role play.
Descriptors:
Group members:
Read the situation task.
Discuss it within the group.
 Use topical vocabulary and should/shouldn’t when giving
advice.
 Act out their dialogues
 Finish with positive encouragement.
Suggested Answer Key:
-Patient: Doctor, I always feel tired. I suffer from stress. Please
help me.
- Doctor: I’m sorry to hear you’re feeling so tired. Here’s some
ideas that could help.
- Doctor: Do you eat dinner late?
- Patient: Yes, I do.
- Doctor: You shouldn’t eat dinner late. You shouldn’t go to bed on
a full stomach. You should relax before you go to bed. You
shouldn’t use a mobile phone before going to bed. If you follow my
advice I’m sure you will soon feel better.
- Patient: Thanks, doctor. I will follow your advice.
Group: Health: Give advice to your friend. He is fat and sad. He
spends all the time watching too much TV. He doesn’t do any
physical activity. He eats much late at night and surfs the Internet
for too long. He has a big problem! He is overweight. What to do?
Peer assessment: Groups assess one another’s role plays

descriptors. “2 Stars and a Wish “
Differentiation by outcome: For more able students to compose a

short story about healthy lifestyle
End Reflection
Ask students to look at lesson objectives and think and say what
5min they did well in the lesson and what needs improvement.
Task4
Success stairs
Task 3
Task 2
Task 1
Differentiation - how do Assessment - how are you Health and safety

you plan to give more planning to check learners’ check
support? How do you learning?
plan to challenge the
more able learners?
Differentiation by
outcome: Oral feedback. To keep fit and be
The first group member Laminated Paper. healthy, always do
find and identify healthy Read aloud. exercises and have
habits, the second group 2 Stars and a Wish. healthy food
members identify Success stairs.
unhealthy habits. They
may add their own
sentences using
should/shouldn’t. Physical activity: Nose
Differentiation and Ears
by support:
Teacher helps less able
students to understand the
text by highlighting key
words, expressions and
giving translation of them.
Differentiation by ability:
More able Students make
up own sentences about
healthy or unhealthy
habits.
Reflection Use the space below to reflect on your lesson. Answer

the most relevant questions from the books on the left
Were the lesson about your lesson.
objectives / learning
achieve the lesson
objectives/ learning?
What was the learning
atmosphere like?
Lesson plan
Unit: 8 Healthy habits. School:

Date: Teacher name:
Lesson title Reading Reading and discussing the texts. Creating the questions for
and discussing the texts interviewing the classmates. 2
creating the questions
for interviewing the
classmates.
Learning objectives(s) L5. Recognise the opinion of the speaker (s) in supported
that this lesson is extended talk on a range of general and curricular topics.
contributing to (link to R9. Recognise inconsistencies in argument in short, simple texts
the Subject programme) on a limited range of general and curricular subjects.
W5. 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 1. All learners will be able to recognize the opinion of the
speaker with support.
2. Most leaners will be able to understand the detail of an
argument from the topic.
3. Some learners will be able to write about healthy habits using
some support, coherent arguments.
Assessment criteria 1. Identify the position of speakers in an extended talk with
some support .
2. Recognize details in a given argument relating to the
topic .
3. Evolve arguments, reasons, and evidence for a limited
range of written genres.
Level of thinking Understanding. Application.
skills :

Cross-curricular links Vocational training, Kazakh language .
Previous learning Health problems
Plan
Start
5 min Organization moment
Teacher’s action
Greeting : Good morning , dear learners !
Nice to meet you? How are you ? Thank you, sit down.
Who is on duty today? Who is absent today? What is the
weather like today?
Task 1. Match the pictures with the definitions about Pictures

Middle
35 min healthy habits. (Matching)
https://
yandex.kz/
images/search?
text=Healthy
%20habits
%20class
%20ideas&img_
1 Be active for at least one hour a day.

2 Clean your teeth at least twice a day.
3 Be kind to yourself and others.
4 Get plenty of sleep.
5 Wash your hands.
6 Find time to relax
7 Eat healthy food.
8 Drink plenty of water
9 Limit television and computer use.
10 Eat junk food and sweets only occasionally.
11 Have a bath or shower every day.
12 Work and play safely.
Descriptor:
- matches pictures with definitions
Task 2.
Pre-reading: working with pictures
Look at the pictures on the blackboard. You must name
each picture and say “good health habit” or “bad health
habit”.
ICT
For example: Drinking alcohol is a bad health habit.

Eating fruit is a good health habit. Biting nails is a bad
health habit. Brushing teeth is a good health habit.
Read the text and give argument by answering the

questions. (Scanning)
“ Health”
People nowadays are more health –conscious than
they used to be . They understand that good health is
above wealth. To be health we should avoid different bad
habits that can effect our health .In my opinion ,smoking
and drinking too much alcohol , are the worst ones . Its
common knowledge that smoking and drinking can
shorter our lives dramatically. Smoking, for example,
causes a number of heart and lung diseases such as
pneumonia, emphysema and cancer. Besides, it makes
your teeth yellow and skin unhealthy.
Fortunately, in recent years smoking has received a
lot of bad publicity , and fewer people smoke nowadays,
some companies don`t employ people who are smokers.
Smoking has been banned in most public places because
everyone agrees it does harm to our health . I don’t
smoke because I don’t want to have unhealthy skin and
teeth and die young.
Task 3 Group work.
Pupils will make up 7 questions according to the text .
Groups will change their questions and answer them.
1. How do you think, what can say author ?

2.Are smoking and drinking a good habit ?( Why bad)
3.What happened with people if they`ll smoke and
drink alcohol?
4. Name a good habits?
5. What do we do for healthy life ?
6. What kind of disaster do you get if you `ll smoke and
drink?
7. Name bad habits?
Descriptor:
- names good health habits and bad health habits
- reads the text;
- asks and answers the questions with supported phrase
from the giving text.
Task 4. Writing an essay.

Write short essay about your healthy habits you can
use in your daily life .
healthy
sleeping
walking
doing morning
exercises
keeping of a day regime eating fruits and keeping
body
vegetables
healthy
Descriptor: Writes a short essay about healthy habits

with supported works
Feedback with traffic light.

End
Pupils will take the stickers and put on the suitable colour
5 min
(traffic lights).
Home task: Make a dialogue with your partner about
good and bad health habits
-Our lesson is over .
-Good bye .Have a nice day.
Traffic lights
Differentiation – how do you Assessment – how are you planning Health and safety
plan to give more support? to check learners’ learning? check
How do you plan to
learners?
Task 1. By support. I will I will assess orally.

explain how to do the task and
give synonyms for unknown Assessment. I will give comments
words. about learners’ work and award
learner.
Task 2. By outcome. Pupils
using topical vocabulary.
Task 3. By support and

outcome. I will give some
arguments. Pupils will write
an essay according to their
ability
most relevant questions from the box on the left about your
lesson.
Were the
lesson
objectives/lear
ning objectives
realistic?
Did all the
learners
achieve the
lesson
objectives/
learning
objectives? If
not, why?
Did my
planned
Summary evaluation
1:
2:
learning)?
1:
Lesson plan
Unit 8 Healthy habits School:
Date:18.08.2017 Teacher name:
Lesson title Reading and discussing the texts. Creating the questions for
interviewing the classmates 1
Learning objectives(s) 7.C1 use speaking and listening skills to solve problems
that this lesson is creatively and cooperatively in groups
contributing to (link to 7.S6 begin to link comments with some flexibility to what others
the Subject say at sentence and discourse level in pair, group and whole
programme) class exchanges

- Identify the meaning of the theme.
- Speak and listen skills to solve problems creatively and
cooperatively
- Discuss and give their opinions by own words
Assessment criteria - apply speaking and listening skills to solve problems creatively and
cooperatively in groups.
- use specific vocabulary words in making a dialogue
Level of thinking skills Understanding Application
Values links Common history, culture and language
Cross-curricular links Biology

Previous learning Health problems
Plan
Organization moment;
Start
Good morning children?
3 min
How are you?
Who is on duty today?
What date is it today?
4-min 1 Task. Checking the previous lesson by

answering with the method " Brainstorming"
What is healthy food?
What is unhealthy food?
Descriptor : Answers the questions
New lesson
2 Task .To give an idea to children about personal
hygiene
5- min - W hat do you see in this pictures?
- What do you think about it?
www.yandex.k
z
Descriptor : Answers the question using pictures.
Class will divide two groups with colour paper.

3 Task. Learners will divide habits three
groups.
For example : bad habits, good habits, lifestyle.
Brush teeth, watching TV a long ,playing computer

games, washing, drinking alcohol, eat sweets, do
5min exercises, eat fast food, getting up early, sleeping
too much, drinking water, taking a cold shower,
eating fruits and vegetables, drinking coffee, to lay,
less sleeping, not eating.
Read the text . Read for skimming. By teacher’s

support.
Healthy habits.
When Erlan was eight, he seemed to be very http||infourok.
15 min interested in computers. His parents knew that he
would love to have one, but they couldn’t afford to ru|teme-ealt-
buy one. abits-28….
He learned how to use his friend’s computer, but

couldn’t wait to get one of his own.
His father decided to work extra hours to buy him a
computer. At first his fathers let him use it for an
hour a day. He didn’t want it to damage his
eyes.
By the time Erlan was fourteen he had become very
good at using his computer, but it was his only
hobby. His parents wanted him to go out , but he
had very few friends and he didn’t want to.
Nobody persuaded him to do anything and nothing
could make him turn his computer off. In the
end ,his father threatened to turn off the
electricity. Erlan went to bed and pretended to be
asleep, but at midnight he got up to work at the
computer again. He didn’t want to sleep or to eat .
He just couldn’t bear to be away from his
computer. His parents didn’t know what to
do .Their son had become a computer addict.
Even the family doctor didn’t know how to help.
One morning Erlan’s mother found him lying on the
floor. He has collapsed with exhaustion . A fortnight
in hospital finally made Erlan realize tha t his
computers had become a dangerous obsession.
Now Erlan is sixteen. He has a lot of friends and
hobbies. He hopes to study computers science at
university and would like to find a job in
computers research.
Mixed paragraph. Learners will complete the
text.
Who is Erlan ?
What kind of problems does he has?
10min
What habits does he has?
Is it a good habit? Why ? Why not?
What was the end of the story?
Descriptor : works with group;

Reads the text and completes;
Answers the question
4 Task. Speaking.
Pupils will discuss in their group about health habits
and make up a dialogue between” father and
son” “doctor and Erlan” “mother and son”
(Role play )
Descriptor : Makes up a dialogue and act.
End Feedback with stickers

3min
Home task
y plan to give more you planning to check
support? How do you learners’ learning?
Task 1. by task I will give Task 1 I will assess orally
questions, learners will Task 2 oral praise
answer.
Task 2 by task. I will Task 3 with smiles
show the pictures learners Task 4 with smiles
will give words.
Task 3 by task. I will give
text learners will
complete text , answer
the giving questions
Task 4 by outcome. I
will give theme, they will
make and act out dialogue
lesson.
Were the lesson
objectives/learnin
g objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If not,
why?
Did my planned
differentiation
work well?
Summary evaluation
1:
2:
learning)?
1:
2:
What have I learned from this lesson about the class or individuals that will
inform my next lesson?
Lesson plan
Unit of a long term plan:Unit 8 School:

Healthy Habits
Date: Teacher name:
CLASS: 7 Number absent:
Lesson title present:
Using the first conditional and subordinate
clauses to discuss healthy living
Learning objectives(s) 7.C7 develop and sustain a consistent argument

that this lesson is when speaking or writing
contributing to (link to 7.S6 begin to link comments with some flexibility to
the Subject programme) what others say at sentence and discourse level in
pair, group and whole class exchanges
- speak about the benefits of the healthy living
for themselves
- make up sentences using first conditional
- discuss and express their views and ideas in
a group
Assessment criteria - make an argument and evolve reasoning
while speaking
- interact in a pair, group and a whole class
work presenting logically connected information
with ideas of other people
Level of thinking skills Understanding, Application

Cross-curricular links Kazakh language, Biology
Previous learning Reading and discussing the texts. Creating the
questions for interviewing the classmates
Plan
Planned timings Planned activities (replace the notes Resources
below with your planned activities)
Start Greeting: Good day, dear learners! Nice to
5min meet you! How are you? Thank you, sit
down.
Are you ready for today’s lesson?
Who is absent today?
What is the weather like today?
II. Happiness circle. Teacher invites pupils
to stand in a circle and say wishes to each
other.
III. Checking home task:
Method: “Hot seating”
Answer the questions.
Pupils, Our new theme is “Using the
first conditional and subordinate clauses
to discuss healthy living”.
BRAINSTORMING:
Pupils, Look at the blackboard and watch
the video about “A healthy lifestyle” ICT
Activity: “ Numbers speak” http:// www.
Teacher asks: youtube.com.
1.What did you watch from this video?
2. How do you think about healthy lifestyle?
3.What can we do to help our bodies stay
healthy?
So, I’ll divide you into two groups by stickers
coloured stickers (green and red ) and who
chooses red sticker sits to first group and
who chooses green sits to second group.
1st –group’s name is “Health” ,
2 nd – group’s name is “Happiness”
Middle Task:1 Activity: Game “Who is quicker?” sheet papers

Divide words and word combinations into smiles
10 min two section . (by task)
Healthy habits, healthy food, junk food,

healthy living, healthy snacks, balance of
good health, obesity, overweight, diet,
starchy foods, fizzy drinks, type of sport
dream, fruits, vegetables
1. Healthy lifestyle : ___________

2. Healthy food: _____________
Descriptor:
-divides words and word combinations
10min
Task:2 Ask and answer the questions
using first conditional form. (orally)
( 5W question, by support )
If+Present Simple+will/shall+Infinitive
(without to)
1. What will I do if I want to be

strong?..........
2.What will you do if you have a cold?.....
3.What will do you if you hurt your
hand?.......
4. Where will go if you have a ticket?......
5.Where will you go if you feel ill? ........
6 Why will you eat junk food if you have
diet?......
7. What will you do if you have 1million?
8. Who will give you support if you feel
stressed? ………
9. Where will we go if the weather is nice?
….
10. Where will you live if you are a rich
man? …
Descriptor:
-works in a group
-asks and answers the questions using first
conditional form
15min https://
Task:3 Choose one famous sportsman of www.google.
Kazakhstan from the pictures. Find kz.
information and talk about their health
habits and lifestyle (by outcome) Photos
Posters
smiles
1.Serik Sapiev, 3. Ilya Ilin,
2. Gennadi Golovkin, 4. Olga Ripakova
Descriptor:
-works in a group
-talks about their health habits and lifestyle
End Assessment:with smiles Smiles
5min Figures of
Feedback: traffic lights
At the end of the lesson pupils reflect on
their learning:
Learners have to write their answers on
the stickers and stick it on a traffic lights:
- what they learned

- what remained unclear for them
by the "Traffic lights"
Differentiation – how do Assessment – how Health and safety check
you plan to give more are you planning
support? How do you plan to check learners’
Task 1. I will differentiate by Assessment by Health saving technologies.
task. Pupils will divides smiles collecting
words and word Using physical exercises
during the lesson. and active activities.
combinations.
Oral assessments Rules from the Safety Rules
Task 2. I will differentiate by Oral feedback book which can be applied
support. I will support the
pupils giving the structure of in this lesson.
the first conditional. Pupils
using the first conditional.
Task 3. I will differentiate by

outcome. Pupils will talk
about famous sportsman’s
healthy lifestyle
Reflection Use the space below to reflect on your lesson. Answer
Were the lesson the most relevant questions from the box on the left
objectives/learning about your lesson.
achieve thelesson
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Summary evaluation
1:
2:
learning)?
Lesson plan
Unit of a long term plan: unit 8 School:

Healthy Habits
Date: Teacher name:
Lesson title Writing a short paragraph of an essay about their
family`s eating habits
Learning objectives(s) 7C1 use speaking and listening skills to solve problems
that this lesson is creatively and cooperatively in groups
contributing to (link 7S7 use appropriate subject –specific vocabulary and
to the Subject syntax to talk about a range of general topics and some
programme) curricular topics
7W4use with some support style and register
appropriate to a limited variety of written genres on
- Use speaking and listening skills to solve
problems in group
- Use appropriate subject –specific vocabulary and
syntax to talk about a family`s eating habits
- Use with some support style and register
appropriate to a limited variety of written genres
for writing topic about a family`s eating habits
Assessment criteria - identify the opinion of the speaker and discuss a
problem in group with support about healthy
habits
- apply topic related vocabulary in speech
appropriately arranging words and phrases into
well-formed sentences
- write a text keeping appropriate format and plan
of a given genre
Level of thinking Understanding, application
skills
Values links Healthy food, health and society, table manners

Cross-curricular links PE , Biology, Kazakh
Previous learning Vocabulary about parts of body, food and drink
Plan
Planned Planned activities (replace the notes below with Resource
timings your planned activities) s
Start 1.Greeting Cut of
5 min - Hello, learners! How are you? pictures
- Who is on duty today?
- What date is it today?
- What day of the week is it today?
- What was your home task for today?
2. 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
Lets repeat after me some English proverbs Pictures

Middle -An apple a day keeps the doctor away
35 min -Eat at pleasure , drink with measure Active
-Sound mind in sound body board
-Early to bed and early to rise , makes a man healthy
and wise
Task 1 Snow ball method
Learners should name the definition of giving
pictures and answer the questions.
-Now, I shall the pictures of food, you should name
this and answer the questions, questions you will
find in this snowball.
1. Do you know about healthy food?

2. Do you know about junk food?
3. Which harm can bring junk food?
4. How do you think? What do you can eat for
breakfast as healthy food?
5. What do you eat for dinner as healthy food?
6. What do you eat for supper as healthy food?
7. Do you prefer have to dinner with your
family? And what do you eat usually?
Descriptor:
-finds the words with supported pictures
-answers the questions
-Now, please divided into 3 groups ;
breakfast , supper , dinner
Task 2 Method “ Numbers speak”
Learners should listen the text and answer the
questions choosing the multiple answers, when
teacher says the number a learner reads the
question and answer it. Complete and write the
list of healthy habits according to the text.
“How can you change your eating habits?
To eat a healthy diet, you may need to make
some changes. Remember that you can change
your eating habits a little bit at a time. Small
changes are easier to make and can lead to
better health.
Here are some way to make healthy changes
in your eating habits;
-Keep more fruits low –fat dairy products,
vegetables, and whole –grain foods at home
and at work.
-Try to eat a family meal every day at the
kitchen or dining table .This will help you
focus on eating healthy meals.
-Buy healthy – recipe book, and cook for
yourself.
-Patch a healthy lunch and snacks for school.
-Put your snacks on a plate instead of eating
from the package.
-Eat your meals with others when you can.
Relax and enjoy your meals and don’t eat too
fast.
Try to make healthy eating a pleasure, not
chare,
Short test (answer the questions)
And now I want to know if you are healthy or
not?
Now look at the blackboard and answer the
question;
1.Do you do regular exercises for body?
2.Do you eat junk food?
3.Do sit up late before TV or computer?
4.Do you smoke?
5.Do you sleep well?
6.Do you have dinner before sleeping?
Descriptor:
- chooses multiple answers
- answers the questions
- completes the list of healthy food
Task 3 Coherent method
Write short essay about My family’s eating
habits’’ using phrases from listening topic and
use the plan of writing essay.
- Listen topic about My family’s eating habits’’
I believe, that eating together as a family
develops excellent family relationships.
A family meals is when the people you live with
come together to eat and talk .
If can include everyone or it can be just you and your
child. Family meals don’t have to be fancy, and they
can be eaten at name or away.
Usually, in my family at the dinner we have healthy
food, because my mothers know about healthy food.
She cooks paired food from fish, meat, vegetables,
this food don’t consist of salt, because she knows,
that salt is unhealthy. Sometimes, the healthy food
consists of cheese and fresh fruits.
-Now, I’ll give you 15 minutes for writing short
essay about ,,your family’s eating habits .
I’ll give you the plan for writing essay;
Plan of writing essay:
1. 3 sentences about healthy food.
2. 4 sentences about influences family’s
eating on the health, name the using foods.
3. 5 sentences which describing family’s
dinner.
Descriptor:
-writes short essay according to the giving
plan
-uses words and phrases from theme about
healthy eating
End Color
Home task: write short essay about yours family stickers
food
Feedback:
Tree of success
Green leaf - I totally understand
Yellow leaf - I understand the lesson but I need some
helps
Red leaf - I don't understand
Differentiation – how Assessment – how Health and safety check
do you plan to give are you planning
more support? How to check learners’
Group, peer, I will remind them that they
Task 1. By outcome individual should use healthy food for
learners will answer assessment will use healthy
the questions using by formative
known words.
Task 2.By support. I assessment and
will support by descriptor
explaining unknowns
words ,plan and
answering their
questions.
Task3.By outcome.
Learners understand
the main idea of text
and write short essay
using known words,
phrases, sentences.
Were the lesson your lesson.
objectives/learni
ng objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If
not, why?
Did my planned
Summary evaluation
1:
2:
learning)?
Lesson plan
Unit 8. Healthy habits School:

Date: Teacher name:
Lesson title Writing a short paragraph of an essay about their family’
eating habits 2
Learning objectives(s) 7.L6 deduce meaning from context with little support in extended
that this lesson is talk on a limited range of general and curricular topics
contributing to (link to 7.S7 use appropriate subject-specific vocabulary and syntax to talk
the Subject about a range of general topics, and some curricular topics
programme) 7.W6 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 topics
- Understand the meaning of the context of the video
while listening;
- Use topical vocabulary and syntax while answering to
the given questions;
- Write a short essay about their family’s eating habits
independently;
Assessment criteria - Understand the meaning of the video with little support
while talking about family’s eating habits;
- Apply suitable topical vocabulary and syntax to talk about
family’s eating habits;
- Connect sentences while writing an essay with little
support
Level of thinking skills Application
Values links Respect, cooperation

Cross-curricular links Biology, Physical training
Previous learning Writing a short paragraph of an essay about their family’
eating habits 1
Plan
Greeting Pictures
Start
Organization moment.
6min
Teacher greets learners and provides procedure
questions.
2 minutes
Lesson hook. Active learning.
4 minutes
1. Learners collect the parts of the picture with the

activity “Walking pictures” and find out the
theme of the lesson.
2. Learners are divided into three groups
according to their collected pictures
Learners watch a video about “Healthy eating”. They https://
Middle
understand the context of the video while listening and www.youtube.com
35 min identify what is healthy for their family. /watch?
Task 1 Speak about the video by comparing with their own v=mMHVEFWNL
family’s eating habits by the given cards with questions Mc
7 minutes (probing questions).
1. Do you like the video? Why not?

- Yes, I do. I like the video. It’s very short but
clear to understand. Cards with
2. What’s about the video? questions
3. Is it possible for you to change the eating
habits of your own from now?
4. Do you keep your eating habits?
5. Do your family eat healthy food? Why not?
6. What about your friends?
7. Do you agree with the author of the video?
Why not?
- Watches the video
- Identifies the meaning of healthy habits
- Discusses about the video in a group by the
given questions
Warm up Warm up. Learners sing a song about “Healthy Food

https://
3 minutes Vs Junk Food Song” by watching the video with lyrics.
www.youtube.com
/watch?
v=fE8lezHs19s
Task 2 Read the text and analyse what the family eats during
7 minutes the day.
http://
busyteacher.org/
19420-my-
familys-eating-
habits.html
worksheet #1
- reads the text
- analyses what the family eats during the day.
Task 3
6 min Task 3: Speak about “Family’s eating habits” around
the given questions (divergent question), as:
1. What are your family’s eating habits?
2. Is there any difference between your own
family’s eating habits? What exactly?
3. Do you like this author’s family’s eating habits?
Why not?
- answers the questions
Task 4 - speaks around the questions
12 min
Task 4: Write a short essay about your own family’s
eating habits. (8-10 sentences).
- writes a short essay to the theme “My family’
eating habits”
End Feedback;
Learners reflect on by traffic lights;
4 minutes
Homework
Revision
Differentiation – how do you Assessment – how Health and safety check
plan to give more support? are you planning to
How do you plan to challenge check learners’
the more able learners? learning?
Differentiation: Task 1. Health saving technologies.

Task 1. - group assessment Using physical exercises and
- by support they will active activities.
Task 2.
watch a video and answer
the questions given by - oral assessment
cards Task3.
Task 2.
- assess with smiles
- By task reads the text and
analyses family’s eat in a Task 4
day
- oral assessment
Task 3.
- By support learners
read the text in Task 2
again and answer the
questions
Task 4.
- by outcome learners write
an essay
Were the lesson
objectives/learni
ng objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If not,
why?
Did my planned
differentiation
work well?
Summary evaluation
1:
2:
1:
2:
Short term plan

Date: Teacher name:
Lesson title Talking about shopping and shopping facilities
Learning objectives(s) 7.C9 use imagination to express thoughts, ideas,
that this lesson is experiences and feelings
contributing to (link to 7. S7 use appropriate subject-specific vocabulary and
the Subject syntax to talk about a range of general topics, some
programme) curricular topics
7. UE3 use a growing variety of compound adjectives and
adjectives as participles
Lesson objectives All learns will be able to: name the clothes using
adjectives
Most learns will be able to: answer the questions
according to the theme
Some learners will able to: express their opinion about
fashion and clothes using appropriate subject-specific
vocabulary
Assessment criteria  Convey fantasy ideas including emotions and

senses
 Apply topic related vocabulary in speech
appropriately arranging words and phrases into
well –formed sentences
 Apply the rule for compound adjectives and
adjectives as participles in practice
Level of thinking Knowledge,Understanding, Application

Cross-curricular links Art,labor
Previous learning Revision
Plan
Planned Planned activities (replace the notes below Resources
timings with your planned activities)
Org moment Greeting; dividing the class into
Start
three groups.
3min
Task 1. Vocabulary Adjectives for clothes. Match Open Eyes
Middle
the phrases in the box with the pictures (a-I). The 7Grade
10min listen check and repeat.
Page 99
Pictures of
A warm jacket fashionable trainers a smart clothes
shirt
A plain t-shirt patterned trousers an old-

fashioned dress
A baggy jumper tight jeans a casual hooded
A. a baggy jumper
Methods: Who is quickly?

Descriptor:
Matches the phrases with the pictures.
Listens
Checks
Repeats.
Task 2. Look again at the adjectives for clothes in Open Eyes

Exercise 1. Which of the clothes can you use
7min each adjective with? 7Grade
You can use “warm” with most of the clothes but
not jeans or trainers. Page 99
Methods: Information gathering activities-learners Cards, pictures
collect information and present it to the class.
Descriptor: Talks about clothes using adjectives.
Task3. Listen to Anna and Marco buying clothes

13min online. Complete chart with the styles they like
and dislike. Open Eyes
Grade7
Likes Doesn’t Decides to
like buy Page 99
Cards
Marco
Anna
Methods: Task- completion activities: puzzles,

games, map-reading.
Descriptor: Completes the chart with the styles
they like and dislike.
Task 4. Work with partner. Answer the questions.

1. Which of the clothes in exercise 1 do you like?
2. Do you prefer smart or casual, plain or
7min patterned clothes? Why? Open Eyes
3. What are the most popular clothes with people Grade7
your age at the moment? Page 99
Cards,pictures
Methods: Throw the ball
Descriptor: Works with partner.
Answers the questions throwing the ball

- what they learned
End - what remained unclear for them
Where possible, students can evaluate their work

and the work of their classmates in accordance
5min with the certain criteria
Giving feedback. ‘Traffic lights’.
you plan to give more you planning to check
support? How do you learners’ learning?
more able learners?
Differentiation can be Use this section to record Health saving

achieved through the the techniques that you will technologies.
selection of activities, use to assess what the Using physical exercises
identification of learning learners have learned and active activities.
outcomes for a certain during the lesson.
student, provision of
individual support to Rules from the Safety
learners, selection of Rules book which can be
learning materials and applied in this lesson.
resources based on the
individual abilities of
leaner’s (Theory of Multiple
lesson.
Were the lesson
objectives/learnin
g objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If not,
why?
Did my planned
differentiation
work well?
Summary evaluation
1:
2:
learning)?
1:
Lesson plan
Unit of a long term plan: Unit 9 Clothes and School:

fashion
Date: Teacher name:
Lesson title: Reviewing and adding to clothes and fashion vocabulary

Learning objectives(s) R2 Understand specific information and detail in texts on a
that this lesson is range of familiar general and curricular topics.
contributing to (link to S6 Begin to link comments with some flexibility to what
the Subject programme) others say at sentence and discourse level in pairs, group
and whole class exchanges
Understand the main idea of the topic
Answer the questions according to the text
Express their own point of view
Assessment criteria -Identify the correct form of a word, appropriate sentence
structure and text layout.
-Interact in pair, group and a whole class work presenting
logically connected information with ideas of the people
Level of thinking The high level of thinking

Cross-curricular links Art
Previous learning Talking about shopping and shopping facilities
Plan
Greetings
Start
-Good morning students!
5 min
-How are you? etc.
Warm-up
Close your books and write mobile phones on the
board
Middle Task 1
Pre-reading. Work with your partner. Look at the Eyes Open 3
5 min photos and do the quiz
Student’s book
1. When did the first mobile phone come out?
a.1973 b.1983 c.1993 Unit 9 page 106
2. How much did the early mobile weigh?
a.500g b.1kg c.1.5kg
3. When did the first smart phone go on sale?
a.1994 b.2003 c.2013
4. When did people start taking selfies?
a.2005 b.2008 c.2010
Descriptor: - works in pairs
-does the quiz
15 min Task2
While-reading .Read the text, answer the
questions.
‘’How mobile phones became a fashion item’’
It’s hard to imagine not having a mobile phone,
although they only went on sail in 1983. Since then
mobiles have developed so much that for most of us
our phone has become the most important thin we
own, more like a fashion item than a tool. How has
this happened?
Physical design
The first phones were big and heavy- one popular
one weighed 1,5 kg- and the screens were very small.
Gradually the screen god bigger and models god
smaller, so you could put them in your pocket and
carry them around easily. The shape of the phone,
how thin it was and even the color also became
important.
These things clearly showed what company made the
phone you had. The fashion had began.
What your phone can do?
At first people just talked on their phones, and it was
years before phone companies began to use new
technologies to increase what a mobile could do. SMS
(short message service) texts appeared in 1992, the
first smartphone in 1994, and the first phone with a
camera in 2000. The blackberry in 2003 allowed you
to e-mail, text and open web-pages. That was followed
in 2007 by the iPhone, which had the first touch
screen. Now a days you can take selfies (photos of
yourself) and videos, play music, go online, play
games, and send instant messages to keep in touch
with friends and family. Your phone is watch, an
alarm clock, an address
book and a map all at the
same time, and you can
download apps to do almost
anything. It’s not surprising
they are so important!
1What was the problem with the first mobile phones?

2. What helped people to identify the company which
made the phone?
3. What could you do with the first mobile phones?
4. Which phone was the first you could use to send
emails?
5. How many different uses for mobile phones
nowadays are mentioned in the article?
6. Name one way the article says that mobile phones
are important for social media?
7. What accessories can also be a fashion item?
Descriptor: -reads the text
-gives answers to the questions
Task 3 Post-reading
7min Find the phrases in the text and complete them
with the correct preposition. Write 4 sentences
about yourself using the prepositional phrases
1.go….sale 4.keep…touch
2….. first 5…… the same time
3.talk…. the phone 6.post…… social media
Descriptor:
-works individually
-completes phrases with the correct prepositions
-makes up 4 sentences using prepositional phrases
Task 4 Divide students into two groups 1-st group

8min speak about advantages of having smartphone. 2-nd
group speak about disadvantages of having a
smartphone.
Descriptor: -uses topical vocabulary in a speech

-presents clear arguments for or against
Conclusion:After each task I will give formative

End assessment.
5min Feedback:
How do you plan to learning?
Differentiation can be Use this section to record Health saving technologies.
achieved through the the techniques that you will Using physical exercises
selection of activities, use to assess what the and active activities.
identification of learning learners have learned
outcomes for a certain during the lesson. Rules from the Safety Rules
student, provision of book which can be applied
individual support to in this lesson.
learners, selection of
learning materials and
resources based on the
individual abilities of
leaners (Theory of Multiple
Were the lesson
objectives/learnin
g objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If not,
why?
Did my planned
differentiation
work well?
Summary
Did I stickevaluation
to
1:
2:
1:
2:
Unit of a long term plan: Unit 9. School:

Clothes and Fashions.
Date: Teacher name:
CLASS: 7 grade Number present: absent:
Lesson title Discussion: learners first take notes on the advantages and
disadvantages of shopping centers.
Learning objectives(s) L3. Understand with some support most of the details of an
that this lesson is argument in extended talk on a limited range of general and
contributing to (link curricular topics.
to the Subject S5. Keep interaction with peers to negotiate agree and organize
programme) priorities and plans for completing classroom task.
Lesson objectives All learners will be able to
- understand general meaning and specific details of the
curricular topic.

- interact with peers while answering the questions

- discuss about advantages and disadvantages between shopping
centers
Assessment criteria 1. Recognize with some support most of the detail of an
argument in extended talk a given topic.
2. Maintain communication while discussing.
Values links Universal labor society.
Level of thinking Application, Understanding
skills
Cross- curricular Art
links
Previous learning Reviewing and adding to clothes and fashion vocabulary.
Plan
Start
Org. moment. – Good morning
5 min
- How are you?
- What date is it today?
- Who is absent today?
To divide in groups and have a warm - up to get their
flashcards,
attention, to get their interest, to make warm
atmosphere.
Warm -up
Memory games
“ Shopping bag”
Procedure
5 min 1. Put the students in groups of 6-7 people.
2. The first learner in the group starts by saying the
following sentence:
“Yesterday I went to the shop and I bought T-shirt.”
3. The next learner in the group repeats the first
sentences and adds another thing that they bought. eg,
”Yesterday I went to the shop and I bought a T-shirt
and shorts.”
4. Each learners in turn repeats the sentence and adds
another item. The learners have to concentrate hard to
remember all the things in the correct order.
Brainstorming:
How do you think what theme we have for today?

To ask the learners to identify today’s theme using
interactive slides. To introduces lesson objectives to the
learners.
Riddles
Usually two or more people take part in this process.
We do it in a special place.
We do it very often.
Usually women like to do it, men don’t like.
We can’t do it without money.
T: What is it?
L: Shopping center
www.gettingimages
Pre –reading task: .com
T: Where are we shopping? pictures
L: In the shopping centers
T: Today we talking about
shopping centers.
What you see in this
picture?
What can you tell about
shopping centers?
Descriptor:
learners :
- To identify today’s theme.
- Answer the question.
Middle While- reading

Listening:
Task 1
Learners listen the text about advantages and
disadvantages of shop centers. They should listen
and tell what advantages and disadvantages of
https://prezi/
shopping centers.
com.>shopping-
Advantages and disadvantages of the shopping centers-have
center.
I’m going to talk about advantage and disadvantages of

15 min the shopping centers.
The shopping centers are large. We can buy more thing

cheaper than we can buy in smaller shops. We can take
much products and we don’t have to pay very much.
Secondly in shopping center we have the greatest choice.

In a shop center we can buy more things that we can buy
in few shops out of center.
Also there are a lot of fast food restaurants and cafés.
Often in shopping center we can spend much time with

our friends in cinema or night clubs. In the center are
nursery school for children. They can enjoy playing with
other kids.
The shopping center have few disadvantages. First,

there are many people, Who talk and it make noises.
Secondly, the shops have a big surface and we walk
everywhere that make us very tired. Third, the first day
so sale there are a lot of traffic jam. Therefore we can't
5 min https://prezi/
buy comfortable. com.>shopping-
centers-have ……
10 min Descriptor:
Learners
- work cooperatively in a group
- tell about advantages and disadvantages shopping
centers
Post –reading :
Task 2 Speaking . Listen for the information and
complete the sentence your own ideas
1. We can buy more thing ………….. .
2. We don’t have to pay …………. .
3. In shopping center we have the ………. .
4. Often in shopping center we can spend time with
………
5. The shopping center have few disadvantages
there are ……
Descriptor:
Learners:
- complete the sentence with own idea
Task 3. Answer the questions “Snow ball” – learners

write one question in the sheet of paper and throw it
another learner
Descriptor:
learners:
- Ask and answer the questions
- Pronounce the words intelligibly`
Assessment: Method “Shapes” I’ll evaluate learners by

different shapes. I’ll give one shape each completed
task. Then the end of the lesson we count shapes and
estimate of the quantity.
End Feedback “Here I am!”

The teacher puts three pictures on the walls around the
classroom: the top of the mountain (success), the Feedback
deserted island (frustration), the cross-roads (hesitation) “Here I am”
5 min The learners write their names on the sticky papers and
place their stickers on the appropriate picture, expressing
spiritual, emotional state.
All the clear

Stickers, pictures
for me..
I have some questions…..
I want to know …….
Home task: to write essay about shopping centers.
Differentiation – how Assessment – how are Health and safety check
do you plan to give you planning to check
more support? How learners’ learning?
do you plan to
.
Lesson plan
Unit of a long term plan: 9. Clothes and School:

Fashion
Date: Teacher name:
Lesson title Researching how clothes are made and materials used
Learning objectives(s) 7.C9 use imagination to express thoughts, ideas, experiences and
that this lesson is feelings
contributing to (link to .L4 understand with little support some of the implied meaning in
the Subject extended talk on a limited range of general and curricular topics
programme) 7.S5 keep interaction with peers to negotiate, agree and organize
priorities and plans for completing classroom tasks
Level of thinking skills Understanding Application
Lesson objectives All learners will be able to listen and match the words with the
pictures
Most learners will be able to speak using the pictures
Some learners will be able to express their own ideas about clothes
and materials
Assessment criteria Convey fantasy ideas including emotions and senses
Recognize the content of an extended conversation using some
supporting information
Support a talk with peers while agree, disagree and discuss the
order of actions and plans to fulfill the tasks
Values links The strategy “Mangilik Yel” Economic growth based on
industrialization and innovation
Cross-curricular links Technology Art
Previous learning Learners first take notes on the advantages and disadvantages of
shopping centers
Plan
Organization moment;
Start
Greeting with students; Pictures of clothes
7 min Divide class into two groups by cut of pictures.
Warm-up
Memory game
Procedure
Make a circle. The first student in the group starts by
saying the following sentence: “Yesterday I went to
the shop and I bought a dress” next student repeats the
first sentence and add another thing that he/she bought.
At the end, students have to remember all the things in
the correct order.
Brainstorming
Middle
Look at the pictures and guess the theme of the lesson.
35min PPT
3min
Active board
https://
www.youtube.com/
watch?
v=K2quoAahIlU&t=
11s
7min
1. What can you say about these pictures?

2. How do you think what is the theme of our
lesson?
Listening.
Task 1. Work with group. Listen and repeat the words.
Match the words with the pictures and name the
materials
1)denim jacket
2)leather boots
3)nylon stockings
4)corduroy pants
5)polyester blouse
6)silk scarf
7)straw hat
8)linen dress
9)wool sweater
10) cotton t-shirt
10min
(task-completion activities)
Descriptors:
- works with group
-listens and matches the words with the pictures
-says what materials are used
Speaking
Task 2.Work with group. Put the pictures into the
right order and speak about these pictures.
Dyeing Sewing
Printing
Ironing
Packing Cutting
15 min Size Finished

material
Design
(information gathering activities - learners collect

information and present it to the class )
Descriptors:
- works with group
-puts the pictures in the correct order
- speaks about the pictures
Task 3.
Work with group. Choose a cloth and express your
idea. How you made and what kind of material is used.
(project work)
Descriptors:
- works with group
-uses fantasy and expresses their own ideas
-how cloth was made and what kind of material
was used
Concluding the lesson

End
Feedback
3min
Traffic lights :
Red – doesn’t understand anything With smiles
Green- knows everything;
Yellow – understands not all the
information ;
Assessment
Self assessment table
Giving the home task
Write the essay about clothes and materials
learners?
Differentiation. Self assessment table and oral
Task 1 By support. praise
I will show my pupils cloth
pictures and materials.
Task 2 By outcome.
Pupils according to their
knowledge and ability will
explain the chain of the
finished work.
Task 3 By peers support
They will discuss and
present their work.
Reflection
Were the lesson

objectives/learnin
g objectives
realistic?
Did all the
learners achieve
the lesson
objectives/
learning
objectives? If not,
why?
Did my planned
differentiation
work well?
Summary evaluation
1:
2:
What one thing would have improved the lesson (consider both teaching and learning)?
1:
Short term plan

Lesson plan
Unit 9: Clothes and Fashion School:
Date: Teacher name:
Lesson title Researching how clothes are made and materials used 2
Learning 7.C9 use imagination to express thoughts, ideas, experiences and

objectives(s) that this feelings
lesson is contributing 7.L6 deduce meaning from context with little support in extended
to (link to the Subject talk on a limited range of general and curricular topics
program) 7.S5 keep interaction with peers to negotiate, agree and organize
priorities and plans for completing classroom tasks
Lesson objectives All learners will be able to: understand the main idea from context
with little support of the text.
Most learners will be able to: make up sentences using topical
vocabulary
Some learners will be able to: explain opinions, ask the questions
and answer the questions of the text
Level of thinking Higher order comprehension:
skills Application
Analysis
Assessment criteria - Identify the main points of supported extended talk on a range of
general and curricular topics;
- apply vocabulary in a limited range of general topics;
- explain views with peers, to negotiate, agree and organize priorities
and plans for completing classroom tasks .
Value links Economic growth based on industrialization and innovation
Cross-curricular Technology, Art
links
Previous learning Researching how clothes are made and materials used 1
Plan

Org. moment
Start
Greeting
3 min
Dividing into 3 groups by materials
Silk, wool, denim
Groups evaluate each other on the table of
assessment that making up together with learners.
Warm-up: Choose some pictures of materials that
are familiar to students. Show students a small portion
of the picture. Get them to guess what the picture
might be.
Middle Revision of vocabulary

Brain storming to lead in the theme. A learner writes
5 min one word from the theme “Different types of
materials” on a sheet of paper and sticks it on the
board.
Corduroy Leather
Nylon Denim
Pictionary
Polyester Silk
Wool Straw
Presentation
New words
Cloth – a fabric formed by weaving, felting, etc., from
wool, hair, silk, flax, cotton, or other fiber, used for
garments, upholstery, and many other items.
Tent – a portable shelter of skins, canvas, plastic, or
the like, supported by one or more poles or a frame
and often secured by ropes fastened to pegs in the
ground. www.google.c
Miner - also called mineworker. a person who works om
in a mine, especially a commercial mine producing
coal or metallic ores.
Pants - trousers
Hole - an opening through something; gap; aperture: a
hole in the roof; a hole in my sock.
Using ICT
Audio “The Story of Jeans” https://
The audio is listened very attentively and repeated. youtu.be/HH-
Introduce groups about jeans with particular focus on HmrpEh7Y
where jeans come from. Found new words from text CD-ROM
and read the words chorally and individually.
Question-answer work
1 What did you hear in the audio?
2 Who are the main characters?
3 What material is spoken in audio?
17 min
Task 1. Jumbled text
The groups are given jumbled text from the audio.
Descriptor:
Learners should to collect jumbled sentences.
Wake up
Task 2. Make poster “ Project of Denim clothing”

draws a picture of the jeans and describes how it is
made (materials) to classmates.
Descriptors:
Works in a group
Uses topical vocabulary
Presents project work to the class.
15 min
End All the end of the lesson, learners reflect on:
-what they learned
5 min
-what remained unclear for them
- what they need to continue working on by the
“Traffic lights”
Differentiation: Criteria – based assessment: Health saving technologies.
Task I by support. I Learners were given definite criteria Using physical exercises and
will write the at the beginning of the lesson. active activities. Keep safety
questions in the correct rules while lesson.
Groups evaluate each other on the
order some events with table of assessment given at the
little support of the beginning of the lesson.
audio.
Task II by support. I
will write new
vocabulary and some
model questions on the
board to help weaker
learners explain your
project.
Reflection Use the space below to reflect on
your lesson. Answer the most
relevant questions from the box on
the left about your lesson.
Short term plan
Unit 9.Clothes and fashion. School:
Date: Teacher name:

Lesson title Using the passive voice writing a description of a person.
Learning objectives(s) that 7.C1 use speaking and listening skills to solve problems
this lesson is contributing creatively and cooperatively in groups
to (link to the Subject 7.R1 understand the main points in texts on a limited range of
programme) unfamiliar general and curricular topics
7.W1 plan, write, edit and proofread work at text level with
some support on a range of general and curricular topics
Lesson objectives All learners will be able to: solve problems creatively and
cooperatively in groups
Most of learners will be able to: understand the main points
in the texts
Some learners will be able to: proofread work at the text
Level of thinking skills Knowledge and understanding. Application
Assessment criteria  solve problems creatively and cooperatively in groups

 understand the main points in the texts
 proofread work at the text
Values links Universal Labor Society
Cross-curricular links Kazakh language

Previous learning Researching how clothes are made and materials used
Plan
Planned timings Planned activities (replace the notes below with Resources
your planned activities)
Greetings With colorful

Start
Good morning, boys and girls. Divide into two stickers
5 min
groups.
Phonetic drill. Let’s start our lesson. “Phonetic”
minute. Look at the blackboard and repeat after me:
They are written, it was broken,
He is given, she’ll be left.
They were eaten, it was spoken,
It’s being driven, he’ll be lent.
The method “Word bank” Pictures
Middle
Look at the pictures and translate the words. Book
7 min Flashcards
active board
blackboard
Text
Internet
15 min
Task 1.
Read and translate the text.
Differentiation by task for the text:
Group 1: underline new words and explain their
meanings
Group 2: summarize the text.
Pictures Internet
7 min
Descriptors:
1) Reads the text.
2) Underlines new words and explains their Elementary
meanings. language practice
3) Summarize the text. MACMILLAN
Task 2.
The method ‘’Cluster mapping’’
6 min Write a short topic using the picture:
1. height/weight
2. race
3. age
4. hair/ eye color
5. complexion
6. clothing
7. scars/ marks
Follow the instructions.

1. Give the title to the topic.
2. Write the main idea.
Descriptors:
1) Writes a short story.
2) Give the title to the topic.
3) Write the main idea.
Task 3.
Rewrite each sentence in the passive. Do not
change the meaning.
1. They built the bridge in 2006.
……………………………………………………
2. A dog has eaten my sandwich!
……………………………………………………..
3. They will deliver the letter tomorrow.
…………………………………………………….
4. They have cancelled our train.
……………………………………………………….
5. One of the students broke a window in the
classroom.
……………………………………………………..
6. People eat millions of bars of chocolate
every day!
……………………………………………………..
Descriptor:
1) Rewrite each sentence in the passive.
At the end of the lesson, students reflect on: stickers

End
Feedback
5 min
- What have you learnt today?
- What would you like to learn?
- What would you like to work on?
I know and I can speak I need a help

understand
Homework:
Open your diaries and write down your home task.
To write an essay: “Description yourself”
The lesson is over. You may be free! Good – bye
Task 1 By outcome. Learners assess each other Health saving technologies.
They will read, find new words by smiles Using physical exercises and
and explain them. Self-assessment active activities.
Task; by support
Rules from the Safety Rules
I will show them pictures give book which can be applied
words and words combinations in this lesson.
to do the task.
Task 3; by task
Pupils we will do the task
according to their knowledge
and ability.
Were the lesson
objectives/learning
achieve the lesson
objectives? If not,
why?
Did my planned
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?
Short term plan
Unit of a long term plan 9:Clothes and fashion.

School:
Date:
Teacher name: Tulegenova Nursaule.
CLASS: 7 Number present:

absent:
Lesson title Designing a uniform for Kazakhstani Olympic team.
Learning objectives(s) that 7. R1 understand the main points in texts on a limited range of
this lesson is contributing to unfamiliar general and curricular text.
(link to the Subject 7.S7 use appropriate subject-specific vocabulary and syntax to
programme)
talk about a range of general topics, and some curricular text.
7.W8 spell most high-frequency vocabulary accurately for a
growing range of familiar general and curricular topics.
Lesson objectives  All learners will be able to understand the main idea of the text.
 Some learners will be able to answer the questions.
 Most learners will be able to find diferenciate types of sport
wears.
 Identify the main idea of the text.
Assessment criteria  Apply appropriate subject specific vocabulary.
 Recognize with support names of the Olympic uniform.
Values links Common history, culture and language.
Cross-curricular links Russian, history.
Previous learning Researching how clothes are made and materials used.
Plan
timings activities)
Start
Greeting.
5min Good afternoon children!
How are you?
What date is it today?
Who is absent ?
Middle. OK now pupils: Today’s our theme:”Designing a uniform for http://marsin.
Kazakhstani Olympic team.” Jimbo.com.
35 min. Task 1.Read and translate the text and find the main idea listen and Pictures,
10min. understand the text on the theme about sports.( prediction, connect) www.google.r
u
Sport in Kazakhstan and in my life.
Sport helps people to stay in a good shape, keeps them fit,
healthy and makes them more organized, better disciplined in
their daily activities and energetic.
Many sports are popular in Kazakhstan, They are: football,
tennis, hockey, weight-lifting, track and field, basketball,
volleyball, boxing, judo and karate, cross-country skiing, figure
skating, climbing mountains, horse-racing.
All these sports have their strong supporters and fans.
Thousands of people go to the stadium to support their favorite
team and many thousands watch the game on TV. For many
people sport is the main form of entertainment. The people in
the Republic of Kazakhstan are not only sports fans. They take
an active part in all sports and sports activities, professional and
10min. amateur.
There are different sporting societies and amateur clubs in
the Republic of Kazakhstan. Some of them constantly take part
in different international tournaments and are well-known all
over the world.
Kazakhstan sportsmen have won a great number of world
records in gymnastics, judo, wrestling, athletics.
International and national matches attract many fans. Some
15min. most important games and sport events are transmitted over the
radio and TV.
As for me, I like sports, too, though in theory at present.
When I was a junior pupil I went in for sports. I liked
swimming, so I went to the swimming pool every day. You
know how it always happens when you grow up. The habits
gradually change and at present I hardly do sports seriously.
Though from time to time I do my morning exercises.
But I am sure if you want to keep fit you must go in for sports
because sport makes people strong, healthy and optimistic.
Descriptor:
Reads and understands the text.
Task 2.Answer the questions (method of basketball)
1.What sports are popular in the republic of Kazakhstan?
2. What can sports do for human body?
3.Who is your favorite sportsman?
4.Do our sportsmen participate in international tournaments.
5.Kazakh athletes wear sports clothes in national style?
Descriptor:
Answers to the questions.
Task 3. Group work.
So, pupils. I give you task connected to the sport uniforms. Collect
materials using the internet and write short essay. The theme of the 1 st
group is summer sport wearing. The theme of the 2nd group is winter
sport wearing. Then create a poster and show your work.(Jumble, fill
in the gap).
Descriptor:
Children will get acquaintance with Olympic clothes by performing
their task.
End Conclusion of the lesson.
Giving home task.
5min.
Feedback. By smiles.
Differentiation – how do you Assessment – how are you planning to Health and safety check
plan to give more support? How check learners’ learning?
do you plan to challenge the
more able learners?
Task1.By task. I will give them 1.Oral price Health saving technologies.
text and they will explain. 2.Smiley Using physical exercises and
Task2. By task. I will ask them active activities.
questions and they will answer. 3.By thumbs.
Task3. By outcome.I will give Rules from the Safety Rules
book which can be applied in
them task, they will search
this lesson.
informations from i-net ,books
and will present their works.
Reflection Use the space below to reflect on your lesson. Answer the most relevant questions
from the box on the left about your lesson.
Were the lesson
objectives/learning
objectives
realistic?
achieve thelesson
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
Summary evaluation
1:
2:
1:
2:

7кл Кмж Excell

Uploaded by

Copyright:

Available Formats

7кл Кмж Excell

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

7кл Кмж Excell

Uploaded by

Copyright:

Available Formats

Lesson plan

Unit of a long term plan School:

Learning objectives(s) 7.C4 evaluate and respond constructively to feedback from

Level of thinking skills Comprehension, Application, Evaluation

Lesson objectives They will learn types of leisure activities names.

Cross-curricular links Art, Music, Sport, Sociology, Psychology

Vocabulary teaching. Handout with

Most able students give recommendations to

Were the lesson

Unit of a long term plan School:

Learning objectives(s) 7. L4 Understand with little support some of the implied

 Jack plays games of paintball during the week.

Self and Peer assessment

Homework: Ex:9 write a short topic your hobby.

Were the lesson Game style lessons prove to be very useful

Unit Unit 1: Hobbies and Leisure School

(I, G) The Group of Stickers

(I) Fill in the gaps

Concluding the lesson «60 seconds»

Unit of a long term plan School:

Lesson objectives To do grammar exercises on adverbs with support

Organization moment. Copybooks

Concluding the lesson copybooks

Were the lesson

Unit: Hobbies and leisure

Learning objectives: 7.C 4 evaluate and respond constructively to feedback from

Level of thinking Application, analysis

Cross-curricular links Geography, History, PE, painting, music

Previous learning Holidays and hobbies.

Planned Planned activities Resources

...- is the practice or … is a variant of open- …- is a club and ball

Act the dialogue out with peer

Middle Group work:

Guide Questions: (Task for more learners)

 Using “method of fan” learners could reach variety of

Unit of a long term plan School:

Level of thinking skills Comprehension, Application, Evaluation

Lesson objectives To do reading, listening, speaking and grammar exercises on

Assessment criteria Special descriptor for each task.

Cross-curricular links Art, Sport, Music

Organization moment. copybooks

1. Speaking skill Sheet of handout

Complete part 2 of the interview with the guestion

Concluding the lesson

Date: Teacher name:

CLASS: 7th grade Number present:

All learners will be able to:

Planned timings Planned activities (replace the notes below

Video clip about technology

5 min AFL: thumbs up if your pronunciation is good,

AFL: oral feedback

CLASS: 7th grade Number present:

1.Find the definition of the words looking at the slide shows.

2. Tell about any social websites using the new words.

1) -is defined as a group of two or more computer systems linked together

Task 2.Match the sentences :

Descriptor: 1. Match the sentences

Listen to the tape script :

First listening: (Questions)

Less able students I will support with giving 1. Concept checking