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Long-term plan Unit 7: Natural |
School: |
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Date: 21.02.20 |
Teacher’s name: Darmenova |
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Grade: 7C |
Number present: |
absent: |
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Theme: True Stories. |
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Learning that this lesson is contributing |
7.L4 7.S7 7.W2 |
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Lesson |
All understand and use the vocabulary on the topic «Natural Most use appropriate Some organize |
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Criteria |
1. 2. 3. |
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Value links |
Respect and 1. listening 2. listening 3. encouraging 4. helping 5. work |
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Bloom’s taxonomy |
knowledge, understanding, application, |
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Cross curricular |
geography |
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ICT |
Computer/E-book/Pickers |
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Previous |
Grammar: Past |
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Plan |
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Planned timing |
Planned |
Resources |
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Beginning (14 5 min IW 5 min Self-Assess Ment 2 min |
Greeting The teacher and -Good afternoon, — Good -How are you -We are fine, — What date is —Today is 21 st of February -Who is absent? -All are Today we have Green- Yellow— Pink- Blue-Problems Is it clear for Lead-up: |
power point tion cards |
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Teacher — Now After -Ok. Let’s check and assess our work. Please choose Answers 1.False 2. True 3. True 4. True 5. False 6. True — How do you -The theme is Today we are — — — |
LEARNERS Learners write Descriptor *watch the video *mark the sentences True/False
Learners (Students’ |
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Middle (30 min) 2 min 3 min 1 min 10 min 1 min 6 min 2 min |
— — Answers 1. Where did you 2. Who was/were you 3. What was the 4. What did you do there? 5. What did happen? 6. What did happen — Teacher Avalanche Flood- Lighting- Earthquake- Fire- —Now please, assess your partner |
— Task1. Work individually. Write down the 1. Whereyougo? 2. Who/with you? 3. 4. 5. What happen? 6. What happen in Task2. Learners Task3. Discuss in pairs. Ask and answer pictures using the questions from Put |
pictures pictures |
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— — — -You |
Task 4. Work in groups. Tell the story It happened ……… And then…… But suddenly…… So anyway then……. So the next thing I did was…. After that…… Eventually……. WOW! That was amazing! (scary, terrific, Learners |
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-Now -Ok. -Thanks, |
Learners take |
Stripes with sentences 3 papers A3 Glue |
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End (3min) |
Reflection for Let summarise Now you have -If you — If you understand — If you — If you Learners show -Thank you for |
Plicker’s signs |
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Homework |
prepare a story |
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Earthquake
1.
Don’t
panic
2.
Drop
wherever you are on to your hands and knees
3.
Cover
your head and neck with your arms.
4.
If a table or desk is nearby, crawl under it
for shelter.
5.
If
no shelter is nearby, crawl next to an interior wall (away from windows).
6.
If
you are under a table or desk, hold on with one hand
7.
If you can’t find a table or desk, cover your
head and neck with both arms and hands.
8.
Check yourself to see if you are hurt
9.
Go outside and quickly move away from the
building.
10.
Go
to assembly point
Fire
1.
Don’t play with matches and lighters.
2.
In case of fire: DON’T HIDE! You
should NEVER hide in closets or under desk
3.
Fall & Crawl. It is easier to breath in a
fire if you stay low while getting out.
4.
Use the back of your hand to test if a door is
hot before you open it. If it is hot, try to use another way out.
5.
If your clothes are on fire; Stop, Drop, and
Roll until the fire is out.
6.
Shout for help, but don’t run. Running makes fire
burn faster.
7.
If there much smoke cover your mouth with hand or
cloth
8.
Choose a meeting place outside
9.
NEVER go back into a burning building for any
reason. If someone is missing, tell the firefighters. They have the clothing
and equipment to safely rescue people.
10. Know your local emergency number.
Flood
1.
Stay informed about flooding conditions in your area
2.
Don’t
try to walk through a flooded area
3.
Avoid low spots,
like ditches, basements, or underpasses
4. Do not walk through flooded areas.
5. If you have to walk in water, wherever
possible, walk where the water is not moving.
6. Do not touch electrical equipment if you
are wet or standing in water
7. Avoid floodwaters; water may be
contaminated by oil, gas
8. Go higher place
9. Call emergency and wait them
10.Drink only bottled water
Содержание
- The plan of the lesson is «Healthy habits»
- Просмотр содержимого документа «The plan of the lesson is «Healthy habits»»
- План урока для 7 класса Traveler’s tales (Excel 7)
- Просмотр содержимого документа «План урока для 7 класса Traveler’s tales (Excel 7)»
- План урока по английскому языку для 7 класса (Excel 7 for Kazakhstan)
- 2. Don’t try to walk through a flooded area
- 3. Avoid low spots , like ditches, basements, or underpasses
- Особенности подготовки к ЕГЭ по английскому языку в части анализа раздела «Письмо» и «Говорение»
- Особенности подготовки к сдаче ОГЭ по английскому языку в условиях реализации ФГОС ООО
- Актуальные вопросы преподавания английского языка в условиях реализации ФГОС
- Домашнее обучение. Лайфхаки для родителей
- Опытные онлайн-репетиторы
- IV Международный практический «Инфофорум» для педагогов
- 2023 год педагога и наставника: вызовы и решения
- Дистанционные курсы для педагогов
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The plan of the lesson is «Healthy habits»
7.L4 understand with little support some of the implied 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
7.UE8 use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics
Просмотр содержимого документа
«The plan of the lesson is «Healthy habits»»
Unit of a short term plan “Healthy habits”
Number present:12 12
Discussing healthy habits and healthy living and learning about the
this lesson is contributing to:
7.L4 understand with little support some of the implied 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
7.UE8 use a growing variety of future forms including present continuous with future meaning on a range of familiar general and curricular topics
All learners will be able to
Listen and divide words into healthy and unhealthy habits groups
Name healthy and unhealthy habits
Make up sentences with keywords using present continuous
Most learners will be able to
Listen and fill in missing words to the dialogue.
Give advice according to healthy and unhealthy habits.
Make sentences with future and present continuous.
Some learners will be able to
Make and act out the dialogue by identifying particular information
Recognize particular information and details about healthy and unhealthy habits.
Apply the topic related vocabulary in speech
Compose present continuous forms with present and future meaning in the dialogue
Knowledge, understanding and application
Names of food and sport
Planned activities (replace the notes below with your planned activities)
Greeting: Hello, children! How are you?
The students are divides into two groups according to the pictures which they choose, “healthy and unhealthy habits” cards.
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?
Pictures of healthy and unhealthy foods
I/W1.Task: Listen and choose the picture cards and find healthy and unhealthy habits. Make the sentences with should, shouldn’t modal verbs and say.
What should/shouldn’t we do to have a healthy lifestyle?
I team “Healthy” II team “Unhealthy”
Get a good night’s sleep 1. Eat too much junk food
Have a hobby 2. Eat late at night
Do a physical activity 3. Surf the internet for too long
Drink plenty of water 4. Play video games too often
Eat fruit and vegetables 5. Watch too much TV
Don’t smoke 6. Smoke
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
P/W2.Task: Asking for /giving advice.
The sentences above are from the dialogue between two friends. Read and listen, role play it. Prepare 5 questions and give advice.
Diana: What’s wrong, Rita?
Rita: I want to play in basketball team, but the coach says I have to improve my level of fitness first. What 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?
What is Diana’s advice?
Descriptor a learner:
Listens to dialogue
Prepare 5 questions
Gives advice according healthy and unhealthy habits.
AFL- Self–assessment paper tick
I/W 3.Task. Look at picture and make up sentences 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:
develop his/her personal objectives
write their sentences
present their words to the class
“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?
Which food/drinks give us a lot of Harmful?
What is the damage to the body?
Fill in pyramids
Picture cards healthy and unhealthy habits with №
Источник
План урока для 7 класса Traveler’s tales (Excel 7)
Просмотр содержимого документа
«План урока для 7 класса Traveler’s tales (Excel 7)»
Unit: 7.2 Holidays and Travel
Teacher name: Sadchikova
Theme of the lesson
Reading: Traveler’s tales
Learning objectives(s) that this lesson is contributing to
7.R5 Deduce meaning from context in short texts on a growing range of familiar general and curricular topics.
7.R4 Read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics.
7.S3 Give an opinion at discourse level on a growing range of general and curricular topics.
7.C8 Develop intercultural awareness through reading and discussion.
7.C2 Use speaking and listening skills to provide sensitive feedback to peers
All learners will be able to:
analyse the text for finding main idea in it
Most learners will be able to:
provide a point of view in conversations and discussions
Some learners will be able to:
raise awareness about cultural diversity through reading
Technology gadgets that can be used while travelling
Projector or Smart board to show a presentation
Cooperation, respect to each other, functional literacy
Cross curricular links
Travelling in a city in Kazakhstan and abroad
Talking about how people get to places in Kazakhstan
To develop leadership skills
To provide opportunity to work autonomously
To create a friendly atmosphere for collaborative work
Health and Safety
Make sure power cords are not a tripping hazard
Everyday classroom precautions
W – whole class discussion I – individual work P – pair work G – group work f – Formative assessment
Greeting learners. Setting positive atmosphere by asking some ice breaking questions.
Ss play in teams. They match words in columns A & В to form phrases or compound nouns. Then, they say a sentence using the phrase/ compound noun. Each correct sentence gets 1 point. The team with the most points is the winner.
Elicit a variety of answers from Ss around the class. /5s’ own answers)
To predict the content of a text
• Direct Ss’ attention to the pictures. Elicit Ss’ guesses as to what the story can be about and what they think happened to the traveller.
Suggested Answer Key
I see snakes and a suitcase in the pictures.
I think the story is about snakes. Perhaps a traveller hid snakes in his luggage on a flight.
• Play the recording. Ss listen and follow the text in their books and find out.
To read for specific information
• Allow Ss some time to read the text and answer the questions.
• Direct Ss to the Word List to look up the meanings of the words in the Check these words box.
• Check Ss’ answers around the class.
1C 2 В 3 C 4 В 5 A
• Play the video and elicit Ss’ comments at the end.
Explain the task. Ss complete the task and check their answers in the text.
1 about (para 1) 3 in (para 3)
2 of (para 1) 4 with (para 5)
Give Ss time to complete the task, then check Ss’ answers around the class.
1 missed 3 board 5 import
2 lost 4 break 6 take
Suggested Answer Key
A: Have you ever lost luggage?
A: Have you ever boarded a flight?
A: Have you ever broken the law?
A: Have you ever imported endangered species? B: No, I haven’t.
A: Have you ever taken risks?
To describe a past experience from
someone’s else point of view
• Explain the task and allow Ss some time to think about their answers.
• Ask various Ss to describe the event to the class from the point of view of the customs officer.
Suggested Answer Key
It was a busy day at the airport. I was checking the luggage of passengers who had just landed from South Korea. A passenger looked suspicious, so I asked him to open his luggage. There were dead snakes, scorpions and birds in bottles in his luggage. He was charged with breaking the law twice.
To listen for specific information
• Read out the task to the Ss and direct their attention to the fact that there are three extra problems they do not need to use.
• Play the recording. Ss listen and choose the correct answers.
• Check Ss’ answers around the class
la 2 g 3 f 4 c 5 b
To narrate a past experience using
• Explain the task. Ss take roles and ask and answer in pairs.
• Monitor the activity around the class and then ask some pairs to act out their exchanges in front of the class.
Suggested Answer Key
A: Sezim, what’s the matter?
B: Someone has just stolen my wallet!
A: Oh dear! I’m so sorry. How did it happen?
В: I put it down for a moment to look in my bag and the next thing I knew it was gone.
A: Let’s call security, etc.
Reflection “Questions, demanding multiple answers” technique
Learners answer the questions
Did I like how my work went?
Did I use English during the work?
Did I prepare for the lesson at home?
Источник
План урока по английскому языку для 7 класса (Excel 7 for Kazakhstan)
Long-term plan unit:
Unit 7: Natural Disasters
School: school-gymnasium # 7
Teacher’s name: Darmenova N.E.
Theme: True Stories.
that this lesson
is contributing to
7.L4 understand with little support some of the implied 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
7.W2 write with some support about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular topics
All learners will be able to:
understand and use the vocabulary on the topic «Natural Disasters»
Most learners will be able to:
use appropriate vocabulary and syntax on a wide range while talking and writing about the topic «Natural Disasters»
Some learners will be able to:
organize sentences into paragraphs to write about the topic «Natural Disasters»
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
Respect and cooperation by:
1. listening to the teacher
2. listening to each other
3. encouraging each other
4. helping each other
5. work in a team/pair
knowledge, understanding, application, analysis, synthesis, assessment
Cross curricular links
Grammar: Past Continuous.
Beginning (14 min)
The teacher and students greet each other.
-Good afternoon, learners!
— Good afternoon, teacher!
-How are you today? How is your mood?
-We are fine, thanks and you?
— What date is it today?
— Today is 21 st of February
-All are present.
Today we have unusual lesson. Please look at the board there we have Assessment Table after every task you should give the stickers to your classmates and yourself.
Pink- have some question
Is it clear for you? Ok let’s start our 1 task.
power point presenta
— Now we are going to watch video and after it you will do exercise. Before we start watching video please open your copybooks and write down the date, classwork. Now I give you cards with exercise. Please read the task. Read the sentences. Let’s look at the white board and watch the video.
After watching video teacher shows the keys of the exercise.
-Ok. Let’s check and assess our work. Please choose the sticker according your results.
— How do you think what is the theme of the lesson?
-The theme is “True Stories”. The aim of our lesson is: To find out safety rules during the natural disaster.
Today we are going to:
— watch the video
— find out the safety rules
Learners open the copybooks and
write the date, classwork. After they read the task. Read the sentences Students watch video and do exercise.
*watch the video
*mark the sentences True/False
Learners check themselves. Put stickers to the Assessment Table
— Let’s continue our lesson. I give you parts of the words you should find another one and find your pair for the next task
— Ok. Take your seats. Look at to your cards and first task is….
1. Where did you go?
2. Who was/were you with?
3. What was the weather like?
4. What did you do there?
5. What did happen?
6. What did happen in the end?
— I give each pair the pictures. You should put the pictures in order to make up a story.
Teacher gives pictures according the learners’ knowledge level. (Differentiation)
Avalanche –Motivated learners
Flood- Motivated learners
Lighting- Motivated learners
Earthquake- Weak-motivated learn.
Fire- Weak-motivated learn.
— Now please, assess your partner
— Learners search parts of the picture and find pair for the next task
Task1. Work individually. Write down the questions:
3. What weather be like?
4. What / you/do/there?
6. What happen in the end?
Task2. Work in pairs. Put the pictures in order to make up a story
Learners put the pictures in order to make up a story. But some learners make up the dialogue.
Task3. Discuss in pairs. Ask and answer questions to describe
pictures using the questions from previous task.
Put stickers to the Assessment Table
— It’s time to task #4. We should divide into 3 groups. Please pairs with natural disasters Earthquake and Fire sit here. You will be 1 group. (Olga. Leila, Daniil, Nurai) -Weak-motivated learn.
— Pairs with natural disasters Avalanche and Flood sit there. You will be 2 group. (Alina, Shahzoda, Valentina)
— Pairs with natural disasters Lightning and Flood sit there. You will be 3 group. (Altynai, Aleksandra, Sofia)
-You work in groups. Tell the story to each other using the phrases, stories, dialogue. After that you should discuss in the groups and assess each member of your group.
Task 4. Work in groups. Tell the story to each other using the phrases below:
So the next thing I did was….
WOW! That was amazing! (scary, terrific, etc)
Learners tell to each other their stories and discuss in the groups. After 1 member put the stickers.
-Now look to the board there we have 3 posters with natural disasters I give you some safety rules you should find the natural disaster according to your rule.
-Ok. Let’s see. You are right. Please look at them. You should know them if there will be a natural disaster.
-Thanks, take your seats.
Learners take the rule and put it to the poster. Learners again divided into the 3 groups.
Stripes with sentences
Reflection for students
Let summarise our lesson. Look at our Assessment Table. You see how you work during the lesson. And I give you last stickers for the last task.
Now you have papers with Plicker’s sign.
-If you understand everything show me please A side
— If you understand everything, but have some mistakes show me please B side
— If you understand everything, but have some problems show me please C side
— If you understand a little bit and have problems with task show me please D side
Learners show their cards.
-Thank you for your active participating.
prepare a story using 10 sentences.
2. Drop wherever you are on to your hands and knees
3. Cover your head and neck with your arms.
4. If a table or desk is nearby, crawl under it for shelter.
5. If no shelter is nearby, crawl next to an interior wall (away from windows).
6. If you are under a table or desk, hold on with one hand
7. If you can’t find a table or desk, cover your head and neck with both arms and hands.
8. Check yourself to see if you are hurt
9. Go outside and quickly move away from the building.
10. Go to assembly point
1. Don’t play with matches and lighters.
2. In case of fire: DON’T HIDE! You should NEVER hide in closets or under desk
3. Fall & Crawl. It is easier to breath in a fire if you stay low while getting out.
4. Use the back of your hand to test if a door is hot before you open it. If it is hot, try to use another way out.
5. If your clothes are on fire; Stop, Drop, and Roll until the fire is out.
6. Shout for help, but don’t run. Running makes fire burn faster.
7. If there much smoke cover your mouth with hand or cloth
8. Choose a meeting place outside
9. NEVER go back into a burning building for any reason. If someone is missing, tell the firefighters. They have the clothing and equipment to safely rescue people.
10. Know your local emergency number.
1. Stay informed about flooding conditions in your area
2. Don’t try to walk through a flooded area
3. Avoid low spots , like ditches, basements, or underpasses
4. Do not walk through flooded areas.
5. If you have to walk in water, wherever possible, walk where the water is not moving.
6. Do not touch electrical equipment if you are wet or standing in water
7. Avoid floodwaters; water may be contaminated by oil, gas
8. Go higher place
9. Call emergency and wait them
10.Drink only bottled water
Курс повышения квалификации
Особенности подготовки к ЕГЭ по английскому языку в части анализа раздела «Письмо» и «Говорение»
- Сейчас обучается 192 человека из 45 регионов
Курс повышения квалификации
Особенности подготовки к сдаче ОГЭ по английскому языку в условиях реализации ФГОС ООО
- Сейчас обучается 211 человек из 54 регионов
Курс повышения квалификации
Актуальные вопросы преподавания английского языка в условиях реализации ФГОС
- Сейчас обучается 306 человек из 71 региона
Домашнее обучение. Лайфхаки для родителей
Лучшее для учеников, педагогов и родителей
Опытные
онлайн-репетиторы
- По любым предметам 1-11 классов
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Рабочие листы и материалы для учителей и воспитателей
Более 7 500 дидактических материалов для школьного и домашнего обучения
IV Международный практический «Инфофорум» для педагогов
2023 год педагога и наставника: вызовы и решения
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Источник
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Greetings.
Greeting learners. Setting positive atmosphere by asking some ice breaking questions.
Learning objectives
To write an article about holiday problems
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Warm-up: (W)
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T. presents vocabulary related to ways of booking a ticket and their costs.
First Listening
T. tells Ss that they are going to listen to a dialogue for the first time. While listening they answer the focus questions.
1. Where does Mary Jones want to go? She wants to go to Sydney.
2. What type of ticket does she want? She wants an economy class ticket
Ss give their answers.
T. corrects their answers and shows them on the O.P.
Second Listening
T. tells Ss that they are going to listen to the dialogue for the second time and do the T/F exercise.
Write T (True) or F (False)
1. Mary Jones wants to travel next Tuesday morning. ___ f
2. She will be staying there for three weeks. _____t
3. The flight leaves at 16:00 hrs. f
4. The flight arrives at 9:25 a.m. _____t
5. The flight number is NWA _____t
T. gives time to Ss to do the exercise individually. Then Ss compare their answers with their partners.
T. corrects the exercise on the O.P.
Post Listening
T. asks Ss to work in groups to fill in the gaps on the handout.
T. goes around monitoring and helping the Ss.
Then Ss role-play the conversation with their partner
Reservations clerk: — Northwind Airways, good morning. May I help you?
Mary Jones: — Yes, do you have any ¹flights to Sydney next Tuesday
afternoon?
Reservations clerk: — One ²moment, please… Yes. There’s a flight at 16:45 and
one at 18:00.
Mary Jones: — That’s fine. 3 Could you tell me how much a 4 return flight
costs? I’ll be staying three weeks.
Reservations clerk: — Economy, 5 business class or first class ticket?
Mary Jones: — 6 Economy, please.
Reservations clerk: — That would be €346.
Mary Jones: — OK. Could I make a 7 reservation?
Reservations clerk: — Certainly. Which flight would you like?
Mary Jones: — The 16:45, please.
Reservations clerk: — Could I have your 8 name, please?
Mary Jones: — My name is Mary Jones, that’s M-A-R-Y J-O-N-E-S.
Reservations clerk: — How would you like to pay, Ms Jones?
Mary Jones: — Can I pay at the check-in desk when I pick my 9 ticket?
Reservations clerk: — Yes, but you will have to 10confirm this reservation at
least two hours before 11 departure time.
Mary Jones: — I see.
Reservations clerk: — Now you have been booked, Ms Jones. The flight leaves
at 16:45, and your 12 arrival in Sydney will be at 9:25 a.m.,
local time. The flight number is NWA 476.
Mary Jones: — Thank you.
Reflection “Plus-Minus-Interesting” technique
This exercise can be done orally, as well as in written form, which will depend on time you have. When you do it written form you should fill in the three columns of the table. In the column «P» — «plus»- write everything you liked at the lesson, information and forms, which caused positive emotions, or, may be useful for achieving objectives. In the column «M» — «minus»- you can write anything you didn’t like at the lesson, what was boring for you, stayed unknown, or any useless information. In the column «I» — «interesting»- you can write curious facts, they’ve learned at the lesson, anything you would like to learn about problems, questions to the teacher.
The learners write three things in a table
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+ |
— |
Interesting |
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or achievements/difficulties of individuals that will inform my next lesson?
Краткосрочное планирование по английскому языку. 7 класс Hobbies and Leisur. Учебник Excel
Содержимое разработки
Short term plan 7
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7.1A Hobbies and Leisure Term 1 Unit 1 |
School: 14. Kokshetau |
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Date: 20.09.17 |
Teacher’s name: Vlassenko H. |
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Grade 7 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
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) |
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Learning objectives(s) that this lesson is contributing to |
7.C4 evaluate and respond constructively to feedback from others 7.C9 use imagination to express thoughts, ideas, experiences and feelings 7.S3 give an opinion at discourse level on a growing range of general and curricular topic 7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Language objective |
Past Simple Tense |
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Value links |
Responsibility, Global Citizenship |
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Cross curricular links |
Social Studies, Kazakh, Russian |
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Previous learning |
Grammar on Conditional 1, gerund and infinitive forms, quantifies. |
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Use of ICT |
Notebook for showing a presentation |
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Intercultural awareness |
Compare types of hobbies all over the world |
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Kazakh culture |
Compare Conditional sentences in English and Kazakh languages |
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Pastoral Care |
Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
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Planned timings |
Planned activities |
Resources |
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10 minutes |
Warm-up for the lesson:
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Sheet of paper with words |
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Main part 5 min. 5 min 15 min. |
The main part of the lesson
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5 min. |
Reflection “Plus, minus, interesting” technique Learners need to say for three words.. Interesting – what was interesting for them. Minus — what did not like at the lesson, not necessary for him, useless. Plus – what liked in the lesson, information and forms of work that caused positive emotions |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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More support:
Encourage them write more complex sentence and grammar. |
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Critical thinking on this lesson lies in doing writing exercise and it is based on accuracy, relevance and fairness. |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? |
Match the words
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Thrills Workout Latest Combine Flight Falconry Sanctuary Gaze Return Wingspan Field Spy Hunt |
Полёт Охота Заповедник Поле Тренировка Дрожь Возвращаться Шпион Соколиная охота Перемещать Самый поздний Пристальный взгляд Сочетать |
Match the words
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Thrills Workout Latest Combine Flight Falconry Sanctuary Gaze Return Wingspan Field Spy Hunt |
Полёт Охота Заповедник Поле Тренировка Дрожь Возвращаться Шпион Соколиная охота Перемещать Самый поздний Пристальный взгляд Сочетать |
Match the words
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Thrills Workout Latest Combine Flight Falconry Sanctuary Gaze Return Wingspan Field Spy Hunt |
Полёт Охота Заповедник Поле Тренировка Дрожь Возвращаться Шпион Соколиная охота Перемещать Самый поздний Пристальный взгляд Сочетать |
Содержимое разработки
Short term plan 7
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7.1A Hobbies and Leisure Term 1 Unit 1 |
School: 14, Kokshetau |
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Date: 19/09/2017 |
Teacher’s name: Omarova A. |
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Grade 7 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
“Getting to know about global leisure pursuits.” |
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Learning objectives(s) that this lesson is contributing to |
7.C8 develop intercultural awareness through reading and discussion 7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics 7.R2 understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics 7.S1 provide basic information about themselves and others at discourse level on a range of general topics 7.S2 ask simple questions to get information about a growing range of general topics 7.UE5 use questions including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics 8.R7 recognise typical features at word, sentence and text level in a range of written genres |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Language objective |
Past Simple Tense |
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Value links |
Responsibility, Global Citizenship. Mutual respect |
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Cross curricular links |
Social Studies, Kazakh, Russian, Psycology |
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Previous learning |
Grammar on Present Simple Tense, Present Conditional and Comparative and Superlative adjective |
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Use of ICT |
Notebook for showing a presentation |
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Pastoral Care |
Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
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Planned timings |
Planned activities |
Resources |
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5 minutes |
Warm-up for the lesson: Teacher announces the learning objectives. Warm — up Miming or Hot Seat Games
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Main part 10 min. 15 min. 5 min. |
The main part of the lesson Pre-reading.
Reading
Living in London is the dream of many an expat. The city’s flair and its multicultural society attract millions of visitors every year. On InterNations, you’ll learn more about living in London, about getting around the city and about London’s exciting nightlife and ample leisure opportunities…… Post -reading
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Sheets with text |
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5 min. |
Feedback: Ss write about their hobbies/interests on a white sheet including the information below:
Then Ss make paper planes and play them during the music. When the music stops, they pick up the nearest, open , read them and guess whose plane it is. |
PPP |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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More support:
Encourage them write more complex sentence and grammar. |
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Critical thinking on this lesson lies in doing writing exercise and it is based on accuracy, relevance and fairness. |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? |
Leisure Activities in London
Living in London is the dream of many an expat. The city’s flair and its multicultural society attract millions of visitors every year. On InterNations, you’ll learn more about living in London, about getting around the city and about London’s exciting nightlife and ample leisure opportunities.
London’s cultural and recreational offerings are vast and impossible to list comprehensively. This page can only give you a brief overview. For a detailed guide to what’s going on in London on a weekly basis, we recommend you check the daily newspapers or Time Out Magazine.
Sports
Alternatively, you could join a rowing club on one of London’s many canals, or, if you’re not the outdoor type, there’s always the gym. Most big companies offer corporate gym memberships to their employees, giving them access to private gyms and health clubs at a reduced rate.
If you don’t mind working out in slightly less luxurious surroundings and want to support your local community, you can also join a council gym. Council gyms are local government charities and have the advantage of no minimum contract periods – very convenient for those who will only be in London for a limited time.
Leisure Activities in London
Living in London is the dream of many an expat. The city’s flair and its multicultural society attract millions of visitors every year. On InterNations, you’ll learn more about living in London, about getting around the city and about London’s exciting nightlife and ample leisure opportunities.
London’s cultural and recreational offerings are vast and impossible to list comprehensively. This page can only give you a brief overview. For a detailed guide to what’s going on in London on a weekly basis, we recommend you check the daily newspapers or Time Out Magazine.
Sports
Alternatively, you could join a rowing club on one of London’s many canals, or, if you’re not the outdoor type, there’s always the gym. Most big companies offer corporate gym memberships to their employees, giving them access to private gyms and health clubs at a reduced rate.
If you don’t mind working out in slightly less luxurious surroundings and want to support your local community, you can also join a council gym. Council gyms are local government charities and have the advantage of no minimum contract periods – very convenient for those who will only be in London for a limited time.
Leisure Activities in London
Living in London is the dream of many an expat. The city’s flair and its multicultural society attract millions of visitors every year. On InterNations, you’ll learn more about living in London, about getting around the city and about London’s exciting nightlife and ample leisure opportunities.
London’s cultural and recreational offerings are vast and impossible to list comprehensively. This page can only give you a brief overview. For a detailed guide to what’s going on in London on a weekly basis, we recommend you check the daily newspapers or Time Out Magazine.
Sports
Alternatively, you could join a rowing club on one of London’s many canals, or, if you’re not the outdoor type, there’s always the gym. Most big companies offer corporate gym memberships to their employees, giving them access to private gyms and health clubs at a reduced rate.
If you don’t mind working out in slightly less luxurious surroundings and want to support your local community, you can also join a council gym. Council gyms are local government charities and have the advantage of no minimum contract periods – very convenient for those who will only be in London for a limited time.
Содержимое разработки
Short term plan 4
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7.1A Hobbies and Leisure Term 1 Unit 1 |
School: 14, Kokshetau |
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Date: 12.09.2017 |
Teacher’s name: |
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Grade 7 |
Number present: |
Number absent: |
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Theme of the lesson: |
Presenting a table of information and statistics about young people in Kazakhstan |
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Learning objectives(s) that this lesson is contributing to |
7.C8 develop intercultural awareness through reading and discussion 7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics 7.R7 recognise typical features at word, sentence and text level in a range of written genres 7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics 7.S2 ask complex questions to get information about a limited range of general topics and some curricular topics 7.UE12 use comparative degree adverb structures with regular and irregular adverbs on a range of familiar general and curricular topics 7.UE5 use questions which include a variety of different tense on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Language objective |
Present Simple and Present continuous |
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Value links |
Responsibility, Global Citizenship |
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Cross curricular links |
Social Studies, Area Studies |
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Previous learning |
Writing statistics on hobbies |
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Use of ICT |
Projector or Smart board for showing a presentation, searching information in the internet |
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Intercultural awareness |
Accept the diversity of hobbies among different people in Kazakhstan as well as around the world |
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Kazakh culture |
Think about the diversity of hobbies in Kazakhstan |
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Pastoral Care |
Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
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Planned timings |
Planned activities |
Resources |
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10 minutes |
Warm-up Labelling
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PPP slide 3 |
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Main part 10 min. 15 min. |
The main part of the lesson
Check these words
(I) Teacher suggests reading activity to the learners. Learners read the text “The flight of the steppe eagle” Learner answer the questions about popular sport in KZ.. Make a list and compare with a partner
Read the text for the second time and work in group.
Learners say and write a few sentences about this hobby. (ex 3 p 10)
-Who was the best in answering the questions? -What do you need to speak better? -Who likes/hates this activity? Then teacher gives some comments for better achievements. |
PPP S 4 |
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5 min. |
Reflection “IRELANDS” technique — The map with the names of different Irelands is placed on the wall: Joy, Melancholy, Perplexity (Puzzle), Anxiety (Alarm), Anticipation (Expectation), Enlightenment, Inspiration, Pleasure, Enjoyment, Vagueness, Bermuda Triangle. The learners write their names on the sticky papers as if it is their boat; they place their boats in the appropriate Ireland, expressing spiritual, emotional state. |
PPP |
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Descriptor |
A learner can |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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More support:
Make analysis of their work and help weaker ones to arrange information. |
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Some questions provide critical thinking while answering to them. |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? |
Содержимое разработки
Short term plan 5
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7.1A Hobbies and Leisure Term 1 Unit 1 |
School: 14, Kokshetau |
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Date: 13/09/17 |
Teacher’s name: Vlassenko H |
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Grade 7 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
Presenting a table of information and statistics about young people in Kazakhstan |
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Learning objectives(s) that this lesson is contributing to |
7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7.L6 Deduce meaning from context with little support in extended talk on a limited range of general and curricular topics. 7.L7 Begin to recognise typical features at word, sentence and text level of a limited range of spoken genres. 7.W1 Plan, write, edit and proofread work at text level with some support on a range of general and curricular topics. 7.W4 Use with some support style and register appropriate to a limited variety of written genres on general and curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Language objective |
subject specific vocabulary: pleasure, to be lost, guess, entertain |
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Value links |
Responsibility, Global Citizenship |
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Cross curricular links |
Social Studies, Area Studies, Literature |
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Previous learning |
Listening and speaking on topic Hobbies |
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Use of ICT |
Notebook for showing a presentation |
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Intercultural awareness |
Discuss reading as the most wide-spread hobby all over the world |
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Kazakh culture |
Discuss reading as the most wide-spread hobby in Kazakhstan |
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Pastoral Care |
Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
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Planned timings |
Planned activities |
Resources |
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10 minutes |
Start
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Main part 15 min. 10 min. |
The main part of the lesson
Typescript The future and the force of our country is young people. One of the youth organizations are the republican labour groups “Zhasyl el”. They help the government to make ecological cleanliness, to improve an ecological situation and to save the nature of the country. The “Zhasyl el” groups took part in large ecological actions as “Clean World”, “Green Day”, “My green town” and “Green garden”. The group members call others to live in healthy way of life. The participants are leaders of the republican actions against the drugs, in sport tournaments. They will take part in organizing work of Expo 2017 in order to support the exhibition. The members will be active on preparing and carrying out of exhibitions, planting trees, greening the territory. The main purpose of “Zhasyl el” is to bring up the future generations to keep greening of our country and to be healthy and wealthy. Every day, we can make the world cleaner and better. Listening Task 1
1. The youth group “Zhasyl el” help … to make ecological cleanliness.
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Worksheet with the tasks Appendix 1 |
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5 min. |
Reflection “Plus-Minus-Interesting” technique This exercise can be done orally, as well as in written form, which will depend on time you have. When you do it written form you should fill in the three columns of the table. In the column «P» — «plus»- write everything you liked at the lesson, information and forms, which caused positive emotions, or, may be useful for achieving objectives. In the column «M» — «minus»- you can write anything you didn’t like at the lesson, what was boring for you, stayed unknown, or any useless information. In the column «I» — «interesting»- you can write curious facts, they’ve learned at the lesson, anything you would like to learn about problems, questions to the teacher. The learners write three things in a table
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PPP S 7 |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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More support: Provide less able learners with the some help in listening task; More able learners: Make analysis of their work and help weaker ones to arrange information. |
Observe learners when they do listening and writing task. Did each learner contribute to the tasks If not, why not? |
Learners apply skills and knowledge to a practical and cooperative task, and produce their own materials. |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? |
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Descriptor |
A learner can |
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Содержимое разработки
Short term plan 8
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7.1A Hobbies and Leisure Term 1 Unit 1 |
School: 14, Kokshetau |
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Date: 21.09.17 |
Teacher’s name: Vlassenko H. |
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Grade 7 __ |
Number present: |
Number absent: |
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Theme of the lesson: |
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). Reading |
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Learning objectives(s) that this lesson is contributing to |
7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics 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 7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics 7.C4 evaluate and respond constructively to feedback from others 7.C9 use imagination to express thoughts, ideas, experiences and feelings 7.S3 give an opinion at discourse level on a growing range of general and curricular topic 7.S2 ask complex questions to get information about a limited range of general topics and some curricular topics 7.W8 spell most high-frequency vocabulary accurately for a growing range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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||
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Language objective |
topic specific vocabulary |
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Value links |
Responsibility, Global Citizenship |
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Cross curricular links |
Social Studies, Kazakh, Russian |
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Previous learning |
Subject specific vocabulary on topic Hobbies with different grammar structures. |
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Use of ICT |
Projector or Smart board for showing a presentation |
|
|
Intercultural awareness |
Compare teenagers’ types of hobbies all over the world |
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|
Kazakh culture |
Compare Conditional sentences in English and Kazakh languages |
|
|
Pastoral Care |
Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
|
|
Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
|
|
Planned timings |
Planned activities |
Resources |
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5 minutes |
Pre-learning
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Main part 5 min. 10 min. 10 min 5 min. |
The main part of the lesson: Mini-Project Read the Study Kills box, then read the email. Rewrite the sentences using the linkers in brackets. Ex 2 p 15. Language review. Ex 2 p 113. Fill sentences with words: concentration, beat, painful, talented, beating, tournament. Match the words. Ex 3 p 113 |
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5 min. |
Reflection “Questions, demanding multiple answers” technique Learners answer the questions
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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More support:
Create mixed ability groups for discussion.
Make analysis of their work and help weaker ones to arrange information. |
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Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? |
Содержимое разработки
Short term plan 5
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7.1A Hobbies and Leisure Term 1 Unit 1 |
School: 14, Kokshetau |
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Date: 14.09.2017 |
Teacher’s name: |
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Grade 7 |
Number present: |
Number absent: |
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Theme of the lesson: |
Presenting a table of information and statistics about young people in Kazakhstan |
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Learning objectives(s) that this lesson is contributing to |
7.C8 develop intercultural awareness through reading and discussion 7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics 7.R2 understand specific information and detail in texts on a range of familiar general and curricular topics 7.R7 recognise typical features at word, sentence and text level in a range of written genres 7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics 7.S2 ask complex questions to get information about a limited range of general topics and some curricular topics 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 |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Language objective |
Present Simple and Present continuous |
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Value links |
Responsibility, Global Citizenship |
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Cross curricular links |
Social Studies, Area Studies |
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Previous learning |
Writing statistics on hobbies |
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Use of ICT |
Projector or Smart board for showing a presentation, searching information in the internet |
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Intercultural awareness |
Accept the diversity of hobbies among different people in Kazakhstan as well as around the world |
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Kazakh culture |
Think about the diversity of hobbies in Kazakhstan |
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Pastoral Care |
Student centered teaching: respect, support and scaffolding; To create a friendly atmosphere for collaborative work. Promote a sense of self-esteem and self-respect and respect for others among all the learners. |
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Health and Safety |
Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords. |
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Planned timings |
Planned activities |
Resources |
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10 minutes |
Warm-up
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https://www.youtube.com/watch?v=DKaT3WYRlns https://www.youtube.com/watch?v=-FakVZfW3PE |
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Main part 15 min. 10 min. |
The main part of the lesson
Check these words. Explaining
(I) Teacher suggests reading activity to the learners. Learners read the text “Skateboarding KZ” and “Martial Arts UK” Learner answer the questions about teat and translate it
Learners do exercises. Fill with words. Ex 4 p 113 (Language review) |
Sheet of paper with the task |
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5 min. |
Reflection “IRELANDS” technique — The map with the names of different Irelands is placed on the wall: Joy, Melancholy, Perplexity (Puzzle), Anxiety (Alarm), Anticipation (Expectation), Enlightenment, Inspiration, Pleasure, Enjoyment, Vagueness, Bermuda Triangle. The learners write their names on the sticky papers as if it is their boat; they place their boats in the appropriate Ireland, expressing spiritual, emotional state. |
PPP |
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Descriptor |
A learner can |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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More support:
Make analysis of their work and help weaker ones to arrange information. |
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Some questions provide critical thinking while answering to them. |
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Summary evaluation What two things went really well (consider both teaching and learning)? 1: 2: What two things would have improved the lesson (consider both teaching and learning)? 1: 2: What have I learned from the lesson about this class or individuals that will inform my next lesson? |
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