Term 1  

School:
Date:______ Teacher’s name:

 

Grade 7 __ Number present: Number absent:
Theme of the lesson: Language focus for vocabulary
Learning objectives(s) that this lesson is contributing to 7.UE1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics

7.UE2  Use a growing variety of quantifiers for countable and uncountable nouns including too much, too many, none any, enough.

7.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

7.S1 provide basic information about themselves and others at discourse level on a range of general topics

7.L1 understand longer sequences of supported classroom instructions

Lesson objectives All learners will be able to:
Demonstrate basic knowledge for usage of  be+subjects pronouns, usage of quantifies, and forms for possessive’s, have got/ has got, there is/there are
Most learners will be able to:
Provide a point of view in conversations and discussions;

Apply the correct quantifiers including too much, too many, none any, enough for countable and uncountable nouns   in the context;

Some learners will be able to:
Demonstrate an ability to express ideas clearly;

Differentiate between usage of have/has got. Be + subject pronouns

 

Languageobjective Specific vocabulary and grammar points related to the topic.
Value links Responsibility, Global Citizenship.
Crosscurricular links Social Studies, Kazakh, Russian languages.
Previous learning Listening skills and speaking on topic Hobbies.
Useof ICT Projector or Smart board for showing a presentation, searching information in the internet.
Intercultural awareness Compare Conditional sentences in English, Russian and Kazakh languages.
Kazakh culture Compare someBe + subject pronouns grammar points in English and Kazakh languages orally.
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
 

5 minutes

 

Warm-up

Learners are informed about the lesson objectives

Teacher informs that they are going to meet basic rules for definite grammar points and do some exercises.

 

Worksheet

 

Main part

10 min.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10 min.

 

 

 

The main part of the lesson

Teacher suggests revising a basic rule for quantifies:

(W)This information can be helpful for teacher. Quantifiers must agree with the noun. There are 3 main types of quantifiers. Much/little/a little are used with countable nouns, many/few/a few are used with uncountable nouns. A lot of is used with both of them in positive sentences.

Learners are given the following tasks:

(I) Task 1: Complete the sentences with the affirmative (˅) or negative (x) form of be.

1.            He isn’t from England (x)

2.            My best friends are in my class. (˅)

Task 2: Complete the questions with the correct form of to be.

1. Where are you from?

2. How _____ your friends?

3. Who ____ best friend?

 

Possessive’s

Task 3: Tick (˅)   the correct phrases

My father’s brother (˅)

1. My mothers’ aunt

2. My sister’s book

 

Have got

Task 4: Choose the correct words.

He’s got /’ve got black hair

 

There is /there are

Task 5: Complete the questions and short answers with the correct form of there is  or there are

Family

Task 6: Match 1-7 with a-g

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Worksheet

 

5 min. Reflection

Learners write :

What did you learn today?

What parts of the lesson were easy?

What parts of the lesson were difficult?

 

Additionalinformation
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

 

More support:

Provide less able learners with some reference grammar material with formulas and examples.

More able learners:

Make analysis of their work and help weaker ones to help with the right explanation of answers.

 

Self-assessment worksheet

Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not?

Learners managed to understand the rules and do the tasks.

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

 

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?

 

Unit 1. Communication and Technology

Term 1  

School:
Date:______ Teacher’s name:

 

Grade 7 __ Number present: Number absent:
Theme of the lesson: Vocabulary. Everyday objects.
Learning objectives(s) that this lesson is contributing to 7. C2 Use speaking and listening skills to provide sensitive feedback to peers

7. W3 Write with moderate grammatical accuracy on a limited 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

7.UE4 Use an increased variety of determiners including neither, either on a range of familiar general and curricular topics

Lesson objectives All learners will be able to:
ask and answer interview questions with some support;

— identify specific topic vocabulary studied in class with

some support;

— write a report, including  6-7 sentences with some support.

Most learners will be able to:
ask and answer interview questions without support;

— identify specific topic vocabulary studied in class without

any support;

— write a report, including  6-7 sentences with some support.

Some learners will be able to:
help others ask and answer interview questions;

— identify specific topic vocabulary not studied in class;

— write a report, including  6-7 sentences without any support.

Languageobjective Specific vocabulary and grammar points related to the topic.
Value links Respect, cooperation, functional literacy
Crosscurricular links Social, personal Education, ICT
Previous learning Students have studied ‘school’ , can talk and write about their likes and dislikes
Useof ICT Acquisition of ICT specific vocabulary
Intercultural awareness Preferences in using different types of technology by teenagers  in Kazakhstan and western countries
Kazakh culture Investigation of using new technologies in Kazakhstan.
Pastoral Care Assure you met all learners’ needs
Health and Safety Make sure power cords are not a tripping hazard

Everyday classroom precautions

Planned timings Planned activities Resources
 

5 minutes

 

Warm-up

Learners are informed about the lesson objectives

Teacher informs that they are going to meet basic rules for definite grammar points and do some exercises.

 

Worksheet

 

Main part

10 min.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10 min.

 

 

 

1.Leading-in stage (W)

Teacher asks students to remind about the topic.

2. Teacher tells the students the objectives of the lesson

Ask and answer interview questions with some support. Identify specific topic vocabulary studied in class with

some support.

Write a report, including 40-50 words with some support.

Demonstrate the ability to use correct determiners including neither, either in the context.

3. Warming up (G)

Brainstorm ideas on modern electronic devicesLearners are divided into two groups by means of two pictures of a computer and DVD player cut into 5 pieces each. Both groups write on a poster all the words associated with “Modern Electronic Devices”.

Differentiation by support:

Less capable learners can be shown “Computer and Internet Terms” if they do not know these words or have difficulties doing this task.

Modern electronic Devices

 

 

 

4. Speaking activity

Learners discuss what new technology they could not live without and why.

5. Survey activity. (I/G)

 

Step1

Every learner create the questions on the topic “Communication and Technology”. They walk around the room and interview each other about technology.

Differentiation (by task and support):

Less capable learners create and ask the first three questions with support

More capable learners create ask all five questions

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Worksheet

 

5 min. Reflection

Learners write :

What did you learn today?

What parts of the lesson were easy?

What parts of the lesson were difficult?

 

Additionalinformation
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
More support:

Provide less able learners with some reference grammar material with formulas and examples.

More able learners:

Make analysis of their work and help weaker ones to help with the right explanation of answers.

 

Self-assessment worksheet

Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not?

Learners managed to understand the rules and do the tasks.

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

 

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?

 

 

Unit 1. Communication and Technology

Term 1  

School:
Date:_____ Teacher’s name:

 

Grade 7 __ Number present: Number absent:
Theme of the lesson: Reading. People’s possession
Learning objectives(s) that this lesson is contributing to 7.UE1 begin to use basic abstract nouns and compound nouns and noun phrases describing times and location on a growing range of familiar general and curricular topics

7.C3 respect differing points of view

7.C4 evaluate and respond constructively to feedback from others

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.W1 plan, write, edit and proofread work at text level with some support on a growing range of general and curricular topics

Lesson objectives All learners will be able to:
ask and answer interview questions with some support;

— identify specific topic vocabulary studied in class with

some support;

— write a report, including  6-7 sentences with some support.

Most learners will be able to:
ask and answer interview questions without support;

— identify specific topic vocabulary studied in class without

any support;

— write a report, including  6-7 sentences with some support.

Some learners will be able to:
help others ask and answer interview questions;

— identify specific topic vocabulary not studied in class;

— write a report, including  6-7 sentences without any support.

Languageobjective Specific vocabulary and grammar points related to the topic.
Value links Respect, cooperation, functional literacy
Crosscurricular links Social, personal Education, ICT
Previous learning Students have studied ‘communication and tecnology’ , can talk and write about their likes and dislikes
Useof ICT Acquisition of ICT specific vocabulary
Intercultural awareness Preferences in using different types of technology by teenagers  in Kazakhstan and western countries
Kazakh culture Investigation of using new technologies in Kazakhstan.
Pastoral Care Assure you met all learners’ needs
Health and Safety Make sure power cords are not a tripping hazard

Everyday classroom precautions

Planned timings Planned activities Resources
 

5 minutes

 

Warm-up

Learners are informed about the lesson objectives

Teacher informs that they are going to meet basic rules for definite grammar points and do some exercises.

 

Worksheet

 

Main part

10 min.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

10 min.

1.Leading-in stage (W)

Teacher asks students to remind about the topic.

2. Teacher tells the students the objectives of the lesson

Pupils, choose the best title for these three pictures?

 

Today we are going to learn about school rules and  people’s possession

Our theme is  “People’s possession”

 

Reading

I don’t go out without …

 

Task 1: Check the meaning of the words 1-5. Then look at the photos. Which possessions do you think are Phra Pachak’s and which are Laura’s?

 

1. Bowl   2. Library card     3. Sandals    4. Tie    5. Umbrella

 

Task 2: Read the study strategy. Then use the strategy  to check your answers in exercise 1.

 

Task 3: 1.04 Listen and read the texts. Then write true or false. Correct the false sentences.

 

Task 4: BUILD YOUR VOCABULARY. Complete the sentences with the words in the text in blue.

 

Task5: ABOUT YOU Ask and answer the questions.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Worksheet

 

5 min. Reflection

Learners write :

What did you learn today?

What parts of the lesson were easy?

What parts of the lesson were difficult?

 

Additionalinformation
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
More support:

Provide less able learners with some reference grammar material with formulas and examples.

More able learners:

Make analysis of their work and help weaker ones to help with the right explanation of answers.

 

Self-assessment worksheet

Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not?

Learners managed to understand the rules and do the tasks.

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

 

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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