Lesson plan

Unit of a long term plan School: №2

Date: Teacher name:

CLASS: 8 Number present: absent:

All are present
Lesson title Present simple, Present continuous, Present Perfect

Learning objectives(s) that 8.6.10.1 – UE 10 - use present continuous forms for present and
this lesson is contributing to future meaning and past continuous, including some passive
(link to the Subject forms, on a range of familiar general and curricular topics;
programme) 8.5.3.1W3 - write with moderate grammatical accuracy on a
growing range of familiar general and curricular topics
8.3.5.1S5 – interact with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Level of thinking skills Comprehension, Application, Evaluation

Lesson objectives All learners will be able to:

understand the usage of the present simple, the present continues and
then present perfect
Most learners will be able to:
understand the usage of the present simple, the present continues and
then present perfect, learn/revise stative verbs
Some learners will be able to:
understand the usage of the present simple, the present continues and
then present perfect,learn, word formation
Assessment criteria Learners have met the learning objective if they can: use stative verbs,
the present perfect continuous, word formation
Values links Explore the themes of daily routines & free-time activities, leisure
activities & chores

Cross-curricular links Daily life

Previous learning Daily routines & free-time activities

Plan
Planned Planned activities (replace the notes below with your planned Resources
timings activities)

Organization moment.
Start
Checking for their attendance and home task.
5min Beginning lesson.
Divide into three groups: using the sentences of tenses
1.Present Simple, 2. Present Continuous, 3. Present Perfect
1. We study English on Monday
2. Laura is singing at the concert now
3. He has made mistakes in dictation

New theme.
 T: What do you know about Present Simple, Present Continuous, Board,
Present Perfect copybooks,
posters
30min

2. Grammar: (Speaking)

Present Simple, Present Continuous, Present Continuous

3. Doing exercises in student’s book Student’s book

Match the tenses to their meaning

1. He is having a dance class right now. …….
2. She drinks two glasses of milk every day. …….
3. She is studying for her exams these days. …….
4. I have been in Moscow last summer. …….
5. She works as a teacher. …….
6. Sanzhar has read the book of Oliver Twist. …….

4. Playing the game using tenses

“Make sentences correctly”

5. Answering to the questions

Answer. Yes / No
1. Bolat and Aida are speaking English
Is this sentence of Present simple?
2. Do you know form of Present simple?
3. Are we learning Russian language now?
4. Are you playing football at the moment?
5. Do you usually study English on Friday?
6. Are you a student?

Concluding the lesson Workbook

End
Groups evaluate each other
4mins
Descriptor Criteria
Low middle high Special
assessment of
Group descriptor
could speak
about
 Present
Simple,
Present
Continuous,
Present
Perfect
Group
could do
exercises
using tenses
Group
could write
sentences
correctly
and answer
to the
question

Giving the home task

Exercises in workbook

Additional information
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

Less able students: can make Group used using special Using interactive blackboard
sentences assessment descriptor. carefully
They will be brought up to be
More able students: can answer
friendly each other
the questions using grammar

Reflection Lesson objectives were realistic because using new methods, playing games
Were the lesson the student has increased interest in the classroom and raised the potential of
objectives/learning listeners through level assignment, developing skills of speech, listening,
objectives realistic? speaking, but some learners needed help in speaking . Less able students:
could make a sentence, ask and answer the questions.
Did all the learners More able students: could understand the main idea of the lesson on limited
achieve the lesson we could use time effectively.
objectives/ learning
objectives? If not, In future I`d like to encourage students to communicate in English, to
why?Did my planned understand grammar learning to think critically in real life
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan and
why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: playing games using grammar
2: working in a group

What two things would have improved the lesson (consider both teaching and learning)?
1: evaluation each other

2: to obey the time

 Lesson plan

Unit of a long term plan School:№2

Date: Teacher name: Мединова М

CLASS: 7 Number present: absent:

Lesson title Discussion about hobbies and leisure activities.

Learning objectives(s) that 7. L4 Understand with little support some of the implied meaning
this lesson is contributing extended talk on a limited range of general and curricular topics.
to (link to the Subject 7. S2 Ask complex questions to get information about a limited range
programme) 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 planned Resources
timings 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?
T: Who is absent today? TPR
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 live it.
Brainstorming: Describe yourhobby choosing these pictures.
5min
Ex: Me and my hobbies.
My hobby is shopping. I like to go to supermarkets. Because there
are many fashionable clothes and I like wearing fashionable.
10min T: Pupils, make a circle and divide into two groups choosing cards
with the names of hobbies and leisure.
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.
5min I. Students listen and read the text “Paint wars”
carefully, then after finishing mark the sentences true
or false
T& F
 Jack plays games of paintball during the week.
 Jack’s team often wins the games.
Text book:
 A game of paintball can take a long time. “students”
 Paintball is an expensive hobby.
Listening and
Speaking: Tell the class two reasons why you like/ don’t like each of discussion.
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.

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
5min
future. Ask students to describe the various in their chosen
hobby.
Example: Doing knitting regularly I can make money and
relive my stress. Andthis develops my creativeness.
 Feedback:
End
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 a hobby
up,handup,pairup
pupil read quiz’’
.
s

1
2
3
4
2min 5

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

Additional information
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
Less able students: Say the Self and Peer assessment
name of hobbies and discuss. SPORT
Hand-gliding, model –making, GEOGRAFIA
dancing, kayaking, Bungee-
jumping, windsurfing,
snowboarding, rock-climbing,
collecting seashells
More able students:listen
andread.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?
Summary evaluation

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

1:

2:

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

1:

2:

What have I learned from this lesson about the class or individuals that will inform my next lesson?
 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
Lesson title
relates to Maths)
7.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics;
Learning objectives(s)
7.S2 ask complex questions to get information about a limited range of general
that this lesson is
topics and some curricular topics;
contributing 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
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:
Lesson objectives 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)
Beginning 4 mins Organization moment Questions
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?
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.
S2: They are types of hobbies.
Pictures of
T: Take and name the hobby in the picture and divide them into
hobbies
two 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
Ball
6 mins the ball to the 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 Text
10 mins them. Groups share the 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
Text
three categories. And stick them on the board. You chart the
Poster
table of hobbies providing the detailed information in a group.
8 mins Markers
Middle Describe the statistic information about hobbies among
Stickers
Kazakhstani young people. The groups explain the ideas.
 A students – name types of hobbies
 B students – reasons of choosing hobbies
 C students – detailed information
 (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
three types of
5 mins the 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
2 mins Giving smile stickers at the every stages of the lesson.
Charts
End Self-assessment chart.
Giving the home task.
3 mins Students collect information about their family`s hobbies and Student`s book
make a 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.
Additional information
Assessment – how Health and safety check
Differentiation – how do you plan to give more are you planning to
support? How do you plan to challenge the more check learners’
able learners? learning?
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
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 the class or individuals that will inform my next lesson?
1.

2.
 Lesson plan

Unit of a long term plan School:

Date: Teacher name:

CLASS: 7 Number present: absent:

Lesson title Getting to know about global leisure pursuits. Continuation

Learning objectives(s) that 7.UE12 use comparative degree adverb structures with regular and
this lesson is contributing irregular adverbs on a range of familiar general and curricular topics
to (link to the Subject 7.S1 use formal and informal registers in their talk on a limited range
programme) of general and curricular topics
7.C8 develop intercultural awareness through reading and discussion
Level of thinking skills Comprehension, Application, Evaluation

Lesson objectives To do grammar exercises on adverbs with support

To hold a discussion on their favourite hobby from the picture
To practice new words by doing exercises and discussion

Assessment criteria They could use correct form of adverb in writing exercises
They coped with discussion task very well
Differentiation All learners will be able to: Understand the meaning of the new
words and word expressions.
Some learners will be able to: Use formal and informal expressions
Most learners will be able to: Took part in discussion using
grammar about poster
Values links The strategy “MangilikYel” Global citizenship
Cross-curricular links Sports, Medicine, Art, Design.
Previous learning Hobbies benefits expressions.
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)

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 and
preparation
create a poster. They should imagine that they are
promoting their chosen hobby by recommending it. They
12 min for need to put down benefits expressions from the previous
presentation 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
Descriptor
2mins
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 previous PPT
lesson.
Middle
Individual work. They do it on their own.
Complete the sentences with: breathtaking, bright,
popular, dive,returns, proud.
 1. The sport of falconry is ........................... in Kazakhstan. Active board
5mins
2 I am very ........................... of my country.
3 There is a ........................... view from the top of the
mountain.
4 The eagle always ........................... to thefalconer. PPT with this
example
5 The sun is so ........................... today that I need
sunglasses.
6 Birds of prey ........................... from highup in the sky.
Grammar revision. Individual work
Fill in the correct comparative forms.
5mins 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
Descriptor
2mins I completed the statements with the
appropriate words
Descriptor sheet
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

Additional information
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able 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 if
students will supported with special assessment descriptor. they start to take up new hobby.
words to remind them
Reflection

Were the lesson

objectives/learning
objectives realistic?
Did all the learners
achieve the lesson
objectives/ learning
objectives? If not,
why?
Did my planned
differentiation work
well?
Did I stick to
timings?
What changes did I
make from my plan
and why?

Summary evaluation

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

1:

2:

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

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’s name Medinova M

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
Most learners will be able to:
 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
Some learners will be able to:
 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 timings Planned activities Resources

 Warm up. Pair work. Find description and act out a dialogue using White board
these descriptions.

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

skill of using wheel motorsport with ball sport in which
a bow to shoot small, open, four- players use
arrows. The word wheeled vehicles various clubs to hit
comes from the …is a variant of open- balls into a series
Latin arcus meaning wheel motorsport with of holes on a
‘bow’ or ‘arch’. small, open, four- course in as few
wheeled vehicles strokes as
…is a variant of open- possible.

Talk about
…is the practice of your …is the act of moving
applying paint, hobby and on ice by using ice
pigment, color or leisure skates. It can bedone
other medium to a time for a variety of
solid surface . reasons, including
exercise, leisure,
traveling and various

…is the activity of growing and … is the science, art, application and
maintaining the garden, but even practice of creating durable images by
more, it is a metaphor for investment, recording light or otherelectromagnetic
patience, and bringing out beauty in radiation, either electronically by means
an independent other. of an image sensor, orchemically by
means of a light-sensitive material such
as photographic film.

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

Descriptor
1 Find gerund, adjective, preposition and
write them.
2 Use gerund, adjective, preposition and
answer them.
yes no
Posterof the learners had many interesting ideas.
Learners spoke clearly and understandable.
Learners used topical vocabulary
Learners give constructive answers to feedback.

 Learners work in the following directions arrange information:

Group1: Creating a survey about the hobbies/leisure pursuits of
either family. Teach with video
Group2: Creating a survey about the hobbies/leisure pursuits of httpps://www.youtub
e.com/watch?
Description
v=8nGCRGZFuUQ
Use of topical vocabulary
Make posters and present it to other
group
friends.
Group3: Creating a survey about the hobbies/leisure pursuits of Sheet paper
the class or the whole school.

I’LL show the video about “Three 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 varietyof

questioning techniques.
End Feedback:
(2 stars and a wish) stickers
5 min
1.positive
2.should improve
3.reccomendation

Descriptor: A learner
1.usesvocabulary: hobby and leisure time.
2.interacts with peer while collecting information;
3.works cooperatively in a group
Additional information
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?

Teacher should circulate the Group, peer, individual I will remind them that they use hobbies
theme constantly offering assessment will use by formative and leisure for a healthy lifestyle.
support to for less able students assessment and descriptor
and encouraging stronger
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. Answer the
most relevant questions from
Were the lesson objectives/learning objectives realistic?
the box on the left about your
Did all the learners achieve thelesson objectives/ learning objectives? If not, lesson.
why?
Did my planned differentiation work well?
Did I stick to timings?
What changes did I make from my plan and why?
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:

2:
What two things would have improved the lesson (consider both teaching and learning)?
1:

2:
What have I learned from this lesson about the class orindividuals that will inform my next lesson?

Lesson plan

Unit of a long term plan School:

Date: Teacher name:

CLASS: 7 Number present: absent:

Lesson title Hobbies and Leisure. Unit Revision

Learning objectives(s) that 7.C4 evaluate and respond constructively to feedback from others
this lesson is contributing to 7.S2 ask complex questions to get information about limited range of
(link to the Subject general topics and some curricular topics
programme) 7.W8 spell most high-frequency vocabulary accurately for a growing
range of familiar general
7.R1 understand specific information and detail in texts on a range
of familiar general and curricular topic
7.L1 understand with little support the main points in extended talk
on a limited range of general and curricular topics

Level of thinking skills Comprehension, Application, Evaluation

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

and leisure.

Assessment criteria Special descriptor for each task.

Differentiation More able students perform tasks on their own
Less able students are supported with pre-doing activities first
Most able students perform tasks on their own
Values links The strategy “MangilikYel”
Cross-curricular links Art, Sport, Music
Previous learning Hobbies and Leisure

Plan
Planned timings Planned activities (replace the notes below with Resources
your planned activities)

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 Descriptor
1 Used time very well
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 interviews
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 .hedoesn 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
Handout
exercise

Complete part 2 of the interview with the guestion

words in the Learn this box.
Interviewer 1. ---------- do you live?
Jed I live in Vancouver, in Canada.
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?
Descriptor sheet
15mins Jed In the evenings and at weekends.

Most able students are given about 15 words which

they have to make up an interesting story using all
these words in correct form of present simple tense.
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

Additional information
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?

More able students will perform tasks Group, peer and individual
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

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

1:

2:

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

1:

2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
 Lesson plan
Unit of a long term plan: School:№ 2
Communication and technology

Date:01.10.2018 Teacher name: Medinova M

CLASS: 7th grade Number present: absent:

Lesson title: Young people and technology

Learning objectives(s) 7. L.2 understand with little support most specific information in extended talk on
that this lesson is 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 growing
the Subject range of general topics and some curricular topics
programme) 7.R.2understand 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 KnowledgeUnderstanding Application

All learners will be able to:

 read,listenand sayinformation about technology
 make sentences using the phrases
Lesson objectives Most learners will be able to:
 read the text about “Greetings from Planet Earth” and findthe meaning of the
text
Some learners will be able to:
 to make sentences using the phrases and their ideas and share with their
minds
Assessment criteria Identify the main idea of the text about “Greetings from Planet Earth”

Values links Economic growth based on industrialization and innovation

Cross-curricular links computer science
Previous learning Computer, mobile, internet, etc.

Plan

Planned timings Planned activities (replace the notes below with Resources
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 work.
Middle
Choral repetition.
Excell-7th grade
3-min Look at the pictures then listen and repeat
pg.17-18

Photos

AFL: thumbs up if your pronunciation is good,

5 min
thumbs down if your pronunciation isn’t good
I.Task-2. Two truth and a lie activity.
Learners make sentences using the phrases with often,
sometimes and never ... and pupils find the lie and
two truth.
I often chat on social media. Sheets of papers
I sometimes chat on skype. markers
15-min I never use my mobile when I’m at home

AFL: oral feedback

Differentiation by outcome:
More able learners;
7-min -to make negative and question form sentences using
the phrases and their ideas posters , markers
G. Task-3. «Five sentences advertisement» activity
Learners read the text and find out what the text is
about and share their minds
Descriptors: A learner
 -reads the text
2-min
-finds what the text is about
-shares his/her minds
AFL: Fireworks power point
Differentiation by outcome:
Less able learners;
-find the key words from the text that describes the
meaning of the text
I.Task-4. «Numbers speak»
Pupils read the text and answer the questions
choosing the multiple answers, when teacher says the
number a learner reads the question and answer it.
Descriptors: A learner
-reads the text
-reads the questions
-chooses multiple answers
-reads the answer
AFL: Numbers speak

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
Additional information

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?
More able students:  Oral feedback
 Fireworks
Differentiation by outcome: Energizer: physical activity
 Numbers speak
 to make sentences using the  Successful stairs
phrases and their ideas
Less able studentes:
Differentiation by outcome:
 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
objectives realistic?
Did all the learners achieve
the lesson objectives/
learning objectives? If not,
why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?

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

Middle
Choral repetition.
Excell-7th grade
3-min Look at the pictures then listen and repeat
pg.17-18

Photos

AFL: thumbs up if your pronunciation is good,

5 min
thumbs down if your pronunciation isn’t good
I.Task-2. Two truth and a lie activity.
Learners make sentences using the phrases with often,
sometimes and never ... and pupils find the lie and
two truth.
I often chat on social media. Sheets of papers
I sometimes chat on skype. markers
15-min I never use my mobile when I’m at home

AFL: oral feedback

Differentiation by outcome:
More able learners;
7-min -to make negative and question form sentences using
the phrases and their ideas posters , markers
G. Task-3. «Five sentences advertisement» activity
Learners read the text and find out what the text is
 about and share their minds
Descriptors: A learner
2-min -reads the text
-finds what the text is about
-shares his/her minds power point
AFL: Fireworks
Differentiation by outcome:
Less able learners;
-find the key words from the text that describes the
meaning of the text
I.Task-4. «Numbers speak»
Pupils read the text and answer the questions
choosing the multiple answers, when teacher says the
number a learner reads the question and answer it.
Descriptors: A learner
-reads the text
-reads the questions
-chooses multiple answers
-reads the answer
AFL: Numbers speak

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
Additional information

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?
More able students:  Oral feedback
 Fireworks
Differentiation by outcome: Energizer: physical activity
 Numbers speak
 to make sentences using the  Successful stairs
phrases and their ideas
Less able studentes:
Differentiation by outcome:
 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 objectives
realistic?
Did all the learners achieve
the lesson objectives/
learning objectives? If not,
why?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?

Summary evaluation
What two things went really well (consider both teaching and learning)?
1:

2:
What two things would have improved the lesson (consider both teaching and learning)?

1:

2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?