Short term plan: term 4

Unit 8: Healthy habits Lesson 81

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Healthy/unhealthy habits
Learning objectives 7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
7.6.13.1 use a variety of modal forms for different functions on a range of
familiar general and curricular topics
7.2.4.1 understand with little support some of the implied meaning in
extended talk on a limited range of general and curricular topics
Lesson objectives Learners will be able to:
- present vocabulary for healthy/ unhealthy habits
- practise vocabulary for healthy/ unhealthy habits
Value links Hospitality: Traditionally a nomadic culture, hospitality has always been
an important part of Kazakh culture.

Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method Assessment
module and ask the pupils to file
7 min. •Learners remember criteria
them in their language.
previous lesson make basic
Lead – In statements related
vocabulary
to the literature Picture
•Learners answer the
questions
Middle of Ex:1 P:87
the lesson • Learners listen and Descriptor:
• Draw Ss' attention to the repeat.
Presentati - play the recording
on part. pictures. Play the recording. ANSWERS - repeat chorally Card
30 min • Ss listen and repeat chorally Student’s own answer. and/or individually Workshe
and/or individually. Total: 2 point
Differentiation: «Verbal et
• Check Ss' intonation and
pronunciation. support» method is
used to help Ss use new
words in the sentences.
Ex: 2 P: 87
•Draw Ss' attention to the Students
pictures. Present the example • Learners look at the book
and ask Ss to form sentences picture. Answer the
following the example. question.
Monitor the activity around the ANSWERS
class. We should have a hobby. Self assessment
• Check Ss' answers around the We shouldn't surt the Internet
class. for too long.
We should drink plenty of Descriptor:
water. - look at the
We shouldn't play video
games too often.
picture.
Conclusion during the lesson We should do a physical - answer the
some tasks differentiated by activity. question.
outcomes of the students and by We shouldn't eat late at night.
their abilities We should eat fruit and Total: 3 point
vegetables.
We shouldn't watch too much
TV.
-Make CCQ
questions Yes / No

End of FEEDBACK Poster

the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Healthy habits Lesson 82

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Reading: Live the dream
Learning objectives 7.4.3.1 understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended texts
7.4.5.1 deduce meaning from context in short texts on a growing range of
familiar general and curricular topics
7.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups 7.
Lesson objectives Learners will be able to:
- introduce the topic and stimulate interest in the text
- predict the content of a text and listen for main idea
Value links Tradition: Kazakh traditions and culture have been passed on from
one generation to another through oral histories told by traditional Kazakh
tribal leaders and elders.

Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method Assessment
module and ask the pupils to file
7 min. •Learners remember criteria
them in their language.
previous lesson make basic
Lead – In statements related
vocabulary
to the literature Picture
•Learners answer the
questions
Middle of Ex:1 P:88
the lesson • Learners look at the Descriptor:
• Draw Ss attention to the picture. picture and read the title
Presentati - look at the
on part. Go through the key words and and the key words.
picture Card
30 min title and elicit meanings of ANSWERS
- read the title and Workshe
vocabulary. If necessary, check Student’s own answer.
the key words et
meaning in Ss' L1
Differentiation: «Verbal Total: 2 point
support» method is
used to help Ss use new
words in the sentences. Students
Ex: 2 P: 88
• Elicit predictions from the Ss book
• Learners listen and
about the text.
Play the recording. Ss listen and read to find out. Answer
read to find the answer. the question.
Check Ss' answers ANSWERS
I think the text is about how Self assessment
much sleep teenagers need
and the negative effects of not
getting enough Descriptor:
• Learners read the text - listen and read to
Ex: 3 P: 88
• Explain the task. again and mark the find out
statements. - answer the
Ss' first go through the Check ANSWERS question.
these words box and look up 1 F (They are trying to get a Total: 3 point
the meaning of any unknown little more.)
2F (They feel sleepy later and
words.
Allow Ss time to complete the
take longer to wake up.) Descriptor:
3T
task. 4 F (It can harm your diet, and
- read the text
Check Ss' answers. you may eat more unhealthy - mark the
food to keep you awake.) statements
5T
6T Total: 3 point
Ex: 4 P: 88 • Learners answer the
• Explain the task and allow Ss question.
Descriptor:
time to formulate answers. ANSWERS
Elicit answers from around the The article is for teenagers, as - read thext.
class. it addresses the reader as - answer the
'you'describes a teenager's
experience, and gives advice
question.
relevant to teenagers. It has a Total: 3 point
Conclusion during the lesson lot of information about sleep
some tasks differentiated by patterns in teenagers, but it is
outcomes of the students and by also written to persuade them
their abilities to change their routines to get -Make CCQ
enough sleep at night. questions Yes / No

End of FEEDBACK Poster

the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Healthy habits Lesson 82

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Healthy lifestyles
Learning objectives 7.4.8.1 use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend understanding
7.2.4.1 understand with little support some of the implied meaning in
extended talk on a limited range of general and curricular topics
7.3.6.1 begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
Lesson objectives Learners will be able to:
- think of an alternative title for a text
- practise giving advice to a friend
- practise new vocabulary
Value links Freedom: Freedom is the major value of the civil society being formed
in Kazakhstan. This must provide everyone with the possibility of creative
self-realization.

Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method Assessment
module and ask the pupils to file
7 min. •Learners remember criteria
them in their language.
previous lesson make basic
Lead – In statements related
vocabulary
to the literature Picture
•Learners answer the
questions
Middle of Ex5 P:89
the lesson • Learners make sure Ss Descriptor:
•Explain the task. Make sure Ss understand that the title
Presentati - identify the title
on part. understand that the title must must reflect the overall
- compete the Card
reflect the overall message of the message of the text
30 min exercise. Workshe
text. Allow time for Ss to compete ANSWERS
B (Not A, as the text does not Total: 2 point et
the exercise. tell teens to get less sleep,
• Check Ss' answers. Elicit why the and not C, as 'success' is not
other answers are wrong. really mentioned.)
• Learners your friend
feels tired and can’t Students
Ex: 6 P: 89
• Explain the task to the Ss. concentrate at school. book
Remind them that when giving Advise him/her what to
advice, we use should/shouldn't. do.
They should use the text in Ex. 2 ANSWERS
for ideas. I'm sorry to hear you're feeling Self assessment
• When giving advice, it is best to so tired. Here's some ideas
finish with positive that could help. You should
encouragement. eat dinner early so you don't
Descriptor:
Give them sometime to prepare go to bed on a full stomach. - use the text for
answers. You should do something ideas
quiet and relaxing an hour
Check answers by asking Ss to before you go to bed. You - give advise
give their advice. shouldn't use a smartphone or Total: 3 point
a tablet before bed, as the
bright light can wake you up.
You should go to bed and get
up at the same time every
day. I'm sure that you will
Ex: 7 P: 89 soon feel much better and be Descriptor:
• Explain the task. able to concentrate! - fill in the correct
Allow time for Ss to compete the • Learners fill in the words/phrase
exercise. SS correct words/phrase - check in your
Check Ss' answers. from the list. Check in dictionary
Differentiation: «Verbal support» your dictionary.
Total: 3 point
method is used to help Ss use new ANSWERS
words in the sentences. 1 feel positive 2 fit
3 sleep 4 physical
5 overweight 6 balanced
7 stressed 8 share
9 support
Ex: 8 P: 89 • Learners listen to Nell Descriptor:
• Explain the task. talking about his lifestyle - listen to Nell
Play the recording (twice if and answer the - answer the
necessary). Ss listen and answer question. question
the questions. ANSWERS Total: 3 point
Check Ss' answers. 1 He gets around 8 hours of
sleep every night.
2 He plays basketball after
Conclusion during the lesson school.
3 He eats plenty of fruit and -Make CCQ
some tasks differentiated by vegetables and a couple of
outcomes of the students and by chocolate bars a week. questions Yes / No
their abilities 4 His family give him support
when he is stressed
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
Ex: P:
Home task:
Write the days
 Short term plan: term 4

Unit 8: Healthy habits Lesson 83

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Use of English: Zero conditional
Learning objectives 7.1.5.1 use feedback to set personal learning objectives
7.6.16.1 use a growing variety of conjunctions including because, since,
as to explain reasons on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
- present the zero conditional, practise the zero conditional
- present the first conditional, practise the first conditional
Value links Patriotism: The formation of civil society institutions is impossible
without the development of a patriotism shared by the entire Kazakhstan,
and with deep roots in the culture, psychology, and historical past of the
Kazakhs
Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method module and ask the pupils to file
7 min. •Learners remember
them in their language.
previous lesson Assessment
Lead – In
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex1 P:90
the lesson • Learners read the Descriptor:
• Ss close their books. Say and theory. Say the
Presentati write on the board: If I get up late, - read the theory.
on part. examples in your Card
I arrive late at school. Explain that language. Find an - find an example
30 min this is a conditional sentence. example in the text. in the text Workshe
Every conditional sentence has a ANSWERS Total: 2 point et
condition and a result. Explain If you don't get enough
that there are different types of sleep, you find it harder
conditionals for different situations to concentrate.
and tenses. Explain that this is If you want to follow your
called the zero conditional and it Students
dreams, make sure you
uses the present tense for the book
catch up on those
conditional and for the result. It is
not used very often, and its main • Learners write zero
use is for factual information,
conditional sentences as
where the result is always the Self assessment
same if the condition is met. in the example.
Ex: 2 P: 90 ANSWERS
2 If you mix blue and red, you Descriptor:
• Explain the task.
Allow Ss time to complete the
get purple. - write zero
3 If I don't sleep well, I feel
exercises. tired. conditional
Check Ss' answers. 4 If people eat too much, they sentences
Ex: 3 P: 90 get fat. - complete the
5 If you freeze water, it turns
• Ss close their books. Say and to ice.
exercises.
write on the board: # I get my 6 If you heat ice, it melts Total: 2 point
homework done early, I will go for
a run. Explain that this is a first • Learners read the
conditional. Explain that it uses theory. Find examples in
the present tense for the the text. Answer the Descriptor:
conditional and the future tense question.
for the result. It is used to talk
- read the theory
ANSWERS - find examples in
about a possible result in the If you don't get enough sleep,
present or the future. Explain that you will eat more unhealthy the text
we usually use a comma after the food. Total: 2 point
conditional part of the sentence, if If you follow these tips, you
will boost your performance.
it comes before the main clause.
Write further examples. If I eat this
• Learners write first
cake, I will not be able to eat my Descriptor:
dinner. .
conditional sentences,
- write first
Differentiation: «Verbal support» as in the example. conditional
method is used to help Ss use new ANSWERS
words in the sentences. 2 If he exercises more, he will sentences
Ex: 4 P: 90
lose weight. - complete the
3 If I feel thirsty, I will buy a
exercises
• Explain the task. bottle of water.
• Allow Ss time to complete the 4 If you eat too much junk Total: 2 point
food, you will get ill.
exercises 5 if she avoids fizzy drinks,
Check Ss' answers. she will be fit and healthy.
Conclusion during the lesson 6 If I have some free time, I
some tasks differentiated by will take up a hobby -Make CCQ
outcomes of the students and by questions Yes / No
their abilities
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 8: Healthy habits Lesson 84

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Use of English: Modals (must, have to)
Learning objectives 7.3.6.1 begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
7.6.13.1 use a variety of modal forms for different functions on a range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
- practise the second conditionaд
- present modals (must/have to/need to/ might)
- practise modals (must/have to/need to/might)
Value links Respect: Respect of elders and of the spiritual freedom of other nations
are principal values. It is important to develop a productive dialogue
between confessions and to acknowledge religion as an element of civil
society.
Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method module and ask the pupils to file
7 min. •Learners remember
them in their language.
previous lesson Assessment
Lead – In
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex8 P:91
the lesson • Learners ask and Descriptor:
•Explain the task. Ss work with a answer questions, as in
Presentati partner. Ask one pair to read the - work with a
on part. the example. Card
example. partner.
30 min ANSWERS
• Allow Ss time to complete the 2 A: What would you do if you - ask and answer Workshe
exercises. hurt your leg? questions et
• Monitor the activity around the B: If I hurt my leg, I would put Total: 2 point
class. ice on it.
• Check Ss' answers. 3 A: What would you do if you
put on weight?
Ex: 9 P: 91 B: If I put on weight, I would
• Ss close their books. Write on go on a diet. Students
the board: Modal Verbs. Then say 4 A: What would you do if you book
and write: I must do my felt
B: If I felt ill, I would see a
homework before I go to the doctor.
cinema. Underline must and 5 A: What would you do if you
explain that it is a modal. Write: I wanted to get fit?
have to read this book by the B: If I wanted to get fit, I would
weekend. Underline have to and take up a sport. Self assessment
explain that it is a modal. Write: I • Learners read the
need to go to the shop on the theory. Answer the Descriptor:
way home. Explain that need to is question. - read the theory
a modal verb. I might have time - answer the
to meet you for coffee on ANSWERS
teenagers need to sleep an
question.
Saturday. Total: 2 point
hour longer than adults
necessity
Ex: 10 P: 91 might do worse in your exams
• Explain the task. possibility
you must eat dinner early -
Allow Ss time to complete the strong advice
exercises. Descriptor:
you should start doing
Check Ss' answers. . something quiet and relaxing - choose the
Differentiation: «Verbal support» • Learners choose the correct modal
method is used to help Ss use new correct modal. Total: 2 point
words in the sentences. ANSWERS
1 need to 2 must 3 might Descriptor:
4 mustn't 5 don't have to
Ex: 11 P: 91 6 mustn't - fill in the gaps
• Explain the task. - complete the
• Learners complete the
Allow Ss time to fill in the gaps. exercises
Check Ss' answers. dialogue with modals.
Total: 2 point
ANSWERS
1 must-strong advice -Make CCQ
2 don't need to it's not questions Yes / No
necessary
Conclusion during the lesson 3 have to it's necessary
some tasks differentiated by 4 mustn't-strong advice
5 don't have to it's not
outcomes of the students and by necessary
their abilities 6 might possibility

End of FEEDBACK Poster

the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 8: Healthy habits Lesson 85

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Reading: Food for sport
Learning objectives 7.1.10.1 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
7.2.6.1 deduce meaning from context with little support in extended talk
on a limited range of general and curricular topics
7.4.3.1 understand the detail of an argument on a growing range of
familiar general and curricular topics, including some extended texts
Lesson objectives Learners will be able to:
- introduce the topic and stimulate interest in the text
- predict the content of a text and listen for main idea
- read for specific information and test comprehension
Value links Respect - treating people with respect, value and courtesy.
Especially apologising to them where the situation calls for it.

Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method module and ask the pupils to file
7 min. •Learners remember
them in their language.
previous lesson Assessment
Lead – In
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex1 P:92
the lesson • Learners look at the Descriptor:
• Draw Ss' attention to the picture. eatwell plate. Name the
Presentati Explain that an 'eatwell plate' is a - look at the
on part. foods/drinks on it. Card
summary of the main food groups eatwell plate
30 min ANSWERS
and recommended portions. Elicit - name the Workshe
Student’s own answer
vocabulary for the food and foods/drinks et
drinks. Total: 2 point
• Elicit which food and drinks Ss • Learners listen and
eat/drink most often. read to find out. Answer
the question. Students
Ex: 2 P: 92
• Ask Ss to go through the Check ANSWERS book
these words box and look up any Starchy foods such as
words they don't know. bread, rice, pasta and
Elicit predictions from the Ss potatoes give us a lot of
about the text. energy. Proteins such as
Play the recording. Ss listen and meat, fish, eggs and
read to find the answers. dairy products keep our Self assessment
Check Ss' answers. muscles strong.
Descriptor:
Ex: 3 P: 92 • Learners read the text - listen and read
•Explain the task. Read out the and mark the - answer the
questions and give Ss time to look question.
statements.
ANSWERS Total: 2 point
back at the text.
• Allow Ss time to complete the 1T
2 DS Descriptor:
task.
3 F (Protein keeps - read the text
Check Ss' answers. . athletes ' muscles
Differentiation: «Verbal support» - mark the
strong.) statements.
method is used to help Ss use new 4 F (Carbohydrate such
words in the sentences. Total: 2 point
as... are an excellent
source of energy.)
Conclusion during the lesson -Make CCQ
5 F (Athletes must have
some tasks differentiated by a drink available during questions Yes / No
outcomes of the students and by exercise.)
their abilities 6 DS
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.
 Short term plan: term 4

Unit 8: Healthy habits Lesson 86

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Listening: breakfast, lunch
Learning objectives 7.2.6.1 deduce meaning from context with little support in extended talk
on a limited range of general and curricular topics
7.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
7.3.6.1 begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
Lesson objectives Learners will be able to:
- practise talking about food
- use adverbs of frequency to describe a lifestyle
- describe a daily diet
Value links Respect - treating people with respect, value and courtesy.
Especially apologising to them where the situation calls for it.

Plan

Stages / Teachers actions Students actions Assessment Resourc

Time criteria es

Beginning Organization moment : The aim: To develop The teacher to

of the 1.Greeting. pupils speaking skills and assess learners for
lesson Ask about the weather. create friendly their ability.
Warming- The teacher sets the lesson atmosphere “Good job! Pictures
up objectives, letting students know Well done!”
what to anticipate from the
Efficiency: By wishing Formative
lesson.
each other they feel Assessment
Warming up
better and feel the
3 min. Where are you from?
support of others
How old are you?
Students of the class are
What color is it?
listed.
How many students are
Good job!
there in class?
Students' attention is Descriptor:
Pre- What day of the week
drawn to the lesson. - remembers the
learning today?
Students say different lesson passed workshe
«Brainsto Hand out the completed Progress
rming» words from the picture Point 1 et
Report Cards for the previous
method module and ask the pupils to file
7 min. •Learners remember
them in their language.
previous lesson Assessment
Lead – In
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of • Learners listen to
Ex4a P:93 Paul, a professional
the lesson •Explain the task. Allow Ss time to Descriptor:
Presentati swimmer, and complete
make sentences in closed pairs. his daily menu with the - listen to Paul
on part. Monitor the activity around the - complete his daily Card
words below.
30 min class for pronunciation and menu Workshe
ANSWERS
intonation. 1 egg 2 cheese Total: 2 point et
Elicit answers from Ss around the 3 yoghurt 4 bananas
class. 5 sugar 6 pasta
Ex:4b P: 93 7 beef 8 tomatoes
9 chicken 10 potatoes
•Explain the task. Ss should copy 11 pizza 12 apples
out the table and tick the correct Students
• Learners tell the class book
boxes.
• Give Ss time to complete the what Paul eats every
task. When they are done, ask a S day.
a question, such as: How often do ANSWERS
you eat out? The S answers: / For breakfast Paul eats three
sometimes eat out. Then ask: egg sandwiches with bacon Self assessment
Who else sometimes eats out? Ss and cheese, a bowl of yoghurt
raise their hands. In this way, Ss with strawberries and Descriptor:
bananas, and four slices of
identify who shares the same bread topped with sugar. - tell the class
tastes. Then, at lunch, he has one - what Paul eats
Check Ss' answers around the plate of pasta with tomato every day
class sauce, two beef burgers and Total: 2 point
Ex: 5 P: 93 two bottles of sports drinks.
Finally, he eats five pieces of
•Explain the task. Ss should copy roast chicken, two baked Descriptor:
out the table and tick the correct potatoes and seven slices of
boxes. - and tick the
cheese pizza, followed by two
• Give Ss time to complete the apples
correct boxes.
task. When they are done, ask a S • Learners answer the - complete the
a question, such as: How often do questions. Find someone task.
you eat out? The S answers: / Total: 2 point
sometimes eat out. Then ask: in the class with the
Who else sometimes eats out? Ss same tests
ANSWERS -Make CCQ
raise their hands. In this way, Ss
identify who shares the same 1 Sometimes 2✓ Every day questions Yes / No
3 ✔ Sometimes 4 Never
tastes. 5✓ Every day 6 Often
Check Ss' answers around the 7 Sometimes 8 Every day
class. 1 I sometimes eat out.
Ex: 6 P: 93 2 I eat homemade food every
day.
•Ask the Ss to get into pairs. 3 I sometimes eat junk food
Explain the task. like burgers. A: For lunch, I have
4 I never drink fizzy drinks. meat and vegetables,
Suggest they use the eatwell plate 5 I drink water every day. or sometimes
in Ex. 2 and the menu in Ex. 4a for 6 I often order takeaway. some fish.
ideas. 7 I sometimes eat snacks B: For lunch, I have a
between meals. cheese sandwich.
• Monitor the activity around the 8 I eat fruit every day. A: For dinner, I have
class. • Learners answer the pasta and tomato
sauce.
Check Ss' answers. . question. B: For dinner, I have
Conclusion during the lesson ANSWERS roast chicken and
some tasks differentiated by A: For breakfast, I have a potatoes.
bowl of yoghurt and some A: As a snack, I have a
outcomes of the students and by fruit. banana or an apple.
their abilities B: For breakfast, I have bacon B: As a snack, I have
and eggs. bread and a glass of
milk.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.