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
Suggest they use the eatwell plate 4 I never drink fizzy drinks. meat and vegetables,
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.
 Short term plan: term 4

Unit 8: Healthy habits Lesson 87

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Everyday English: Asking for / giving advice
Learning objectives 7.4.1.1 understand the main points in texts on a limited range of
unfamiliar general and curricular topics
7.5.7.1 use with minimal support appropriate layout at text level for a
growing range of written genres on familiar general and curricular topics
7.2.5.1 recognise the opinion of the speaker(s) in supported extended
talk on a range of general and curricular topics
Lesson objectives Learners will be able to:
- present the situational language of asking for/giving advice
- predict the context of a dialogue
- learn synonymous phrases
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
rming» Lead – In words from the picture Point 1 et
method Game
7 min. Play in teams 'Fruit and Vegetable'. •Learners remember
One team says 'fruit' or 'vegetable'. previous lesson Assessment
The other team says a word related
to the theme. Each correct answer vocabulary criteria
gets one point. Ss aren't allowed to make basic Picture
repeat words said before. The team •Learners answer the statements related
with the most points is the winner. questions to the literature
Team AS1: fruit
Team BS1: apple - vegetable
Middle of • Learners listen and
Ex 1 P:94 repeat.
the lesson Explain the task. Play the Descriptor:
Presentati recording. ANSWERS - listen and repeat.
on part. Ss listen and repeat chorally
Student’s own answer.
Total: 2 point Card
30 min and/or individually. Workshe
Check Ss' intonation and • Learners listen a et
pronunciation. dialogue between two
Ex: 2 P: 94 friends. Answer the
• Explain the task. Play the
recording. question.
Ss listen and read to find the ANSWERS Students
answers. The dialogue is about a girl book
Check Ss' answers. who wants to play in the
school basketball team. She
Ex: 3 P: 94 asks her friend for advice on Self assessment
• Explain the task. Draw Ss' how to improve her level of
attention to the Check these fitness.
• Learners read the Descriptor:
words box, and ask them to look
up any unknown words. dialogue again. Answer - listen a dialogue
Allow Ss time to read the text - answer the
the question. question
again and answer the questions. ANSWERS
Check Ss' answers. Total: 2 point
Rita's problem: She has to
Ex: 4 P: 94 improve her level of fitness
• Draw Ss' attention to the box because she wants to play in Descriptor:
with synonymous phrases at the the school basketball team. - read the dialogue
Diana's advice: Try running
side of the page. Read the box around the park. Eat lots of
again
and explain any unknown words. fruit and vegetables and drink - answer the
Explain the task. Allow Ss time to plenty of water. Avoid snacks question
match the phrases. and fizzy drinks
Total: 2 point
Check Ss' answers. . • Learners find
Ex: 5 P: 94 sentences in the
• Explain the task. dialogue. Descriptor:
Ask Ss to work in closed pairs and ANSWERS - read the box
take roles to practise the dialogue. What's the matter? = What's
Monitor the activity around the wrong, Rita? Could you give - match the
me some advice? = What phrases
class. should I do? Thank you so
Ask some pairs to read the much. Thanks (for the advice).
Total: 2 point
dialogue aloud to the class. • Learners take roles -Make CCQ
and read the dialogue questions Yes / No
Conclusion during the lesson aloud
some tasks differentiated by ANSWERS
outcomes of the students and by Student’s own answer.
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 88

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Across cultures: Nature’s helping hand
Learning objectives 7.1.7.1 develop and sustain a consistent argument when speaking or
writing
7.4.8.1 use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend understanding
Lesson objectives Learners will be able to:
- introduce the topic
- predict the content of a text
- read for specific information
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
rming» Lead – In words from the picture Point 1 et
method Game
7 min. Play in teams 'Fruit and Vegetable'. •Learners remember
One team says 'fruit' or 'vegetable'. previous lesson Assessment
The other team says a word related
to the theme. Each correct answer vocabulary criteria
gets one point. Ss aren't allowed to make basic Picture
repeat words said before. The team •Learners answer the statements related
with the most points is the winner. questions to the literature
Team AS1: fruit
Team BS1: apple - vegetable
Middle of • Learners read the
Ex 1 P:95 dictionary entry. Answer
the lesson Direct Ss' attention to the Descriptor:
Presentati the question.
dictionary entry and ask someone - read the
on part. to read it aloud to the class. Ask
ANSWERS Card
Student’s own answer. dictionary
30 min Ss if they know any other natural Workshe
- read the
remedies. et
dictionary
Elicit answers from Ss around the • Learners read the Total: 2 point
class. words/phrases in the
text. Answer the
Ex: 2 P: 95 question.
ANSWERS Students
• Explain the task. Allow Ss time
to read through the I think the text is about book
words/phrases. natural remedies. The
Elicit what the text might be text says how they help
about. us stay healthy
Play the recording. Ss listen and Self assessment
read to find out. • Learners read the
Check Ss' answers. statements and decide
Descriptor:
which natural remedy
- read the
Ex: 3 P: 95 they are about.
words/phrases
• Explain the task. Allow Ss time ANSWERS
to read the text and complete the - answer the
1M
task. question
2S
Draw Ss' attention to the Check Total: 2 point
3M
these words box, and allow them 4S
to look up the meaning of any Descriptor:
unknown words. - read the
Check Ss' answers. statements
. . - decide which
Conclusion during the lesson natural remedy
some tasks differentiated by Total: 2 point
outcomes of the students and by
their abilities -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.
 Short term plan: term 4

Unit 8: Healthy habits Lesson 89

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Across the curriculum: Bullies
Learning objectives 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
7.1.4.1 evaluate and respond constructively to feedback from others
7.5.5.1 develop with some support coherent arguments supported when
necessary by examples and reasons for a limited range of written genres
in familiar general and curricular topics
Lesson objectives Learners will be able to:
- introduce the topic
- listen and read for general understanding
- practise giving advice with should/shouldn't
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1 P:96 • Learners read the
the lesson Read the dictionary entry and the dictionary entry. Answer Descriptor:
Presentati rubric aloud. the question.
- read the
on part. Explain/Elicit the meaning of any
ANSWERS Card
Bullying is being unkind dictionary
30 min unknown vocabulary and elicit - answer the Workshe
to someone.
what constitutes bullying. question. et
They are all kinds of
bullying.
Total: 2 point
Ex: 2 P: 96 • Learners listen and
• Allow Ss some time to read the read the poem. Answer
poem and answer, the question in the question. Students
the rubric. ANSWERS book
Direct Ss to the Word List to look Chloe thinks that bullies act as
though they are better than
up the meanings of the words in other people. In her opinion,
the Check these words box and they're not and so we
shouldn't listen to them. Chloe
then check Ss' answers. isn't scared of bullies, she
Self assessment
Ex: 3a P: 96 stands up to them
• Explain the task and ask Ss to • Learners read the Descriptor:
read through the list of pieces of poem and answer the - listen and read
advice and then read the poem question. - answer the
again and find which ones are question
mentioned. ANSWERS
Ignore what the bullies Total: 2 point
Check Ss' answers around the
class. say. Believe in yourself.
Don't let the bullies win
Ex: 3b P: 96
• Learners use ideas
• Explain the task and read out
from the poem and ex3
the example. Then elicit a variety
to give advice about Descriptor:
of sentences from Ss around the
how to stop bulling. - read the poem
class.
ANSWERS - answer the
Ex: 4 P: 96 You should stand up for question.
• Ask Ss to work in groups and yourself.
look up information on the Total: 2 point
You shouldn't do what they
Internet, using the key word say.
'bullying' in the search bar, or in You should tell a parent or
encyclopaedias/other reference a teacher.
books. Tell Ss that they can use You shouldn't give them
the website on the Express any of your money or
Publishing website to help them. possessions. Descriptor:
Remind Ss to answer the You should ignore what - use ideas from
questions in the rubric. they say. the poem
Ask various Ss to present bullying You shouldn't let the bullies
win. - give advice about
to the class. their information on
Alternatively, assign the task as You should believe in how to stop
HW and allow Ss to give their yourself. Total: 2 point
presentations in the next lesson • Learners collect
. . information about
Conclusion during the lesson bulling under the -Make CCQ
some tasks differentiated by heading. questions Yes / No
outcomes of the students and by ANSWERS
their abilities Student’s own answer.

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 90

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Writing: An email giving advice
Summative Assessment for the Unit “ Healthy Habits”
Learning objectives 7.1.7.1 develop and sustain a consistent argument when speaking or
writing
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
7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
- read for specific information
- read for cohesion and coherence
- listen for specific information and ideas
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1 P:97 • Learners read the Descriptor:
the lesson Explain the task and allow Ss extract from Tara’s - read the
Presentati some time to read the text and email. Answer the - answer the
on part. question. question. Card
answer the question in the rubric.
30 min ANSWERS Total: 2 point Workshe
Tara has moved to a
new school and she is et
not happy. Her
classmates make fun of
her accent and she
Ex: 2 P: 97 misses her old friends. Students
•Explain the task and allow Ss She doesn't want to go book
time to complete it. Direct Ss to to school anymore.
the Word List to look up the • Learners read the Self assessment
meaning of the words in the email and choose the
correct missing phrases.
Check these words box. Check Ss' Descriptor:
ANSWERS
answers. 1C - read the email
Ex: 3 P: 97 2A - choose the
Play the recording. Ss listen and 3E correct missing
answer the question in the rubric. 4D phrases
5B Total: 2 point
Point out that Ss can use the
• Learners Alex is upset
listening task to get ideas for the
because his parents Descriptor:
following writing task. - Alex is upset
won’t allow him to go a
con cert. because his
Summative Assessment for the
ANSWERS parents
Unit “ Healthy Habits” .
Tom advises Alex to talk Total: 2 point
.
to his parents. He
Conclusion during the lesson advises him to show
some tasks differentiated by them that he can be -Make CCQ
outcomes of the students and by responsible, then they questions Yes / No
their abilities will be more relaxed.
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 91

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Edutainment
Learning objectives 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:
- personalise the topic and talk about healthy lifestyles
- test knowledge learnt in the module
- revise knowledge taught in the module
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1 P:98 • Learners read the Descriptor:
the lesson Explain the task. Allow Ss time to quotation and answer - read the
Presentati read the quotation and formulate the question. quotation
on part. answers. - answer the Card
ANSWERS
30 min Elicit answers from Ss around the The quotation is saying question. Workshe
class. that there is a connection Total: 2 point et
between doing exercise
Ex: 2 P: 98 and doing well in studies,
• Ask Ss to get into groups of four. that a healthy body leads
to a healthy mind.
Explain the task. Suggest that one
S writes the 'Dos' section and
I agree that the more Students
exercise you take, the
another writes the 'Don'ts' section. book
better you will be able to
The other two should find or draw rest, and think, and do your
appropriate pictures. For the schoolwork in general. So I
'Don't' column, the picture of the believe that a healthy body Self assessment
forbidden activity can be crossed does really help to have a
out. Allow time in class for Ss to healthy mind
complete the task. • Learners create a Descriptor:
Alternatively, assign the task as poster of Dos/Don’ts for - create a poster of
HW. a healthy lifestyle.
Dos/Don’ts
Put up the best posters around ANSWERS
- complete the
the class task.
Total: 2 point
Ex: 3 P: 98
Explain the task. Allow Ss some
time to read the statements and
decide whether each one is true
or false. Descriptor:
Alternatively, you may allow Ss to • Learners do quiz.
- read the
review the module and find the Mark the sentences. statements
relevant information to mark the ANSWERS - do quiz
statements correctly. 1 F (Teenagers need 1 - mark the
Check Ss' answers. hour more than adults on sentences
average.)
Total: 2 point
. 2T
3T
Conclusion during the lesson 4 F (They provide protein.)
some tasks differentiated by 5 F (It is good) -Make CCQ
outcomes of the students and by 61 questions Yes / No
7 F (It helps you sleep)
their abilities
8 F (It can help prevent
diabetes.)
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 9: Clothes and fashion Lesson 92

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Clothes, Footwear & Accessories
Learning objectives 7.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings
7.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a growing range of general topics, and some curricular topics
Lesson objectives Learners will be able to:
- present new vocabulary
- categorise new vocabulary
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1a P:99 • Learners listen and Descriptor:
the lesson Explain the task. Direct Ss' repeat. - pay attention
Presentati attention to the pictures. ANSWERS - answer the
on part. Play the recording. Ss listen and Student’s own answer. question. Card
30 min repeat chorally or individually. • Learners put the words Total: 2 point Workshe
under the correct et
Ex: 1b P: 99 headings
• Explain the task. Allow Ss time ANSWERS
to complete the lists. Clothes: shorts, T-shirt,
Check Ss' answers. shirt, trousers, jeans, suit,
hoodie, skirt, top, dress, Students
jacket, coat book
Footwear: shoes
Sandals, boots, trainers Self assessment
• Learners read the
Ex: 2 P: 99 text. Answer the
Explain the task. Ask Ss to tell Descriptor:
question. - put the words
their partner what each person is ANSWERS
wearing. Sally is wearing a top and under the correct
Monitor the activity around the skirt. She also has a hat - complete the
class. and sandals. task.
Ask some Ss to present their Anna is wearing a dress Total: 2 point
answers to the class. and shoes.
Sam is wearing shorts and
a T-shirt.
Paul is wearing a shirt and
trousers.
Mark is wearing a suit with
a tie. He also has (got) a
Descriptor:
belt. Damir is wearing a - answer the
jacket. He is also wearing a question.
cap. Total: 2 point
Gulnara is wearing jeans, a
Ex: 3 P: 99 hoodie and trainers. Olga
Draw Ss' attention to the Study is wearing a coat, boots
and a scarf. -Make CCQ
Skills box. Read the contents of
the box about pair nouns. Elicit • Learners answer the questions Yes / No
further examples from Ss around question. Tell your
the class to check understanding. partner.
Explain the task. Ask one pair to ANSWERS
read the example. A: I usually wear jeans and a
Ss work in closed pairs to ask and T-shirt at home. At school, I
answer questions using new wear a uniform. It's a black
skirt and a white shirt. On
vocabulary. special occasions, I usually
Monitor the activity around the wear a dress.
class. B: I wear a T-shirt with jeans
Ask some pairs to present their or shorts at home, and a
answers to the whole class. hoodie if it's cold. I wear black
trousers and a white shirt to
. school. I usually wear a suit
Conclusion during the lesson on special occasions, with a
some tasks differentiated by belt and a tie.
Play the video for the Ss and
outcomes of the students and by elicit their comments at the
their abilities end.
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 9: Clothes and fashion Lesson 93

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Reading: The ballon fashion show
Learning objectives 7.4.6.1 recognise the attitude or opinion of the writer on a range of
unfamiliar general and curricular topics
7.2.5.1 recognise the opinion of the speakers in supported extended talk
on a range of general and curricular topics
7.3.5.1 keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
Lesson objectives Learners will be able to:
- introduce the topic and predict the content of the text
- read for specific information
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1 P:100 • Learners look at the Descriptor:
the lesson Draw Ss' attention to the pictures two women in the - look at the two
Presentati and elicit answers to the question. picture. Answer the women
on part. Play the recording and Ss listen - answer the Card
question.
30 min and read to find out if their question. Workshe
ANSWERS
answers were correct. Their clothes are strange Total: 2 point et
Check Ss' answers. because they are made of
balloons.
• Learners read the text
and complete the
Ex:2 P: 99 sentences. Answer the Students
• Explain the task. Allow Ss time question. book
to read the text again and answer ANSWERS
the questions. A China
B all over the world Self assessment
Ss can look up the words in the C the title of 'Fashion
Check these words box. Designer of the Year'
Check Ss' answers. Publi Descriptor:
Donce - read the text
1 It is a fashion show that
attracts designers from all - complete the
over the world. sentences
2 You can see beautiful
clothes made only of balloons
Total: 2 point
- the kind clowns use at
parties.
3 They blow up the balloons
using hand pumps and then
twist them together to create
their masterpieces.
4 It takes hours and
sometimes days to make the
clothes.
5 They make everything from
evening dresses to children's
clothes and even swimwear.
6 Each set of clothes only fits
the model who wears it, and
they can only wear the clothes
once.
Ex: 3 P: 99 • Learners answer the Descriptor:
* Explain the task. Allow Ss time question. - answer the
to formulate their answers. ANSWERS question.
* Elicit answers around the class I think the writer Total: 2 point
from Ss. approves of the Balloon
Couture Fashion Show.
He says the designs are -Make CCQ
original and amazing
questions Yes / No
Conclusion during the lesson and so I think he
some tasks differentiated by admires them.
outcomes of the students and by He also notes that the
clothes can only be worn
their abilities
once, and so I think this
surprises him.
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 9: Clothes and fashion Lesson 94

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: likes dislikes
Learning objectives 7.5.6.1 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
7.6.15.1 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 Learners will be able to:
- learn how to express likes and dislikes
- check Ss' ess comprehension of a text
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 4 P:101 • Learners Georgia and Descriptor:
the lesson Explain the task. Play the her friend Anna are at a - listen to them and
Presentati recording. Ss listen and answer clothes shop. Listen to answer the
on part. the questions. them and answer the questions. Card
30 min Check Ss' answers. questions. Total: 2 point Workshe
ANSWERS et
1 Anna needs a dress for
Ex:5 P: 101 a party.
• Write the headings on the board 2 Georgia.
and explain/elicit what they mean. 3 (She buys) a top.
Elicit which phrases go under 4 £10.
which headings. Students
• Learners list the book
Ex: 6 P: 101 phrases under the
Set the scene. Explain the headings. Self assessment
situation and the speaking task. ANSWERS
Ask two Ss to act out the example Positive: I love it. It's great. Descriptor:
dialogue. It's fabulous. - listen to them
Ss work in pairs a and discuss as Negative: I don't really like and answer the
it. It's horrible.
in the example. questions.
Neutral: I like it. It's OK
Monitor the activity around the
• Learners use the - complete the
class. sentences
Ask some pairs of Ss to present phrases and your own
Total: 2 point
their dialogues to the class. ideas
ANSWERS
Descriptor:
Conclusion during the lesson A: Do you like these
boots? - answer the
some tasks differentiated by
B: I love them. Do you question.
outcomes of the students and by Total: 2 point
like this belt?
their abilities A: I don't really like it.
B: What do you think of -Make CCQ
these trainers? questions Yes / No
A: I like them.

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 9: Clothes and fashion Lesson 95

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Use of English: Verbs - ing
Learning objectives 7.5.1.1 plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics
7.6.6.1 use a variety of possessive and reflexive pronouns including
mine, yours, ours, theirs, hers, his, myself, yourself, themselves on a
growing range of familiar general and curricular topics
Lesson objectives Learners will be able to:
- present -ing and infinitive forms
- practise the -ing and infinitive forms
- practise the -ing and infinitive forms using personal examples
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1 P:102 • Learners read the Descriptor:
the lesson •Ss close their books. Present the table. Say the examples - read the table
Presentati -ing form. Explain that the -ing in your language - say in your
on part. form is the verb form that ends in - ANSWERS language Card
30 min ing. Say, then write on the board: I Student’s own answer Total: 2 point Workshe
like running. Explain that we use • Learners put the
et
the -ing form with the verbs like, verbs in brackets into
love, hate, dislike, enjoy, prefer. the correct form
Present the infinitive forms. ANSWERS
Explain that the infinitive is the 1 walking (like)
base form of all verbs. Explain 2 pay (modal) Students
3 to buy (want) book
that we can use it with or without
4 borrow (modal)
the preposition to. Say then write 5 to try on (would like)
on the board: I want to play 6 reading (love) Self assessment
football. I can play football. • Learners complete the Descriptor:
Explain that we use to-infinitive sentences about - put the verbs in
after the verbs would like, would yourself brackets into the
love, want and that we use the ANSWERS correct form
infinitive without to with modal 1 shopping - complete the
verbs (can, must, should etc). 2 washing-up
task.
Ex:2 P: 102 3 helping around the house
Total: 2 point
4 to visit Mexico
• Explain the task. Ss complete 5 swim very well
the task. 6 study harder
Check Ss' answers. Ask Ss to 7 go out tonight
Descriptor:
justify their answers. • Learners read the
Ex: 3 P: 102 examples and complete - complete the
the rules. Say the sentences about
• Ss complete the task in writing
examples in your yourself
and then tell their partners.
Check Ss' answers. language. Total: 2 point
Ex: 4 P: 102 ANSWERS
•Ss close their books. Say and 1 who
write on the board: / met the boy 2 which
who won the race. Explain that 3 where
who is a relative pronoun and • Learners join the
gives information about a person. sentences. Use the Descriptor:
Then say and write, This is the relatives in brackets - read the
book which he lent me. Explain ANSWERS examples
that which is a relative pronoun 1 Nurlan is wearing the new - complete the
and gives information about suit which he bought last rules
Saturday.
things. Say or write, That is the 2 She is the friendly girl who
Total: 2 point
cupboard where you will find the works in the shoe shop.
book. 3 This is the store where I Descriptor:
ordered my purple jeans.
Ex: 5 P: 102 4 That's the man who has a
- join the
•Explain the task. Allow Ss time to career as a fashion designer. sentences.
complete the sentences. 5. This is the sports shop - use the relatives
Check Ss' answers. where you can buy really in brackets
cheap trainers.
6 These are the boots which I
Total: 2 point
Conclusion during the lesson wear in winter.
some tasks differentiated by 7 London Fashion Week has a -Make CCQ
famous fashion show where
outcomes of the students and by you can see lots of great
questions Yes / No
their abilities designers.
8 Sezim bought a dress which
matches her new shoes
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 9: Clothes and fashion Lesson 96

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Use of English: some, any, every
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
7.4.5.1 deduce meaning from context in short texts on a growing range of
familiar 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:
- extend the practise of relatives
- present some - any - every - no and their compounds
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 6 P:103 • Learners make Descriptor:
the lesson • Explain the task. Read the sentences about the - make sentences
Presentati example. Allows Ss to work in following. Use who, - use who, where
on part. pairs to use the given language where or which. or which Card
30 min with relatives. Monitor the activity ANSWERS Total: 2 point Workshe
around the class. That's the department store
which has a sale on now.
et
Ask some Ss to present their
There's the woman who is
answers. a designer.
That's the shoe shop
where I work at weekends.
Here are the gloves which I Students
borrowed from you book
Ex: 8 P: 103 yesterday.
•Ss open books. Read the theory. • Learners fill the gaps. Self assessment
Elicit further examples from the Ss ANSWERS Descriptor:
to concept check. 1 all - fill the gaps
Explain the task. Allow Ss time to 2 others
- complete the
complete the sentences. task.
Check Ss' answers. • Learners read the
theory Total: 2 point
Ex: 9 P: 103 ANSWERS
Student’s own answer
•Draw Ss' attention to the theory Descriptor:
box. Read the box and elicit
• Learners complete the - read the theory
further examples from Ss to
exchanges with some, - complete the
concept check. If necessary elicit
any, every, no and their task.
the words in Ss' L1
compounds. Total: 2 point
ANSWERS
Ex: 10 P: 103
• Explain the task. Allow Ss time
1 A: anyone Descriptor:
2 A: anything - complete the
to complete the exchanges.
3 A: anything exchanges with
Check Ss' answers.
4 A: any some, any, every
5 A: Everyone Total: 2 point
Conclusion during the lesson B: Everything any
some tasks differentiated by B: nothing
outcomes of the students and by B: somewhere
-Make CCQ
their abilities B: anyone
questions Yes / No
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 9: Clothes and fashion Lesson 97
Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Reading: Uniforms across the world
Learning objectives 7.6.11.1 use some reported speech forms for statements on a range of
familiar general and curricular topics
7.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
- recognise clothing items
- read for specific information
- practise vocabulary and describe a uniform
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
rming» Lead – In words from the picture Point 1 et
method
7 min. •Learners remember
previous lesson Assessment
vocabulary criteria
make basic Picture
•Learners answer the statements related
questions to the literature
Middle of Ex 1 P:104 • Learners look at the Descriptor:
the lesson •Draw Ss' attention to the pictures. pictures. Answer the - look at the
Presentati Elicit what each person is question. pictures.
on part. wearing. Read the items aloud ANSWERS - answer the Card
30 min one at a time and elicit the answer a white jacket - National question. Workshe
Guard of Kazakhstan black Total: 2 point
in each case. Explain any et
trousers-Foot Guard,
unknown words. Gondolier a shirt with blue
and white stripes -
Gondolier a bright red
jacket - Foot Guard a black
hat Foot Guard a straw hat Students
with short red ribbons - book
Gondolier a dark blue cap -
National Guard of
Kazakhstan Self assessment
Ex: 2a P: 104
• Learners answer the
• Play the recording. Ss listen and Descriptor:
question. Listen, read
follow the text in their books. Elicit
and check - answer the
an answer to the question in the question.
rubric. ANSWERS
The Foot Guards guard - answer the
the Queen and question.
Buckingham Palace. The Total: 2 point
National Guard of
Ex: 2b P: 104 Kazakhstan guard the
•Allow Ss enough time to read the president and keep him
text again and answer the safe. Gondoliers steer the
questions. P gondolas that float up and
Direct Ss to the Word List to look down the canals of Venice
• Learners read again. Descriptor:
up the meanings of the words in
the Check these words box and Who: The Foot Guards - read the text
check Ss' answers. (A), The National Guard again
Elicit descriptions of each of Kazakhstan (B) or - answer the
person's uniform from around the Gondoliers (C) ... question
class. ANSWERS Total: 2 point
1 A,B 2 A 3 B 4 C 5 B 6 C
• Learners look at the Descriptor:
Ex: 3 P: 104
pictures. Describe each - look at the
• Explain the task. Allow Ss to
person's uniform pictures.
work in closed pairs and describe
each uniform. ANSWERS - describe each
The Foot Guard in the picture person's uniform
Monitor the task around the class is wearing a big black hat, a
Ask some individual Ss to present red jacket and black trousers. Total: 2 point
their answers to the whole class The officer from the National
Guard of Kazakhstan is
wearing a blue boots. cap, a
Conclusion during the lesson white jacket and blue trousers
-Make CCQ
some tasks differentiated by and questions Yes / No
The Gondolier is wearing a
outcomes of the students and by straw hat with a red ribbon, a
their abilities blue and white striped shirt
and black trousers.
End of FEEDBACK Poster
the lesson Learners provide feedback on Success
5 min what they have learned at the
lesson.