7 сын English plus 3 тоқ

Unit: Reading for pleasure
Teacher name:
Date:
Grade: 7 Number present: absent:
Theme of the Sherlock Holmes: The Blue Diamond p.120
lesson:
Learning 7.C9 use imagination to express thoughts, ideas, experiences and
objectives feelings
7.R4 read independently a limited range of short simple fiction and non-
fiction texts
7.C2 use speaking and listening skills to provide sensitive feedback to
peers
Lesson objectives All learners will be able to: develop speaking skills through
communication about experiences
 improve reading skills through recognising typical features at word
 write descriptions given facts about the books, use regular and irregular
forms of the present perfect describing experiences.
Most learners will be able to: Select, compile, and synthesize

information from the reading passage for an oral presentation.
Some learners will be able to: Respond to and discuss the reading
passage using interpretive, evaluative and creative thinking skills.
 Demonstrate the ability to find correct information without any mistakes;
Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
Apply topic related vocabulary in speech with grammar accuracies
Lesson structure
Planned Teacher activities Student Assessm Resource
timings activities ent s
Beginning 1.Greeting . Organization moment Sts Formativ Student’s

the lesson Teacher greets learners and warm/greet e ass-t book.
congratulates the class on the beginning the teacher
of the 3rd term. Then, teacher hands out Audio-
stickers and asks learners to write a visual
compliment to a peer. Learners write
wishes and nice words to each other, so Sts guess the
learners collaborate and create a friendly topic of the
atmosphere. lesson Stickers
Ex . 1 Read the story sections
1–8. Then match them to
the pictures A–G. PPT
Holmes and Watson go
to The Alpha and talk to Sts give the
title to the
Mr Windigate. He tells text Emotico Book
themthat the geese came n
from Mr Breckinridge.
Holmes and Watson go
straight to Mr
Breckinridge’s shop to
find out more.
oral
Mr Peterson finds a blue
diamond
C inside the tall
man’s goose. A ticket on
the goose says “For Mr and
demonstra
Mrs Henry Baker”.
tions,
Answer the
pictures
following
questions.
Main Ex.2Look at the story sections again. 10 Picture
Activities Which section do you think is the start of
the story? Which section do you think is Sts matching English
the end of the story? words. plus 7
Oral grade,
Ex.3How do you think the story pictures,
develops? Read the sections again and
put them in order to make the story.
1 2 3 4
5 6 7 8 Stickers
Self –
Ex.6 Listen to James Ryder
Sts complete assessm Sheets of
talk about his story. Choose
the correct words to the sentences ent – paper
complete the sentences.
1 The police the
arrested leader of
Ryder / the
Horner for group
stealing the will be
blue able
evaluate
diamond.
the
2 James Ryder took the diamond to
his Work in group
pairs mates
sister’s /brother’s house.
3 Ryder decided to visit his friend

Maudsley /
Mr Oakshott in North London.
Ss answer
4 There were lots of the question
people / geese in
Ryder’s sister’s
garden.
5 Ryder caught a goose with a
white / black
tail and put the diamond in its
mouth.
6 Later, he caught
a goose with a
black tail and
took it to his /
Maudsley’s
house.
Ex.5Look at the picture of James Ryder

and answer the question.James Ryder has
his head in his hands in this picture. Why
do you think he was unhappy?
End Homework: Write a short review of Sts reflect the

the story Sherlock Holmes: The Blue lesson
Diamond. Say what you like about
the story and what you don’t like.
What would make the story
better?
Unit:9 Reading for pleasure

Teacher
Date:
Theme
of the Sherlock Holmes: The Blue Diamond 2 p.120
lesson:
Learning 7. R4 read with some support a limited range of short fiction and non-fiction texts
objective 7.L4 understand the main points of supported extended talk on a range of general
s and curricular topics
7.W3 write with support factual descriptions at text level which describe people,
places and objects
Lesson All learners will be able to:
objective  Read and understand the main events in the story
s Collaborate with other learners
Most learners will be able to:
Connect story with the younger generations who enjoyed them before
Some learners will be able to:
 understand how story inspire others to create pieces of artwork
Lesson structure
Planne Teacher’s activities Student’s Assessment Resource
d activities s
timing
s
Beginn 1.Greeting learners. Sts Formative Student’s

ing the Brainstorming strategy: Answer the warm/gre ass-t book.
lesson questions et the
Do you like to read a book? teacher
10 min What is your favorite story?
Who is your favorite author?
What types of literature do you know?
Divided pupils into two groups with the Stickers
help of cards.
1st group – Fiction literature
2nd group – Non-fiction literature
Main 10 Picture
Activit Ex7 Now listen to the end
ies of the story. Do you like Watching English
the ending? Is it video and plus 7
25 surprising? answer Oral grade,
pictures,
the
3 Ex.8 Write a different
questions.
ending to the story. Use
one of the options below
or your own ideas.
• Holmes doesn’t let James Ryder go.
• James Ryder finds the diamond. Stickers
Read the
Talk about it text and Self –
complete assessment Sheets of
4 Ex.9 Ask and the text. – paper
answer the
questions with
your partner. the leader of
1 Does the story have a good plot? the group
2 What is the most will be able
exciting section of evaluate the
the story? group mates
3 Does the story have a good ending?
4 Was the goose a
good place to put
the diamond?
Where would you
put it?
5 Who is your favourite character?
Last Plenary: Sts reflect

5min Learners finish the statements: the lesson
I have learnt ….
Now I can …
It was interesting …
It was difficult …
It was unclear …
Home task: Learned some new words to
fairy tale “The Fisherman and the Fish”.
Saying goodbye
Қысқа мерзімді жоспар Lesson plan

Teacher name:
Date:
Theme of the The Lost World 1 p.122
lesson:
Learning 7.W1 plan, write, edit and proofread work at text level with support on a
objectives limited range of general and curricular topics
7.W2 write with support a sequence of short sentences in a paragraph on a
limited range of familiar general topics
7.C9 use imagination to express thoughts, ideas, experiences and feelings
fiction texts

peers
Lesson All learners will be able to

objectives understand the meaning of a story
Most learners will be able to
speak about story
Some learners will be able to
write an essay and tell the class
Lesson structure
Planned Teacher activities Student activities Assessmen Resource
timings t s
Beginnin 1.GreetingOrganization moment Sts warm/greet the Formative Picture

g the Method “Brainstorming” teacher ass-t
lesson Can you name five writers? English
How many books do you read? plus 7
What’s your favourite story? grade
Stickers
Main Main Part. Formative S/B

Activitie1. Sts do the quiz . ass-t
s Sherlock Holmes:
The Lost World
Sir Arthur Conan Doyle Matching
Picture
Stickers
English
plus 7
grade,
pictures,
Ex1 Think of adjectives to describe

the six people in the pictures. Write Watching video
and answer the
questions. Sheets of
the adjectives on the note paper. paper
10
Read the text and Oral

complete the text
Ex.2 Read the
descriptions of
some of the
characters from
the book. Then
match the Stickers
Poster
descriptions to Self –
the pictures. Complete the assessment
questions –
1 He is a famous
zoologist from
Picture
Scotland. He’s
got a big head, the leader
a big body, and Watching video of the
hairy hands. and answer the group will
He’s got deep questions. be able
grey eyes, and a evaluate the
big blue-black group
beard. Many mates
people say he is
Read the text and
a liar, so now
complete the text
he hits anybody
who asks him
10
questions.
2 She is Picture
beautiful with
large soft Oral English
eyes and long plus 7
hair. She has grade,
pictures,
a sweet smile
and she wants
to marry a
famous man.
3 He is a young
and brave
reporter with
blond hair. He
is in love with Sheets of
a beautiful paper
Watching video
young lady, and answer the
and he wants questions.
to win the
young lady’s
love by going
on an Stickers
adventure. Read the text and
complete the text Self –
4 He is a tall,
assessment
thin man with –
red hair. He is
a famous
traveller and the leader
sportsman, and of the
is strong with group will
light, blue be able
eyes.
5
6
7
Ex.3 Who says what?
Look at the
descriptions and the
pictures again. Which
characters say these
things, do you think?
1 ‘I have a
feeling that you
are going to ask
me to marry
you, Ned. Please
don’t.’
2 ‘Do you think

that you could
possibly send
me
somewhere
with a lot of
adventure and
danger?’
3 ‘Wait a
minute! I
have an
idea. Why
don’t you go
and see
Professor
Challenger?’
4 ‘Aha! There
it is! I used
that tree to
find my way
last time.’
End Sts reflect the

Hometask, Ex 4 lesson
Saying goodbye

Teacher name:
Date:
Theme of the
lesson: The Lost World 2 p.122
Learning 7.C5 use feedback to set personal learning objectives

objectives 7.L3 understand an increasing range of unsupported basic questions on
general and curricular topics
peers
7.S3 give an opinion at sentence and discourse level on an increasing range

of general and curricular topics
Lesson All learners will be able to

objectives understand the meaning of a story
Most learners will be able to
speak about story
Some learners will be able to
write an essay about story and tell the class
Lesson structure
Planned Teacher activities Student Assessment Resources
timings activities
Beginning 1.GreetingOrganization moment Sts Stickers PPT

the lesson Method “Brainstorming” warm/greet
Can you name five writers? the teacher
How many books do you read?
What’s your favourite story? TB
Main Main Part. 10 S/B

Activities Ex.3 Who says what? Look at the Sts do the 10
descriptions and the pictures again. quiz .
Which characters say these things, do
you think?
Matching Oral
1.‘I have a feeling that you are going to
WB
ask me to marry you, Ned. Please don’t.’
2.Do you think that you could possibly

send me somewhere with a lot of
Ss complete Stickers
adventure and danger?’ the
questions. Self –
(do the assessment
individually –
3.‘Wait a minute! I have an idea. )
Why don’t you go and see Professor
Poster
Challenger?’ the leader
of the group
will be able
evaluate the
4.Aha! There it is! I used that tree to group mates Picture
find my way last time.’
10
Complete Oral
the
5.‘Professor Challenger, I really am deeply questions
sorry.’
6.I’ve only ever seen that once before – it

was at the great De Beers Diamond Mine
in Australia.’
Ex.4 Who does what? Look at the

descriptions and the pictures again.
Which characters do these things, do
you think?
This man attacks Mr Malone

because he doesn’t like
reporters.This man calls Professor
Challenger a liar.These four men
travel to South America to look for
dinosaurs.
End Hometask: In the story, the group Sts reflect Assessment

of travellers find some ape-men in the lesson : Teacher
the Amazon Forest in South assesses
America. learners
with
What other strange things do colorful
you think they saw in the leaves;
Amazon? Use your imagination
and write a description of -
something unusual they saw. excellent
Saying goodbye -good
-
satisfactory

Teacher name:
Date:7
Grade: 75\7 Number present: absent:
Theme of the The Last of the
lesson: Mohicans 1 p.
Learning 7.C9 use imagination to express thoughts, ideas, experiences and feelings
objectives
fiction texts
Lesson objectives All learners will be able to:

understand the main events in the story
say thank you and give reasons
read the story without support
understand the moral of the story
make some questions on the given story
understand most of the language in the story
answer the questions and give examples from the text
Lesson structure
Planned Teacher’s activities Student’s Assessme Resources
timings activities nt
Beginning the 1.GreetingOrganization moment Sts Emoticon PPT

lesson Setting positive atmosphere by warm
asking some ice breaking questions. /greet the TB
teacher
Main Activities Teacher shows a picture of the story Sts read 10 Microphon
and asks what they see. the text. e
Scaffolding: Learners have a
vocabulary/dictionary of unknown
words. Oral
Peer assessment: Once Learners Match the
finished the task they swap their names.
cards in order to assess each other .
Read the
text again Formative SB
Th
and assessmen
choose the t
e correct
La true or
st false
of statements
the .
M
WB
ohi
ca Formative
ns assessmen
They t is held
James Fenimore check through
Cooper their observatio A3 papers,
answers n/monitori glue and
Ex 1 Look at the front cover of the with the ng. worksheets
Chingachgook
book and the pictures of the partner.
characters. Choose the correct words
to complete the sentences.
The story takes place in North / South

America. Comment
The story takes place in 1957 / 1757. s
Uncas
Formative
assessmen
Ex.2 The Last of the Mohicans takes t is held
place in North America. Label the through
map of North America today observatio
Mexico Lake Champlain Canada n/monitori
Hudson River United States of ng.
America
Ex.3 Put the characters into the group

they belong to. Your next task is to
put the words in right order in
the lifeline.
Comment
s
Europeans American indians
Look at some of the characters in the

story.
Work in groups. Think about a
famous person and make
sentences about their life. Then
two group exchange your work
and try to guess who is famous
person is?
Last 5min Sts reflect

Your homework: Ex.4 at p.106 the lesson
WB Ask and answer the questions
Saying goodbye
Teacher asks learners
What have you learnt today?
What was the most difficult during
the writing task?

Teacher name:
Date:
Theme of the The Last of Mohicans 2
lesson:
Learning 7.R4 read independently a limited range of short simple fiction and non-
objectives fiction texts

- to learn and practice past simple regular and irregular forms;
- to use the past simple to talk about events in the past;
- to retell about events in the past
Lesson structure
Planned Teacher’s activities Student ‘s Assessmen Resour
timings activities t ces
Beginning 1.GreetingOrganization moment Sts 10

the lesson Making a friendly atmosphere. warm/greet
Pupils make a circle, keeps saying the
compliments to each other. teacher
Children, do you remember all English .Listen and Oral
sounds? Let’s check. Look at the cards,
repeat the Cards
please.
— Who can name the sound? words.
[s]. (Horse, sea, useful.)
• [k]. (Camel, coat, country.)
Formative
• [p]. (Apple, capital, sheep.)
— Thank you, children. Well done. assessment
Main 10 S/B
Activities Ex.4 Read about the Ojibwa tribe. Are the Sts read
sentences true or false? the text Formative
again , fill assessment
1 The people of the
in missing is held
Ojibwa tribe speak
words. through
French.
observatio
2 The Objiwe tribe only n/monitori
Canada and the people used canoes tolive travelinaround. The
Canada. They ng.
Ojibwa people were usually hunters or fishermen because
belongs to one
the climate wasoftoo
a number
cool foroffarming,
clans. The
3 Each first they
but clan
Ojibwa
laterhas anmadepeople check their
animal
and soldtotem,
sugar and
fromthe largest
maple totem istravelled
trees. around in
the bear. Spiritual answers
beliefs
Last 5min are important to the Ojibwa canoes.
people and they with the Picture
believe that spirits guide them through
4 The life.
Ojibwa people made partner.
sugar from maple trees.
Comments
Ex 5 Put the words from the story into
the correct category in the table.
Sts divide Formative
army tribe tomahawk fort moccasin assessment
officer totem Great Spirit church warrior is held
magic feathers chief hymn canoe king through
observatio
general
n/monitori
Europeans American indians ng.
Ex.6 Ask and answer the

questions about American
Indians with your partner. Comments
1 What are
totems, and
why are they
important to
American
Indians?
2 Who or what is the Great Spirit?
3 What is the leader
of an American
Indian tribe called?
End Sts reflect

the lesson
Home task: Ex: 3page 107

Saying goodbye

Teacher name:
Date:
Theme of the Nicholas Nickleby WB p.88
lesson:
Learning 7.C9 use imagination to express thoughts, ideas, experiences and
objectives feelings
fiction texts
7.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
Lesson objectives All learners will be able to answer the questions according to the picture.
Some learners will be able to give opinion according to the certain
pictures and they use pair work.
Lesson structure
Planned Teacher’s activities Student ‘s Assessme Resourc
timings activities nt es
Beginning 1.Greeting. Organization moment Sts Emoticon Microph

the lesson Warm up. Stay in a circle. Say a wish to warm/greet one
your partner. the teacher
Dialogue
Let`s look at each other
Main Answer the 10

Activities Ex.1 Before you read the first extract, question Picture
complete the paragraph with the words
below
boarding dies like Sts listen

travels Oral PPT
Better and repeat
uncle
Nicholas Nickleby’s father 1_______

young and leaves the family without Formative S/B
any money. They have a rich 2____ in assessment
London and they ask him for help.
Formative
Ex.2 read the first extract. Choose the assessment
correct words. is held
1. The school looks/ doesn’t Sts answer through
look very nice. the observatio Picture
2. Mrs Squeers is/isn’t questions n/monitori
friendly to Nicholas ng.
3. Mr Squeers asks about
the animals/boys first
Ex.3 Work with partner. Read the
questions and discuss possible answers.
1. What sort of character is Mrs
Squeers?
2. What do you think the boarding Sts discuss Comments
school is like? the A3
questions papers,
glue and
Ex 5 Discuss the questions with a workshee
partner. Compare your ideas with the ts
rest of the class.
1. How do you think the boys at the
school feel?
2. What do you think will happen to
Smike/
Work in groups. Think about a
famous person and make sentences
about their life. Then two group
exchange your work and try to guess
who is famous person is?
End The Five fingers method. 1)The thumb.
What went well?
2) The index finger. What could be
improved?
3) The middle finger. What went
wrong? Negative feedback.
4) The ring finger. What we like to
keep?
5) The pinkie finger. What did not get
enough attention?
Home task: Ex. 3 WB p.
Saying goodbye

Teacher name:
Date:
Theme of the
lesson: Romeo and Juliet WB p.90
Learning 7.R4 read independently a limited range of short simple fiction and non-
objectives fiction texts
7.C10 use talk or writing as a means of reflecting on and exploring a range
of perspectives on the world
7.S7 use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
Lesson  All learners will be able to: Identify the theme, new words and
objectives use them as the basis for discussion.
 Most learners will be able to: Provide a point of view in

conversations and discussions; describe the plot of the book using
active vocabulary.
 Some learners will be able to: Respond to and discuss the reading
Lesson structure
Planned Teacher’s activities Student ‘s Assessmen Resources
timings activities t
Beginni 1.Greeting.Organization moment

ng the Dear pupils, I'm glad to see you. I'm Formative
lesson sure you are ready for active work. Sts assessment
Let’s start our lesson. warm/greet
- Well, how are you today? the teacher Formative WB
- Who is on duty today? assessment
- Who is absent? is held
- OK. Very good! through
Students PPT
observation
answer the /monitorin
questions g.
Worksheet
s
Comments
Main What did you do yesterday? 10

Activitie For example, ______. Сен кеше не Sts answer
s істедің? the questions
Activity 1. Individual work Oral S/B
Ex.1 Before read the first, complete the

paragraph with the words below.
Complete the
sentences
Formative
Enemies, families, fight, man,
Marry, masks, party assessment
Romeo and Juliet is a play about two
important1____ called the Capulets
and the Montagues,who live in Verona.
Sts put in
Ex.2 Read the first extract. Write true stickers
right order
or false
1. Lady capulet knows the

men who arrive.______
2. Lord capulet wants to Poster
dance.___ Formative
3. Juliet dances with assessment
Romeo.____ is held
Students through WB.p.90
answer the observation
Activity 2. Pair work questions /monitorin
g.
Ex.3 Work with a partner. Read the
questions and discuss possible answers.
1. What do Romeo and Juliet learn

text?
Students
2.How do they feel about it? discuss Comments
Activity 3. Group work
Ex.5 Discuss the question in a group.

Compare your ideas with the rest of
the class.
What do you think happens next in

the story?
End Home task: Ex 4 p.90 WB Sts reflect the

Saying goodbye lesson

Teacher name:
Date:
Theme of the
lesson: Emma WB p.91
Learning 7.S7 use appropriate subject-specific vocabulary and syntax to talk about a
objectives range of general topics, and some curricular topics
7.W1 plan, write, edit and proofread work at text level with little support on
a range of general and curricular topics
Lesson  All learners will be able to: Identify the theme, new words and use
objectives them as the basis for discussion.
Most learners will be able to: Provide a point of view in conversations
and discussions; describe the plot of the story using active vocabulary
 Some learners will be able to: Respond to and discuss the reading
Lesson structure
Planned Teacher’s activities Student’s Assessment Resource
timings activities s
Beginning 1.Greeting.Organization Sts warm/greet the Whitebo

the lesson moment teacher ard
Dear pupils, I'm glad to see
you. I'm sure you are ready for Work
Formative Book
active work. Let’s start our
assessment p.91
lesson. Sts answer the
- Well, how are you today? questions
Writing
- Who is on duty today?
- Who is absent? Oral Workshe
- OK. Very good! et
Teacher’
s Book
Main Warm up. Free talk. 10

Activities Sts answer the
Have you ever tried to write questions
your own stories, poems? If
you have your poem, can you S/B
read it to us? Formative
assessment
What should people know to
write a story? Make a cluster
of this topic. Ss and elicit their Oral
comments at the
Ex.1 read the text.
end
Pre-reading stage.
8
Predicting and guessing.
Students move their eyes over Ss to tell the class. Poster
the words and pictures on the Emoticon
whiteboard and predict the title
of the text. Then they read the
text in pairs, find out the Workshe
meaning of the underlined et
words. After that students call A learner: Formative
out words, phrases they assessment
remember from the text, note  selects an
them. Students work in pairs appropriate
(1 minute) discuss what the answer.
text is about or (create a text  completes the Oral
using some of the previous task.
written words). uses appropriate
subject-specific 8
Students express their ideas (1
vocabulary while Teacher’
minute
speaking s Book
While-reading stage.
The teacher informs the class
that they will be participating
in the contest about the words
and the process of writing
successfully.
Answer the
Ex.5 Discuss the question with
questions and
a partner.
answers.
1. Is it a good idea for
Emma to try to
matchmake other
people? Why/Why not?
2. 2.What can go wrong
when somebody tries
to matchmake two
people?
Last 5min Home task: Ex 4 p.91 WB Sts reflect the
Saying goodbye lesson
Feedback Students
express their
attitude to the
lesson and give
self-assessment
using the method:
“Six thinking hats”:

Teacher name:
Date:
Theme of the
lesson: A review of a book
Learning 7.S7 use appropriate subject-specific vocabulary and syntax to talk about a
objectives range of general topics, and some curricular topics
7.W1 plan, write, edit and proofread work at text level with little support on
a range of general and curricular topics
objectives  Read the text
 Make up sentences
 Write a story.
Lesson structure
Planned Teacher’s activities Student’s Assessmen Resources
timings activities t
Beginning 1.Greeting.Organization moment Sts Pictures

the lesson Dear pupils, I'm glad to see you. I'm warm/greet
sure you are ready for active work. PPT
the teacher
Let’s start our lesson.
- Well, how are you today?
- Who is on duty today? Writing
- Who is absent?
- OK. Very good! Worksheet
Teacher introduces lesson objectives
A picture
Main Pre-reading (W) 10

Activities Learners look at the photos and try to Picture
25 min guess the festivals, where they are Peer
celebrated. Teacher elicits their assessment
knowledge about these festivals (Where
are celebrated? Which festival would
you like to visit most/least?)
Students
answer the
questions
10
The National Children's Book Writing

Festival is a unique event in Bulgaria's
culture life. It is the only forum in Worksheet
Bulgaria which gives an opportunity to
all Bulgarian and foreign participants in Formative
the process of creating and distributing assessment
A picture
children's books – writers, publishers,
illustrators, book distributors, teachers, Read the
psychologists, library specialists, etc., text and Oral
to meet each other and to discuss the write true
present state and future state of or false.
children's books publishing, to outline
new directions and forms for increasing 8
children's interest in books and reading, S/B
coming into a competition with the new
multimedia products. Think and Emoticon
The National Children's Book write
Festival is the natural place for the Writing
expression of potential of all young Whole
talents that through words, drawings, class Worksheet
and the magic of songs and beauty of discussion Formative
dance made their first messages as assessment
artists. A picture
The program of the festival every year
includes: book bazaars, promotions of Oral
writers and publishing companies,
literary duels and competitions,
discussions on problems of books for 8
children, exhibitions, performances,
concerts, carnival processions, etc.
While-reading (f)
Read the text about International
Children’s Book Festival.
Learners read the text and mark the
sentences True or False.
Ex 2. Think of a book you know very

well. Write some sentences to describe
the story and the characters.
Last 5min Home task: Write a story Sts reflect
the lesson
Saying goodbye
Unit:7 Natural disasters

Teacher
name:
Date:
Theme of Feelings
the lesson:
Learning 7.C6 organise and present information clearly to others
objectives
7.R1 understand the main points in a growing range of short, simple texts on
7.R2 understand independently specific information and detail in short, simple
texts on a limited range of general and curricular topics
Lesson All learners will be able to: make sentences about natural disaster
objectives Most learners will be able to: use imperatives in speech
Some learners will be able to: give advice
Lesson structure
Planne Teacher’s activities Student’ Assessment Resources
d s
timing activities
s
Beginn Sts Formative Student’s

ing the 1.Greeting . Organization moment warm/gre ass-t book.
lesson et the
Teacher greets learners and congratulates
teacher
the class on the beginning of the 4rd term.
Then, teacher hands out stickers and asks Sts guess
learners to write a compliment to a peer.
the topic Stickers Audio-
Learners write wishes and nice words to
each other, so learners collaborate and of the visual
create a friendly atmosphere. lesson
demonstrat
Sts give ions,
Brainstorming the title to pictures
emoticon
Pupils watch the video about natural the text
disaster, answer the questions and try to Answer
guess the theme of the lesson. the
following
questions.
Main Main part. Presentation of new words by 10 Picture
Activit picture.
ies New words: bad, fond, good, happy, Sts English
interested, worried, scared, stressed-out matching plus 7
words. grade,
Ex.2 Matching. Match the photos with pictures,
the words. Then listen and check.
bad, fond, good, happy, interested,
worried, scared, stressed-out Sts
complete
the
sentences Stickers
Completing sentences.
Ex 2. Complete the sentences with your Self –
own ideas. assessment – WB
Week feeling Strong feeling
the leader of
Assessment criteria: the group will
be able CD
criteria Description point ma
evaluate the
s rk
group mates
3 Accuracy. 1
points=5 spelling
2 correctly
points=4 PPT
1 Using the 1
point=3 words in
correct Formative
form; assessment is
held through
Punctuating 1 observation/m
correctly onitoring.
Total 3
Work in
Comments
Ex.5 Choose the correct words pairs
1. I like motorbikes and I’m quite
interested in/ not at all happy
about motorcycle racing.
2. I like trying new dishes. I’m very
worried about/ really fond of
curries and spicy food
Sheets of
Ex.6 Work in pairs.
Ask and answer questions about the paper
activities in orange in Ex.5 Use
modifiers and adjectives
End 10 Home task: Ex 8 p 121. Write a different Sts reflect

min ending to the story. the lesson
Feedback: Learners fill the table.
Saying Good bye.
Unit:7 Natural disaster
Teacher name:
Date:
Theme of the Arachnophobia p.108 (
lesson:
Learning 7.R2 understand independently specific information and detail in short,
objectives simple texts on a limited range of general and curricular topics
7.S5 keep interaction going in longer exchanges on a range of general and
curricular topics
peer.
Lesson All learners will be able to: Speak about natural disaster , to read and to
objectives understand new words
Most learners will be able to: Understand the meaning of the text and
answer the questions.
Some learners will be able to: Give opinions about sport.
Lesson structure
Planned Teacher’s activities Student’s Assessme Resources
timings activities nt
Beginning 1.Greeting. Organization moment Sts Formative Student’s
the lesson  Good morning, dear warm/greet ass-t book.
children! Sit down! the teacher
 Who is on duty today?
 What date is it today? Sts guess
 Who is absent today? the topic of
 What’s the weather like the lesson Stickers Audio-
today?
visual
 How do you do? Sts give the
 I hope that you are fine! title to the demonstra
 Are you ready for this text tions,
lesson? That’s great!
Answer the emoticon pictures
Warm-up.
All learners make a circle. Each of following
learners choose cards with picture and questions.
answer the questions
Main Task 1. Answer the question 10 Picture

Activities
W.C. Activity: question. English
Ask students to justify their ideas with plus 7
reasons. grade,
pictures,
1. What are scared of?
2. Have you got any phobia?
Sts
3. What is the difference
between a fear and a phobia? matching
words.
Stickers
Task 2. Read and listen to the text.
How can you cure a phobia? Skills: Self –
speaking assessmen WB
t –
G.W. Activity: text interview “Fear
the phobia”
Action: find correct answer
the leader
Read the interview and match Sts of the CD
interview questions with answers complete group will
Task 3. Read the text again and the be able
write true or false.
sentences evaluate
Correct the false sentences Skills:
the group
writing
mates
Activity: Translate and use
PPT
Action: Correct the false sentences
Skills: writing
1. There were spiders at
Georgia’s house.
2. Georgia was mark Tanner’s
first patient.
3. Some people are scared of Formative
eating in public. assessmen
t is held
through
Task 4. Find adjectives 1-5 in blue observatio Sheets of
in the text. Then match them with n/monitori paper
definitions a-f.. Skills: writing Work in ng.
pairs
Criteria:
-Should speak about sport use new
words
-Should understand the meaning of Comments
the text
Descriptor:
She/he can translate
Answer the question
Tell about te
End Feedback: Tree of success Sts reflect oral

Green leaf - I totally understand the lesson
Yellow leaf - I understand the lesson
but I need some helps
Red leaf - I don't understand
Homework: SB ex.5p.108
Saying goodbye
Lesson plan
Teacher name:
Date:
Theme of the Present Perfect p.109
lesson:
Learning .R2 understand independently specific information and detail in short,
7.S5 keep interaction going in longer exchanges on a range of general
and curricular topics
peers
Lesson objectives All learners will be able to: Write sentences using present perfect
Most learners will be able to: make up extended sentences on the topic
and create their own list of values
Some learners will be able to: discuss the meaning of values and
present their ideas to the rest of the group
Lesson structure
Planned Teacher ‘s activities Student’s Assessme Resource
timings activities nt s
Beginning I. Organization moment. Sts warm/greet Formative PPT

the lesson T: Good afternoon! How are you? the teacher ass-t
Who is absent? What date is it today?
What is the weather like today? SB
Check
your homework.
T: What was your home task?
Main New lesson. Use of English – F.A. Picture
Activities Present Perfect: affirmative and Teacher
negative form gives stars Student’s
Rules book
1. We use present Answer the p.109
perfect to talk question
about
experiences in
the past h are
important now.
2. We say exactly Stickers
when a present
perfect action Self –
happened. assessme
3. We form the nt –
present perfect Sts order the S/B
with have+past words to make
participle the leader
sentences
4. We often use of the
the short group will picture
forms:’ve,’s be able
evaluate
the group
Task:2 (page109) mates
Complete the table with the past
simple and past participle forms of Sts complete
the verbs in the box the sentences.
Do speak find go help look see

make play stay touch visit
Formative
Sts answer the assessmen
Task 4. Complete the sentences using questions t is held
through
observatio
the present perfect form of the verbs. n/monitori
Sts do the ex:5 ng.
The specialist has helped Georgia
(help)
1. I ___ Mark Tanner a few

times. (see)
2. They____ about their

phobias. (not speak)
3. You___ at her house. (not

stay)
4. We___ at a lot of spiders.

(look)
5. Georgia ___ a spider before.

(not touch)
Last 10 Feedback: Tree of success Sts reflect the oral
min Green leaf - I totally understand lesson
Yellow leaf - I understand the lesson
but I need some helps
Red leaf - I don't understand
Homework: Student’s Book ex.5
(page -109)
Saying goodbye
Lesson plan

Teacher name:
Date:
Theme of the Injuries
lesson:
Learning objectives 7.L4 understand with limited support the main points of extended talk
on a range of general and curricular topics
7.L5 understand most specific information and detail of supported,
extended talk on a range general and curricular topics
7.S5 Keep interaction with peers to negotiate, agree and organise

priorities and plans for completing classroom tasks
Lesson objectives All learners will be able to: · Solve the rebus and guess the topic of the
lesson;
Most learners will be able to: Set lesson objectives with teacher;
Become a speaker of the group to act as a teacher and explain the topic.
Some learners will be able to: Assist less able learners during
class/group/pair discussions.
Lesson structure
Planned Teacher’s activities Student’s Assessme Resourc
Beginnin 1.Greeting. Organization moment Sts Formative

g the  Good morning, dear children! warm/greet ass-t
lesson Sit down! the teacher
 Who is on duty today?
 What date is it today?
 Who is absent today?
 What’s the weather like today?
emoticon
 How do you do?
 I hope that you are fine!
 Are you ready for this lesson? Stickers
That’s great!
Then, teacher hands out stickers and asks
learners to write a compliment to a peer.
Learners write wishes and nice words to
each other, so learners collaborate and
create a friendly atmosphere.
Main F.A. Picture

Activitie Ex 1 Check the meaning of the words. Then Teacher
s complete the table. gives stars Student’
s book
Verb Past participle
/ or adjective
cut cut Students to Stickers
burn 1 work Audio
2
broken individually. Self – 3.04
bruise bruised
assessme
nt –
the leader
of the
Pair work. group will
Ex.2 Choose the correct words. be able
evaluate
1 He’s been in the sun and the group
he’s burnt / injured mates
his nose.
2 I fell off my bike.
Write t or f
I’ve got some cuts
and bruises / breaks
and bites. Audio
3 Ouch! That mosquito has 3.05
injured / bitten me!
Ex 4 Work in pairs. Write true
or false. Then listen and check
your answers. Correct the Formative
false sentences. assessmen
t is held
1 Volcanologists know a lot about through
volcanoes. observatio
2 Volcanoes erupt quite frequently. n/monitori
3 Venomologists study dangerous places. ng.
4 Fishing is the most dangerous job.
5 Farming is
dangerous because
of the weather.
Ex.5 Listen again and complete
the sentences with one, two or
three words.
2 Leo Williams has visited four places in

.
3 When the volcano erupted, Ted Amber
had a
and some burns.
End So, what have you learned from the Sts reflect oral
lesson? Was it difficult or easy for you? the lesson
You worked very well!
Homework: Ex 6. P.110
Your marks for today… You were very
hard working! Thank you for the lesson!
Good bye! P: Thank You too! Bye
Checked up:__________________ Lesson plan

Teacher name:
Date:
Theme of the Present Perfect: question
lesson:
Learning objectives 7.S5 Keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
7.L5 understand most specific information and detail of supported,

extended talk on a range general and curricular topics
7.R2 understand independently specific information and detail in

short, simple texts on a limited range of general and curricular topics
Lesson objectives All learners will be able to: Write sentences using linking words
Most learners will be able to: make up extended sentences on the
topic and create their own list of values with little support
Some learners will be able to: discuss the meaning of values and
present their ideas to the rest of the group
Lesson structure
Beginning 1.Greeting. Organization moment Sts Formative

the lesson T: Good morning, children! I am glad to warm/gre assessmen
see you. How are you? et the t
What date is it today?
teacher
What is the weather like today?
The psychological approach to the to give a
lesson: «A compliment» picture of
The name reflects the essence of statements the heart
emoticon
of the pupils is the verbal expression of
positive emotions in relation to the partner.
Look at your partner and tell him how he
looks today, use what adjectives to describe
appearance. Begin your statement with a
reference name. Use the model of "You
look so...!" - “You are so ... today!”students
is the verbal expression of positive
emotions in relation to the partner
Main F.A.
Activities Ex 1 Complete the sentences with the words Teacher
Answer gives Video
in the box. Then choose the correct words in
the stars
everhashashavenothey
question. cards
with the
the rule. text
1 Has he Stickers
travelled
Self –
around the
assessme
USA? Yes, he nt –
.
2 Has a snake bitten you?
, it hasn’t.
the leader
3 they had of the
many group will
accidents? be able
questions by using Have / Has + subject + (ever) + infinitive / past participle + other words.
Yes, evaluate
have. Complete the group
the mates
questions.
Ex 2 Choose the correct words.

1 Have / Has
you bruised Formative
your leg? Yes, assessmen
I have / has. t is held
2 Has Tim had / through
have an observatio
Complete n/monitor
accident? No,
the ing.
he haven’t /
dialogue.
hasn’t.
3 Have /
Has the
train
arrived?
Yes, it
have / has.
4 Has / Have
they visited
Montana? No,
they hasn’t /
haven’t.
Have you broken / break your arm? No, I
haven’t / hasn’t
4 Write questions using

ever and the present
perfect form of the
verbs.
(do) a stunt?
Have you ever done a stunt?
1 (touch) a spider?
2 (swim) across a river?
3 (break) a bone?
4 (meet) a famous person?
5 (visit) a volcano?
6 (have) a spider bite?
Last 5min Reflection oral

- Put your stickers on the stains of success:
Sts reflect
Homework: Ex6 p 111. Saying goodbye the lesson
Checked up:________________ Lesson plan
Unit: 7 Natural disasters

Teacher name:
Date:
Theme of the Helping with problem
lesson:
Learning objectives 7.R2 understand independently specific information and detail in
short, simple texts on a limited range of general and curricular topics
7.S8 recount some extended stories and events on a limited range of
7.UE12 use an increased variety of adverbs, including adverbs of

degree too, not enough, quite , rather on a growing range of familiar

-understand a text about child prodigies;
-build new vocabulary from the text;
-ask and answer the questions;
Lesson structure
Beginning I. Organization moment. Sts warm/greet Formative

the lesson T: Good morning, children! I am the teacher assessmen
glad to see you. How are you? t Workshe
What date is it today? et
What is the weather like today?
Warm-up activity
To revise the vocabulary students

are suggested to play in 2 teams. emoticon
Teacher gives out each student a
word and they have 2 min to write
definition or explanation to it.
Teacher helps struggling students.
Then they read each other
definitions/explanations while others
try to guess the word.
Main E x 1 3.14Look at the picture. What Sts listen to the F.A. P\B
Activities has happened? Listen to the dialogue teacher Teacher
and check. Then practise the dialogue gives stars
with a partner.
Teacher Leah, what’s wrong?
Are you OK?
Stickers
Leah
Self –
assessme
I’ve 1 hurt
nt –
my arm.
Teacher
Have you
broken it? the leader
Leah of the
group will
be able
No, I’ve 2 Complete the evaluate
cut it. dialogue the group
mates Audio
Teacher How did that happen? 3.06
Leah It was an accident.
3 I fell while I was
running to the
basketball game.
Teacher Oh, right. Have you 4 P\B
cleaned it? Formative
assessmen
Leah Yes, I have, but it hurts. t is held
Teacher Do you need help? through
observatio
Leah 5 No, I think I’ll be OK. n/monitori
ng.
Teacher Mmm.
Maybe you
need to 6 see
a nurse.
Ex 3 Match photos 1–8 with the

words in the box.
ankle elbow finger

knee neck
shoulder toe wrist
4 Work in pairs.
Ask and
answer
questions
using the key
phrases.
1 elbow? (bruise) 4
finger? (break)
2 toe? (cut) 5
knee? (injure)
3 shoulder? (burn) 6
ankle? (sprain)
End Pupils must write what did they Sts oral

learn from today’s lesson on the
leaves and stick them to the
‘Success tree’. reflect the lesson
Giving home task. Ex 6.p. 112
Saying good bye
Checked up:____________ Lesson plan

Teacher name:
Date:
Theme of the lesson: Emails
Learning objectives 7.W1 plan, write, edit and proofread work at text level with some
support on a growing range of general and curricular topics
7.UE7 use simple perfect forms to express indefinite and unfinished
past with for and since] on a growing range of familiar general and
curricular topics
Lesson objectives All learners will be able to: identify some points of detail and writer
opinions in text and use some target language to express some views
in speaking and writing with support • Study a model formal letter.
• Learn about layout and language in a formal letter.
• Learn key phrases for writing a formal letter.
• Write a formal letter.
Most learners will be able to: identify most points of detail and
writer opinions in text and use a range of target language to express
some views in speaking and writing with support
• Study a model formal letter.
Some learners will be able to: identify most points of detail and
writer opinions in text and use a range of target language to express
some views in speaking and writing with support
• Study a model formal letter.
Lesson structure
Planned Teacher’s activities Student’s Assessmen Resourc
timings activities t es
Beginning Organization moment. Greeting Sts Formative

the lesson T: Good morning children! warm/greet assessment
the teacher Worksh
S: Good morning teacher! eet
T: How are you today?
T: Who is on duty today?
T: Who is absent today? emoticon Picture
Checking home task! Answer the
“Clock buddies” activities for pair question
work.
Students should paint a clock and write
one classmate’s name in even numbers.
At the appointed time they should
discuss the theme.
Main Ex 1 Read the email and find three Read the text F.A. P\B
Activities examples of the present perfect and and answer Teacher
three examples of the past continuous the question gives stars
Hiya Kate
Stickers
Thanks for your last
email. How’s it going? Self –
Have you heard from assessmen
t –
Amy?
Guess what! I’ve broken

my leg! B It happened last the leader
Saturday when I was of the
group will
walking in the mountains
be able
with Nick. C It was getting evaluate
P\B
dark, so we were hurrying. the group
Suddenly, I fell down. I mates
landed on a rock about
Box and
three metres down the side
papers.
of the mountain. D I Read the text
couldn’t move my legs, so again and
Nick called the rescue find
Formative
services. They arrived really information assessment
quickly. I went to hospital is held
in their helicopter! through
E I’m really bored now Students to observatio
n/monitori
because I’m still in work
ng.
individually.
hospital. I’ve been in
bed for three weeks!
Write back soon.
See you,
Ex.2 Match descriptions 1-5 with parts of the Pair work.

email A-E
1 Greetings and
introduction. Students to
2 Where and when the work
accident happened. individually.
3 What’s happened since
the rescue.
4 What happened as a
result of the accident.
Pair work.
Ex.3 Match key phrases 1–5 with
meanings a–f. There is one meaning that
you do not need.
1 How’s it going? a Has (Amy)

written/
2 Have you heard spoken to
you? from (Amy)? b I miss
you.
3 Guess what! c How are you?
4 Write back soon. d Listen to my
news!
5 See you e Send me an email.
f Goodbye
Last 5min I’ll give you papers you must write in it Sts reflect the
your opinion about today’s lesson and lesson
put them in the box.
Was it easy for you?
What parts were easy?
What parts were difficult for you?
Giving home task. Activity 5. About
you. Ask and answer the questions
Checked up:_______________ Lesson plan

Teacher name:
Date:
Theme of the My country Reading for pleasure
lesson:
Learning 7.L5 understand most specific information and detail of supported,
objectives extended talk on a range general and curricular topics
7.R2 understand independently specific information and detail in short,

simple texts on a limited range of general and curricular topics
Lesson objectives All learners will be able to: talk about past and present abilities;
Most learners will be able to: write about a activities you like
Some learners will be able to: talk about activities in your life
Lesson structure
Planned Teacher’s activities Student’s Assessment Resourc
timings activities es
Beginning Organization moment.. Greeting Sts Formative

the lesson Pupils go back to the text from warm/greet assessment
previous lesson. Can find the the teacher Workshe
sentences which verb refers ability? If et
you have found please, read your
sentences.
emoticon Picture
Answer the
question
Main Read the F.A. P\B
Activities Ex 1 Look at the photo and the title text and Teacher
of the story. What do you think the answer the gives stars
story is about? question
The magic garden for the
poor Stickers
Ex.2 Work in pairs. Read Part 1 of the Self –

story and put assessment
What do you think happened next? –
advthe shepherd
found a pot of the leader
gold coins the of the group
farmer and the will be able
shepherd argued evaluate the
the shepherd’s group mates
P\B
sheep died
Ex. 6 We often use adverbs of place, Box and

time and manner when we tell a story. papers.
Complete the table with these adverbs
from the story. Then choose six of the Formative
adverbs and write sentences with them. Read the assessment
text again is held
and find through
happilhere there observation
informatio
now nearby carefully /monitoring
then n .
tonight slowly
Place Time Manner Students to

outside yesterday quietly work
1 4 7 individually
2 5 8
.
3 6 9
Ex.7 Work in pairs. Write

a short summary of your
favourite Kazakh folk tale
or legend. Then read it to Pair work.
your partner. Has your
partner read the story?
Students to
work
individually
.
Pair work.
End I’ll give you papers you must write in Sts reflect oral Box and
it your opinion about today’s lesson the lesson papers.
and put them in the box.
Giving home task. Write story
about Magic garden
Checked up:_______________ Lesson plan

Teacher name:
Date:
Theme of the Phoning a medical helpline
lesson:
Learning 7.L5 understand most specific information and detail of supported,
objectives extended talk on a range general and curricular topics
7.S5 keep interaction going in longer exchanges on a range of general
Lesson objectives All learners will be able to: identify some points of coherence and
cohesion in texts and use some cohesive ties correctly in writing their
own emails with support
• Learn key phrases for talkin
Most learners will be able to: identify some points of coherence and
• Learn key phrases for talking
• Listen to a conversation
understand most specific information and detail of supported, extended
talk on a range general and curricular topics
Lesson structure
Planned Teacher’s activities Student Assessme Resourc
timings ‘sactiviti nt es
es
Beginning Organization moment. Sts Formative

the lesson Greeting. warm/gre assessmen
Making circle. Saying compliments. et the t Workshe
Warm-up (2–3 minutes) et
teacher
Picture
emoticon
Answer
the
question
Main 1 Match instructions 1–6 Read the F.A. P\B
Activities with pictures A–F. text and Teacher
answer gives stars
1 Put some ice on it.
2 Put it under cold water. the
3 Clean it. question Stickers
4 Put a bandage on it.
5 Put a plaster on it. Self –
assessmen
6 Take an aspirin.
Ex.4 Listen to the t –
dialogue. Then
practise the
dialogue with a the leader
partner. of the
Operator group will
Medi be able
cal evaluate P\B
Direc the group
t. mates
Can I
Box and
take
your papers.
name
,
pleas
e? Read the Formative
Clare Yes, it’s Clare Mason. text assessmen
again t is held
Operator OK, through
and find
Clare, how can I observatio
help you? Clare informat n/monitori
Well, ion ng.
I’ve cut my
finger and I’m
not sure what to Students
do. to work
Operator First, put
individua
your
lly.
finger
under
cold
water.
Clare OK, and then what?
Operator Then put a plaster on
Pair
your finger.
work.
Clare OK,
I’ll
do
that. Students
Than
to work
ks
individua
for
your lly.
help.
Operator You’re welcome. Bye.
Ex.6 ACTIVATE Change
the words in blue in exercise
5 using your own ideas and
the instructions in exercise Pair
1. Then practise your new work.
dialogue with your partner.
End I’ll give you papers you must write in it Sts oral Box and
your opinion about today’s lesson and put reflect papers.
them in the box. the
Was it easy for you?
lesson
What parts were easy?
What parts were difficult for you?
Giving home task. Ex3 SB p.115
Checked up______________ Lesson plan

Teacher name:
Date:
Theme of the CLIL: Reading for pleasure: Stories p.116
lesson: Correction work
Learning 7.R2 understand independently specific information and detail in short,
7.UE12 use an increased variety of adverbs, including adverbs of degree

too, not enough, quite , rather on a growing range of familiar general and
curricular topics
Lesson objectives All learners will be able to: identify some points of coherence and
Most learners will be able to: identify some points of coherence and
understand most specific information and detail of supported, extended
Lesson structure
Planned Teacher’s activities Student ‘s Assessme Resourc
Beginning The lesson greeting.

the lesson
The teacher sets the lesson Workshe
objectives, letting students know et
what to anticipate from the lesson. Sts warm/greet Formative
the teacher assessmen
Then to create a positive learning
environment the teachers asks t
Picture
students to start the lesson giving
each other compliments about
appearance, job performance,
talent, etc. and also practice Answer the
accepting compliments. question Emoticon
TB
Watching the pictures, the learners
are asked to predict the topic of the
lesson.
stickers
SB
Teacher repeated the vocabulary in

previous lesson by matching the
pictures with words.
Main Ex.1 Check the meaning of the words Read the text F.A. P\B
Activities in the box. Then look at the picture and answer the Teacher
and predict which words will appear question gives stars
in the text.
wolves bears castle cottage Stickers

howling roar
Self –
coach train taxi
Read the text assessmen
again and t –
find
3.19 Ex.2 Read and listen to the text.
information
Check your answers to exercise 1.
the leader
of the
Ex.3 Read the information. Then
group will
match 1–3 with extracts a–c. Students to be able
1 Description: what work evaluate
you can see, hear P\B
individually. the group
or feel mates
at a little town
called Bistritz.
Box and
2 Narration: what
papers.
happens
are you going?’
they asked me.
3 Dialogue: what Formative
people say Read the text
assessmen
There were again and
t is held
mountains, trees find through
and rivers information observatio
everywhere. n/monitori
Ex.4 Answer the questions. ng
1 What type of
story is Dracula? Students to
2 Do you know the
work
story? individually.
3 What is your
favourite type of
book?
4 Who is your
favourite author?
5 Do you read
books in
English?
Ex. 5 ACTIVATE Find some more
examples of description, narration
and dialogue in the text.
Last 5min  I learned new words . Sts reflect the oral
 Everything was clear. lesson
 I can say about Geographical
features
Giving home task. WB p.8
Checked up:________________ Lesson plan

Teacher
name:
Date:
Theme of Vocabulary puzzles
the lesson:
Learning 7.W5 Develop with some support coherent arguments supported when
objectives necessary by examples and reasons for a limited range of written genres in
familiar general and curricular topics
7.W9 Punctuate written work at text level on a growing range of familiar
general and curricular topics with some accuracy
Lesson All learners will be able to: identify some points of coherence and cohesion
objectives in texts and use some cohesive ties correctly in writing their own emails with
support
• Learn key phrases for talkin
Most learners will be able to: identify some points of coherence and cohesion
in texts and use some cohesive ties correctly in writing their own emails with
support
understand most specific information and detail of supported, extended talk on
a range general and curricular topics
Lesson structure
Planne Teacher’s activities Student’s Assessmen Resource
d activities t s
timing
s
Beginn - Good morning, pupils!

ing the - How are you?
lesson - I'm fine, too, thank you. Sts Formative Workshee
Take your seats, please, Thank you! warm/greet the assessment t
5min The teacher sets the lesson objectives, teacher Emoticon
letting students know what to anticipate
from the lesson. Picture
Then to create a positive learning TB
environment the teachers asks students
to start the lesson giving each other Answer the stickers
compliments about appearance, job question
performance, talent, etc. and also SB
practice accepting compliments.
Watching the pictures, the learners are
asked to predict the topic of the lesson.
Main Main part F.A. P\B

Activiti Ex 1. Teacher
es Order the letters of the same colour to find words gives stars
make adjectives to match the
prepositions.
25 min 1.____ about Students to Stickers
2.____ at work
3._____ of individually. Self –
4.____ in assessment
5._____ about –
6._____of find
information
the leader
Ex 2.Use the letters to make five injury of the
verbs. Use each letter once. Students to
group will
a k eee ii work be able
p s tt rrrr individually. evaluate P\B
the group
1. C_ _ mates
2. B_ _ a_
3. B_u_ _ _ Box and
4. B_ _ _ papers.
5. S_ _ _ i_
Ex 3. Jodie has had an accident at a
tennis match. Order the blocks of letters
to find out what’s happened
Formative
assessment
is held
through
observation
/monitoring
Last  I learned new words . Sts reflect the oral

5min  Everything was clear lesson
Giving home task. Make your card
puzzles.
Checked up:__________________ Lesson plan

Teacher
name:
Date:
Theme of Review Unit 8
the lesson:
Learning 7.C2 use speaking and listening skills to provide sensitive feedback to peers
objectives

objectives Use some target vocabulary successfully in speaking tasks and show some
basic organisational coherence and cohesion in a writing task.
Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions;
Use most target vocabulary successfully in speaking tasks and show clear
organisational coherence and cohesion in writing task. Use with some support
style
use most target vocabulary successfully in speaking tasks and show good
organisational coherence and cohesion and some elements of appropriate style
in writing task.
Lesson structure
Planne Teacher’s activities Studen’st Assessmen Resource
d activities t s
timing
s
Beginn Good morning, pupils! Sts

ing the - How are you? warm/gree
lesson - I'm fine, too, thank you. t the Formative Workshe
Take your seats, please, Thank you! assessment et
teacher
5min Teacher informs learners that the aims of this Emoticon
lesson are to revise the material that was
taught in this unit. Students
Picture
Warm up.Free talk about pictures with a answer
word “yes”. How often do you say it? Is it the TB
possible to say “yes” more often than “no”. questions
The teacher gives Sts. background stickers
information
SB
Main Main part Sts F.A. P\B

Activiti REVISION. CONSOLIDATION. (GW) choose Teacher
es Ex 1. P.118 Choose the correct the words. the gives stars
correct
25 min the
Ex 2.p.104. Complete the words Stickers
Ex. 3-4 p. 118 (Revision of vocabulary) words. Self –
assessment
Revision of Grammar. Present perfect – P\B
Ex. 5. ( do ex. individually)
the leader Box and

of the papers.
group will
be able
Complete evaluate the
the group
sentences. mates
Last Home task. Ex 6. P.104 Sts write oral .

5min FEEDBACK: Your impression! their
impressio
3 – new words you have taught at the lesson;
n of the
2 – adjectives to describe the lesson
whole unit
1 – one activity you like
and share
ideas with
their
classmates
.
Unit 5. Entertainment and School:

Media
Date: Teacher’s name:
Grade 7 __ Number present: Number absent:
Theme of the lesson: Skills and people
Learning 7.UE1 begin to use basic abstract nouns and compound nouns and noun
objectives(s) that phrases describing times and location on a growing range of familiar
this lesson is general and curricular topics
contributing to 7.C3 respect differing points of view
7.C4 evaluate and respond constructively to feedback from others
7.L1 understand longer sequences of supported classroom instructions
7.W1 plan, write, edit and proofread work at text level with some
Pupils can read and knows new words. Explain the grammar rules
- understand and listen about a text and can answer the questions
ask and answer interview questions;
-can make sentences understand and know much information about a
person
Planned Teacher’s activities Student’s Assessment Resources
timings activities
1.Greeting . Organization Sts Formative Student’s
Beginning of moment warm/greet ass-t book.
the lesson Teacher greets learners then, the teacher
teacher hands out stickers and
asks learners to write a
compliment to a peer.
Learners write wishes and nice Audio-visual
words to each other, so Stickers
learners collaborate and create Sts guess the
a friendly atmosphere.
topic of the
Ex1. Work in pairs. Do the
lesson PPT
Clever kids quiz
Answers Book
1. a Salvador Dali
2. b Henry Ford
3. b karate
4. a prince Emoticon
5. c Oliver Twist Sts give the
6. a lens title to the demonstratio
7. c Chinese text oral ns, pictures
8. b The X factor
Ex2. Complete the table

Complete
with verbs and nouns from the table
the Clever kids quiz. Then with verbs
listen and check. and nouns
from the
Clever kids
Skill (verb) Person quiz.
(noun) Skill (verb)
Person (noun)
Paint painter
write writer
Compose composer
win winner
Swim swimmer
programme
programmer Answer the
Play player following
sing singer questions.
Main part Formative Student’s
Ex3. Writing groups of ass-t book.
Audio-visual
related words is a useful way
of expanding your
Students Stickers
vocabulary. Complete the
listen and PPT
table with related words. check
Book
Then listen and check.
Emoticon
Verb Person
Noun
Invent inventor oral
invention
Answer the demonstratio
Act actor following ns, pictures
questions.
action
Dance dancer
dancing
Cook cook
cooking
Ex4. Which words in the box
can be used in key phrase 1
and which can be used in
phrase 2?
A bit a lot anything
much
Key phrases . Expressing
knowledge.
I don’t know much about Jane
Austen.
I think he was an English
writer
Answers: 1. a bit, a lot
2 . anything much
5 min. Reflection
Learners write :
What did you learn today?
What parts of the lesson were easy?
What parts of the lesson were difficult?
Home task: ex 5. About you ask and answer the questions

Media
Theme of the lesson: Whizz-kids
7.W1 plan, write, edit and proofread work at text level with some support
on a growing range of general and curricular topics
objectives Pupils can read and knows new words.
- understand and listen about a text and can answer the questions
-can make sentences understand and know about child prodigies
Beginning Organization moment
of the Teacher greets students;
lesson students respond to greeting Students Formative
and take their places respond to assessment is held Slide
greeting through (useful
Warm up. observation/monitor phrases)
KWL Ss answer the ing.
Know Want to Learnt questions
know Pictures
PPT
Students think
Ex.1What does prodigy critically,
exploring, Whiteboa
mean? Do you know the
developing, Emoticon rd
names of any prodigies?
evaluating
and making Writing
choices about Workshe
Ex2. 2.17. Read and listen their own and et
to the text. Then choose the others’ ideas
correct summary
The author of the text
describes:
How different the life of a
prodigy is.
Main part
Ex3. Read the text again and A learner Formative Whiteboa
assessment is held rd
complete the sentences with
 reads through
one, two or three words. the text for observation/monitor
ing. Writing
Wendy Vo was very good at global
understanding Workshe
languages. ; et
1. S. Chandra Sekhar went
Comments
to university at the age of Student
Book
twelve.
 selects Formative
2. Some parents like the meaningful assessment is held
information, through
same things as their
constructs the observation/monitor
children. answer; ing.
 presen Student
3. Ainan Cawley’s parents
ts information Book
wanted him to star t in the group
discussion. Comments Pictures"
university at seven.
 evalua Test your
4. Parents can help child tes the peers’ knowledg
answers. e" on
prodigies if they help their
genres of
children, but not push them literature.
to hard. Ss listen
CD 2.13
5. Albert Enstein had an IQ
of 160.
Writing
Ex4. Build your vocabulary. Workshe
et
Study the text. Find and
complete the phrases with
the verbs in the box. You
need to use some verbs
more than once.
1. break a record 4. Make
a decision
2. take an exam 5. Make
friends
3. take a break 6. Start
university
5 min. Reflection
Learners write :
Media
Theme of the lesson: Ability: can and could
objectives(s) phrases describing times and location on a growing range of familiar
that this lesson general and curricular topics
is contributing 7.UE5 use questions including questions with whose, how often , how long
to and a growing range of tag questions on a growing range of familiar general
7.UE13 use modal forms including mustn’t (prohibition), need (necessity)
should (for advice) on a range of familiar general and curricular
- understand and listen about adjectives
-can make sentences understand and can compare ideas for a present
Beginning Teacher greets students
of the The teacher sets the lesson
lesson objectives, letting students Students Formative
know what to anticipate respond to assessment is held Slide
from the lesson. greeting through (useful
Then to create a positive observation/monitor phrases)
learning environment the ing.
teachers asks students to
start the lesson giving each Pictures
other compliments about PPT
appearance, job
performance, talent, etc. and Ss answer the
also practice questions Whiteboa
accepting compliments. Emoticon rd
Play game “Board Race”. Writing

Game description: There are Workshe
words of greetings on the et
board. Students are divided
into two teams. Teacher
reads a greeting word i.e.
Good morning! Each
member of the teams should
find the answer on the board
and touch it. Student who
touches the answer first gets
a point.
Main part Ex3 Complete the sentences

with the words in the box A learner Formative Whiteboa
Can, can’t, could ,couldn’t assessment is held rd
,couldn’t  reads through
the text for observation/monitor
global ing. Writing
1. bethoven couldn’t understanding Workshe
hear when he ; et
composed his 9th
symphony, but he  selects Comments
____ imagine the meaningful Student
music. information, Book
constructs the Formative
2. Agatha Cristie ____
answer; assessment is held
spell very well, but through Pictures"
 presen
she wrote eighty ts information observation/monitor
detective books. in the group ing. Test your
discussion. knowledg
Questions with How….?  evalua e
Ex. 4 Math 1-7 with a-g tes the peers’
answers. Comments CD
make questions. Then ask
and answer the questions
with a partner. Ss listen Writing
1. How far can… Workshe
2. How strict is… et
3. How often do you…
4. How intelligent are…
5. How many people…
6. How much cola…
7. How tall…
Ex.6 Activate Work in pairs.

Ask and answer questions
about abilities. Use the ideas
in the box and your own
ideas.
How far
Much
High
Many English words
Fast
End Reflection
Learners write :
Media
Theme of the lesson: Adjectives: qualities
- understand and listen about adjectives used to describe animals
-can make sentences understand and describe the qualities of things
Organization moment
Beginning Teacher greets students.
of the The teacher sets the lesson Students Formative
lesson objectives, letting students respond to assessment is held Slide
know what to anticipate greeting through (useful
from the lesson. observation/monitor phrases)
Warm up. Free talk. Ss answer the ing.
Imagine you meet a friend questions
that you haven't seen for a Pictures
few weeks. PPT
 What would you say?
What would you talk about?
Whiteboa
Emoticon rd
Writing
Workshe
et
Main part Ex1 2.18. Find pairs of

opposite adjectives. Then A learner Formative Whiteboa
listen and check. assessment is held rd
Artistic-practical  reads through
Aggressive-peaceful ing. Writing
global
Common –rare understanding Workshe
Domesticated-wild ; et
Fast-slow
Heavy-light  selects Comments
Intelligent-stupid meaningful Student
information, Book
Ex2. Work in pairs. Write
sentences about each animal
answer; assessment is held
using the three adjectives
 presen through
from exercise 1. Use not
ts information observation/monitor
very, quite, very and really.
in the group ing.
Ex3. 2.19 listen to Sophie
discussion. Student
and Joe talking about  evalua Book
animals. \Which animal that tes the peers’
answers. Comments Pictures"
they talk about is not in the Test your
knowledg
photo?
Ss listen e" on
Monkeys genres of
literature.
Ex4. Choose the correct
words. Then listen again and CD 2.13
check your answers
1. faces. 2. Can 3. Can Writing
Workshe
4. Vocabulary.
et
End Reflection
Learners write :
Unit 5. Entertainment School:

and Media
Theme of the lesson: Comparative and superlative adjectives
objectives(s) phrases describing times and location on a growing range of familiar general
that this lesson and curricular topics
is contributing 7.C3 respect differing points of view
to 7.C4 evaluate and respond constructively to feedback from others
- understand and listen about adjectives used to describe animals
-can make sentences understand and describe the qualities of things
Teacher greets students
Beginning The teacher sets the lesson
of the objectives, letting students Students Formative
lesson know what to anticipate respond to assessment is held Slide
appearance, job
Watching the pictures, the
learners are asked to predict Writing
the topic of the lesson. Workshe
et
Main part Ex1 Complete the table with

comparative and superlative A learner Formative Whiteboa
adjectives. assessment is held rd
Adjectives  reads through
Comparative Superlative the text for observation/monitor
global ing. Writing
Short fast
faster the fastest et
;
adjectives big
bigger the biggest  selects Comments
rare meaningful Student
rarer the rarest information, Book
noisy constructs the Formative
assessment is held
noisier the noisiest answer;
 presen through Pictures"
Long
adjectives artistic in the group ing. Test your
more artistic the most discussion. knowledg
artistic  evalua e
intelligent tes the peers’
more intelligent the most answers. Comments CD
intelligent
Irregular Writing
Ss listen
adjectives good Workshe
better the best et
bad
worse the
worst
Ex2 Study the example

sentences and the table in
exercise 1. Then complete the
rules with the and than
Ex4. Study the information.
Then make sentences using
comparative and superlative
for
End Reflection
Learners write :
Media
Theme of the lesson: Choosing a present
Beginning Teacher greets students
of the The teacher sets the lesson
lesson objectives, letting students Students Formative
know what to anticipate respond to assessment is held Slide
appearance, job
Writing
Workshe
Warm-up et
Teacher
suggests
singing a fun
song for the
start of the
lesson.("
Stevie Wonder
I Just Called
To Say I Love
Main part Ex1 Who are the most
famous artists from your A learner Formative Whiteboa
country? Yfve you got any assessment is held rd
posters of their work?  reads through
global ing. Writing
Ex2. 2.20.Listen to the understanding Workshe
dialogue. Does Gemma agree ; et
with Shawn about the
posters?  selects Comments
Yes, she does. meaningful Student
information, Book
Ex3. 2.21. Listen to the key constructs the Formative
phrases . Then answer the answer; assessment is held
questions.
Key phrases. Choosing a in the group ing. Test your
present
 evalua e
1. He is into art. tes the peers’
Who is he?
2. Who’s it by?
Ss listen Writing
Who is the second painting
Workshe
by? et
Ex4. Work in pairs. Practise

the dialogue
End Reflection
Learners write :
Media
Theme of the lesson: Biographies
objectives(s) phrases describing times and location on a growing range of familiar general
that this lesson and curricular topics
- understand and can write a biography of a person
-can make sentences understand and can compare ideas about famous
writers
Planne Teacher’s activities Student’s Assessment Resour
d activities ces
timings
Beginn Org. moment
ing of
the Teacher greets students Students Formative
lesson The teacher sets the lesson objectives, respond to assessment is Slide
letting students know what to greeting held through (useful
anticipate from the lesson. observation/moni phrases)
Then to create a positive learning toring.
environment the teachers asks students
to start the lesson giving each other Pictures
compliments about appearance, job PPT
performance, talent, etc. and also
practice accepting compliments. Ss answer
Watching the pictures, the learners are the Whitebo
asked to predict the topic of the questions Emoticon ard
lesson.
Writing
Worksh
eet
Warm-
up
Hangman
T. thinks of a word from previous
lesson and writes the number of letters
on the board using dashes to show
many letters there are. Then asks
learners to suggest a letter. If it appears
in the word, T. writes it in all of the
correct spaces. If the letter does not
appear in the word, T. writes it off to
the side and begins drawing the image
of a hanging man.
The game is continued until the
learners guess the word correctly (they
win) or T. completes the picture of a
hangman (T. wins). (T. can watch the
video with instructions
https://www.youtube.com/watch?
v=ywzCUesB61s)
Main
part Ex1 Read the model text. Then match A learner Formative Whitebo
heading 1-5 with paragraphs A-D. assessment is ard
There is one heading that you do not  read held through
s the text observation/moni
need.
for global toring. Writing
1. How Jane Austen started writing B understandi Worksh
2. Jane Austen’s style of writing and ng; eet
her most famous books. C
3. Jane Austen’s likes and dislikes.  sele Comments
4. How Jane Austen is still famous cts Student
today D meaningful Book
5. A summary of Jane Austen’s life. A information Formative
, constructs assessment is
the answer; held through Pictures
Ex2. Study the model text and find the  pres observation/moni "
ents toring.
time expressions in blue . Then match information Test
1-6 with a-f. in the group your
discussion. knowled
1. She was born in 1775 E Comments ge
 eval
2. She lived in England for her whole uates the
peers’ CD
life. D
answers.
3. By the age of sixteen, she was
Writing
writing stories. F Worksh
Ss listen
4. A year later she finished her second eet
novel. C
5. She died on 18 th July A
6. Now students study her novels B
Ex3. Activate. Follow the steps in the
writing guide
End Reflection
Learners write :

Media
Teacher’s name:
Theme of the lesson: Entertainment and Media
7.W1 plan, write, edit and proofread work at text level with some
Pupils can read and knows new words.
writers
Planned Teacher’s Student’s Assessment Resources
timings activities activities
Org. moment
Beginning
of the lesson Teacher greets Students Formative
students and asks respond to assessment is held Slide (useful
question: greeting through phrases)
How are you today? observation/monitor
ing.
Pictures
PPT
Ss answer the Whiteboard

questions
Emoticon Writing
Worksheet
Main part Ex1 Work in pairs.

Check the A learner Formative Whiteboard
meanings of these assessment is held
words in a  reads through
the text for observation/monitor Writing
dictionary. Then ing. Worksheet
global
write the name of a understanding
film for each genre ;
Drama драма Student Book
Thriller триллер  selects Comments
Comedy комедия meaningful
Western вестерн information, Pictures"
батыстық фильм constructs the Formative
Musical answer; assessment is held Test your
музыкалық  present through knowledge
s information observation/monitor
Fantasy ing. CD
in the group
фантастикалық discussion.
Science fiction  evaluat
ғылыми es the peers’ Writing
фантастикалық answers. Comments Worksheet
фильм
Romance
Ss listen
романтикалық
Adventure оқиға
Ex2. Read and

listen to the film
review. Answer the
questions.
Ex3. Look at the
words in blue in the
text. Then choose
the correct words in
the rules.
End Reflection
Learners write :
Media
Theme of the lesson: Buying tickets
-can make sentences understand and can buy tickets for a play or film
Org. moment
Beginning
of the Teacher greets students and Students Formative
lesson asks question: respond to assessment is held Slide
How are you today? greeting through (useful
observation/monitor phrases)
ing.
Pictures
PPT
Look at the board. I'd like to Ss answer the

start our lesson with proverb questions Whiteboa
"I get more tired by Emoticon rd
travelling than anything".
What do you think these Writing
words mean? What did the Workshe
author want to say by it? et
What do you think will be
the theme of our lesson?
Formulating the aim using
Bloom taxonomy. Identify,
recommend. Watching the
pictures, the learners are
asked to predict the topic of
the lesson.
ESBuying tickets
wo tickets for …, please? Where would you like to sit? Front, middle or back?
… and … in row … . That’s £ … altogether, please.
TICKET 1
October
Show: Date: Seats:2 Row:
3 4
Total price: 5
6
Main part
Ex1 Match posters1-3 with A learner Formative Whiteboa
the types of show in the box. assessment is held rd
1. ballet  reads through
2. musical the text for observation/monitor
global ing. Writing
3. play Workshe
understanding
; et
Ex2. 2.23 Look at the posters Comments
and listen to the conversation Student
Book
. which type of show is Tom Formative
assessment is held
buying tickets for?
through Pictures"
A musical (We will Rock selects observation/monitor
meaningf ing. Test your
you)
ul knowledg
informati e
on,
constructs Comments CD
Ex3. 2.23 Study the key the
answer;
phrases. Then listen to the
 presen Writing
conversation again. ts information Workshe
in the group et
Complete the ticket with the
discussion.
correct information.  evalua
1. We will Rock you tes the peers’
answers.
2. 18 th
3. 11
Ss listen
4. 12
5. V
6. ₤46.00
Ex4. 2.24 Listen and write

the numbers and letters.
Then listen and repeat.
1. seats 9 and 10 in row R
2. seats 24,25 and 26 in row
H
3. seats 16-19 in row J
4. seats 30-32in row E
End Reflection
Learners write :
Media
Theme of the lesson: CLIL: Natural science: Adapting to the environment
Learning 7.UE17 use subordinate clauses following think know believe hope, say ,
objectives(s) tell use subordinate clauses following sure, certain; use defining relative
that this lesson clauses with which who that where on a growing range of familiar general
is contributing and curricular topics
to 7.W1 plan, write, edit and proofread work at text level with some support
7.L5 understand most specific information and detail of supported, extended
Planne Teacher’s activities Student’s Assessment Resour
d activities ces
timing
Beginn Teacher greets students
ing of The teacher sets the lesson objectives,
the letting students know what to Students Formative
lesson anticipate from the lesson. respond to assessment is Slide
Then to create a positive learning greeting held through (useful
environment the teachers asks students observation/moni phrases)
to start the lesson giving each other toring.
compliments about appearance, job
performance, talent, etc. and also Pictures
practice accepting compliments. PPT
Overwriting Ss answer
Learners are given different greeting the Whiteb
phrases to overwrite. Students work questions Emoticon oard
individually within 5-7 mins, after,
students stick their works onto a large Writing
greetings display collage and repeat all Works
phrases in chorus for drilling heet
pronunciation.
Main Ex.1 Read and listen to the text. Then

part match the words in blue with A learner Formative Whiteb
definitions 1-5 assessment is oard
Animal migration  read held through
1.produce young animals s the text observation/moni
2.place where an animal lives for global toring. Writing
understandi Works
3. move to another place to live heet
ng;
4. eat
5 change  sele Comments
cts Student
meaningful Book
information Formative
, constructs assessment is
Ex.3 Listen and complete the table
the answer; held through Pictures
 pres observation/moni "
ents toring.
Anima Migrates Migrates Distance information Test
l from to in the group your
discussion. knowle
Grey 1___ Pacific 9,000  eval Comments dge
whale Ocean, km uates the
peers’ CD
Mexico
Arctic Shetland 3___ 4____ answers.
tern km Writing
Ss listen Works
heet
Ex.6 Activate Work in pairs. Find out
an animal that migrates. Complete the
table in exercise 3 your animal. Then
compare your animal with another
group’s animal
End Reflection
Learners write :
Media
Theme of the lesson: Vocabulary puzzle
Learning 7.UE17 use subordinate clauses following think know believe hope, say ,
objectives(s) tell use subordinate clauses following sure, certain; use defining relative
that this lesson clauses with which who that where on a growing range of familiar general
is contributing and curricular topics
to 7.W1 plan, write, edit and proofread work at text level with some support
-can make sentences understand and can compare ideas about famous writers
Planned Teacher’s activities Student’s Assessment Resourc
timings activities es
Beginni Org. moment
ng of
the Teacher greets students Students Formative
lesson The teacher sets the lesson respond to assessment is held Slide
objectives, letting students know greeting through (useful
what to anticipate from the lesson. observation/monito phrases)
Then to create a positive learning ring.
environment the teachers asks
students to start the lesson giving Pictures
each other compliments about PPT
appearance, job performance,
talent, etc. and also practice Ss answer
accepting compliments. the questions Whitebo
Watching the pictures, the learners Emoticon ard
are asked to predict the topic of
the lesson. Writing
Worksh
eet
Warming up
teacher to make a speech warm-up
(every part of the body and the
verb corresponds to its motion)
Eyes - displayed on the eye and e.g
We have got eyes and we can see.
We have got ears and we can hear.
We have got legs and we
can walk.
We have got mouths and we
can talk.
Main
part Ex.1 Use the code to write the A learner Formative Whitebo
words. Then choose the correct assessment is held ard
word to complete the sentences  reads through
the text for observation/monito
global ring. Writing
ABCDIFGHIGKLMNOPQRSTU understandin Worksh
VWXYZ g; eet
A. My cousin knows how to  select Comments

___ a computer s meaningful Student
information, Book
B. B. I was the ___ of a photo
constructs Formative
competition. assessment is held
the answer;
C. C. John wants to be a tennis  prese through Pictures"
D. nts observation/monito
information ring. Test
Ex2. Order the letters to make in the group your
discussion. knowled
words. Then fit them into the ge
 evalu
crossword. ates the Comments
peers’ CD
1. Y a l p
answers.
2. N e c a d
Writing
3. p e s o g r o m Worksh
Ss listen
4. t w e r r i eet
5. coco
6. trenipa
7. nwi
8. gresin
Ex3. Use the letters to make eight

more adjectives. Use each letter
once
End Reflection
Learners write :

Media
Teacher’s name:
Theme of the lesson: Review Unit 5
Learning 7.W3 Write with moderate grammatical accuracy on a limited range of

objectives(s) familiar general and curricular topics
that this lesson 7.W4 Use with some support style and register appropriate to a limited
is contributing variety of written genres on general and curricular topics
to 7.C2 use speaking and listening skills to provide sensitive feedback to peers
7.UE1 begin to use basic abstract nouns and compound nouns and noun
phrases describing times and location on a growing range of familiar
writers
Org. moment
Beginning
of the Teacher greets students and Students Formative
lesson asks question: respond to assessment is held Slide
How are you today? greeting through (useful
observation/monitor phrases)
ing.
Pictures
PPT
REVISION.
CONSOLIDATION. Whiteboa
(GW) Emoticon rd
Rules for Jeopardy game Ss answer the
There are 2 kinds of games. questions Writing
Teacher can feel free to Workshe
choose any or play during et
the whole lesson.
1. Students play jeopardy in stickers
groups.
2. They have to choose a
category and a point value.
3. Teacher clicks on the
chosen box for the question.
(The teacher may want to set
a time limit for answering
the question)
4. To see if a student or
group is correct, click again
for the answer.
5. Click the Back to Board
button on the slide to return
to the main board.
5. If the student or team is
correct, they are awarded the
point value of the question
6. Continue until all
questions have been
answered. The team with
the most points wins.
Main part Ex1 Complete the sentences

with the correct form of the A learner Formative Whiteboa
words in the box. assessment is held rd
Compose paint dance cook  reads through
write ing. Writing
global
1. J.K. Rowling became ; et
a ___ in 2003
2. Shamshi Kaldayakov  selects Comments
was a ___ meaningful Student
information, Book
3. My sister is a
great____ assessment is held
answer;
Ex2. Complete the ts information observation/monitor
adjectives with a, e, I, o and in the group ing. Test your
u. Then find pairs of e
 evalua
opposite tes the peers’
1. Sl_w
2. D _m _st _c _ t _ d
Ss listen Writing
3. St_p _d Workshe
4. L_ght et
5. C_ mm_n
6. _ ggr _ ss _v _
Ex3. Complete the
sentences with the words in
the box
Can can’t could couldn’t
how many must should
End Reflection
Learners write :

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Unit: Reading for pleasure

Most learners will be able to: Select, compile, and synthesize

Beginning 1.Greeting . Organization moment Sts Formativ Student’s

3 Ryder decided to visit his friend

Ex.5Look at the picture of James Ryder

End Homework: Write a short review of Sts reflect the

Unit:9 Reading for pleasure

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Unit:9 Reading for pleasure

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Қысқа мерзімді жоспар Lesson plan

Unit:9 Reading for pleasure

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Lesson All learners will be able to

Beginning 1.GreetingOrganization moment Sts Stickers PPT

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Unit:9 Reading for pleasure

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Look at some of the characters in the

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Қысқа мерзімді жоспар Lesson plan

Unit:9 Reading for pleasure

Lesson objectives All learners will be able to:

Beginning 1.GreetingOrganization moment Sts 10

Ex.6 Ask and answer the

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Unit:9 Reading for pleasure

Beginning 1.Greeting. Organization moment Sts Emoticon Microph

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Unit:9 Reading for pleasure

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Beginni 1.Greeting.Organization moment

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Ex.1 Before read the first, complete the

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