7кл 3 четверть 472

LESSON 49 Unit 5: Reading for Pleasure
Teacher name: Rogova V.V. School: Stavropolka Secondary School

Date:
Grade: 7 Number present: Number absent:
Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian
languages
Learning objectives 7.L8 understand supported narratives on a wide range of general and
curricular topics
7.C8 develop intercultural awareness through reading and
discussion
7.S8 recount some extended stories and events on a growing range
of general and curricular topics
Lesson objectives understand the meaning of the text, recognize the active vocabulary
- reflect and discuss the text, using the active vocabulary
-recount a story using the active vocabularies from the text
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Organization moment. Cards with
5 min Greeting. Wishes for each other wishes
success.
Warm up .
Group division
Assessment: uses the geometric
figures: square(for full answers),
and triangle( for 1-2 answers)
Middle Pre-reading task. Teacher asks colorful
35 min the questions about the time cards
machine
1 What is it?
2. Do we use it in our country? interactive
3. In what country do we use it board
more? collection
4.What do you think is it of texts by
necessary and why? internet
Today we will talk about the time resource
machine, before reading the text
let’s play a game.
Memory game. Pre –teaching Learners Verbal List of

evaluation
vocabulary task. guess the word questions
The teacher shows the pictures then teacher
and explains with gestures . mix the
time machines, imaginary pictures the
machine, mysterious, dimensions learners take
self-adjusting, imagination, any picture
and say again
Collaborative learning. all the words.
While reading task.
Look at the interactive board, Learners listen Mutual
avaluatio
listen to the text about the time to the text and
machine. Time traveler story about find new posters and
Alice and Anton I divided the text words markers
into several parts, each team must and other parts
collect these parts and say the of the text by
beginning, the middle and the end listening to the
of the text. text
Active learning.
Read the story one by one.
Answer the questions. Learners read
1 What does the Time Traveler the story and
think of Alice? answer the
2 What does the Antony look like? questions.
3 Why does the Time Traveler go
down the well?
4 Why are the Eliot afraid of the
Antony?
5. What do you think happens in
the extract?
Draw your
Individual
Active learning. own time
avaluation
Post reading task. machine, then
Think about: place, time, people, decide what
work) – what happened there. period of
Present your description history you
would visit.
End Feedback Self-
5 min The results of the lesson can be assessment
summed up on the "Tree of
Success". After the lesson, the
children attach a fruit, a flower or
a leaf to the tree (a poster is
drawn): an apple - everything
worked out, the flower worked
well, but something did not quite
work out, the leaflet did not work
today, but I do not despair
Home task: Ex: 3 at page 54 read
and translate the text
Saying goodbye

Date:
Theme of the lesson: Learners read non-fiction books in Kazakh, English, Russian
languages
Learning objectives 7.C7 develop and sustain a consistent argument when speaking or
writing
7.R9 recognise inconsistencies in argument in short, simple texts on a
limited range of general and curricular subjects
7.UE3 use a growing variety of compound adjectives and adjectives
as participles
7.L5 recognise the opinion of the speaker(s) in supported extended
talk on a range of general and curricular topics
Lesson objectives Solve the rebus and guess the topic of the lesson;
Understand most specific information and detail while watching
video;
Give an opinion at sentence level on classmates’ presentation;
Understand what fiction and non-fiction literature is.
Plan
timings activities
Begining GREETINGS Stickers
10 min Teacher greets learners and
congratulates the class. Then,
teacher hands out stickers and
asks learners to write a
compliment to a peer.
Lead-in:
Learners look at the slide and in Learners will Mutual PPP
pairs try to solve the rebus in guess that avaluatio
order to guess the topic of the they will read
lesson. Learners will solve the and discuss
rebus and find out the theme of different
the lesson. books, learn
Then teacher asks learners what about famous
they are going to learn today. authors.
Then teacher and learners set
the lesson objectives together.
Middle Fiction or Non-fiction? Learners Verbal Pictures for

35 min Teacher displays pictures of should say evaluation puzzle group
fiction and non-fiction books / that these are division
journals of Kazakh, Russian and different
English literature. Learners books, but
should look at the pictures and the role of
analyse the difference between teacher is to
them. This activity is aimed at encourage
developing learners’ critical them to
thinking skills since learners are understand
expected to analyse the pictures what fiction
and understand which books and non-
refer to fiction and non-fiction fiction
literature. literature is.
At this stage learners might not
know the terms “fiction” and
“non-fiction”.
Group project “You are the Learners Appendix 1

Teacher”, walk around Individual
When learners have guessed the the classroom avaluation
difference between the and collect
suggested books, divide the puzzle pieces.
class into 2 groups.
Teacher hands out parts of
puzzles to learners. When the
puzzles are ready, two groups
are formed (Teacher should cut
the pictures to make puzzles
beforehand.)
Group A focuses on fiction
literature and should make a
presentation to explain it to their
classmates.
Group B investigates non-
fiction literature.
End REFLECTION Learners Self-

5 min If necessary, teacher explains to create a assessment
learners the structure of a cinquain
cinquain and gives a sample poem with
Home task: Learners need to the word
bring a favourite book in “reading” or
Kazakh, Russian or English and “book” or
be ready to describe it. any word
Saying goodbye related to the
topic of the
lesson
Date:
Theme of the lesson: Summarizing the chosen books
Learning objectives 7.C3 respect differing points of view;

7.L8 understand supported narratives on a wide range of general and
curricular topics;
7.S8 recount some extended stories and events on a growing range of
general and curricular topics;
Lesson objectives respect different points of view;
understand supported narratives of curricular topic;
give an opinion on some extended stories of curricular topic;
Plan
Planned Planned activities Learners’ Evaluation Resource
timings activities s
Begining Organization moment
10 min Teacher greets students; students
respond to greeting and take their
places.
Lead up Learners find
The teacher writes five questions a partner and
on the board, all of which are ask/answer
yes/no questions. one question.
Middle Listen to the story. Students
30 min The novel “Oliver Twist” was written by listen to the
Charles Dickens (1812-1870). The novel is
about an orphan boy whose childhood was
short story of
marked by poverty and unhappiness. the novel
Struggling against the life problems Oliver “Oliver
manages to find out his origin and gain a Twist” Whole
loving family. Oliver was born in a group
workhouse in the first half of the nineteenth
century. His mother died during his birth, and work
he was sent to an orphanage, where he was
poorly treated, regularly beaten and poorly
fed. Oliver was an innocent and poor boy.
When he was eleven he was tried to be sold
from the workhouse as an apprentice but he
escaped from there. He wanted to find his
fortune in London. In his way to London he
met a boy called Artful Dodger and then
ended up with Fagin the leader of a gang of
thieves who taught children how to still.
Oliver was brought into the gang and trained
as a pickpocket. When he went out on his first
job, he ran away and was nearly sent to
prison. However, the kindness of the person
he tried to rob saved him from the terrors of
the city gaol (jail) and instead he was taken
into the man's home. He believed he has
escaped Fagan and his gang, but Bill Sikes
and Nancy, two members of the gang, forced
him back. Oliver was once more sent out on
another job--this time assisting Sikes on a
burglary. The job went wrong and Oliver was
shot and left behind. Once more he was taken
in, this time by the Maylies, the family he was
sent to rob, where his life changed
dramatically for the better. But Fagin's gang
came after him again. Nancy, who was
worried about Oliver, told the Maylies what Learners Verbal Cards
was happening. When the gang found out evaluation
about Nancy's treachery, they murdered her. answer the with the
Meanwhile, the Maylies reunited Oliver with questions words
the gentleman who helped him out earlier. according to
Fagin was arrested and hanged for his crimes;
and Oliver settled down to a normal life,
the text.
reunited with his family.
Task 1. Answer the questions
according to the text. Learners read Mutual
Who was Oliver Twist? the text and avaluatio
Where did Oliver Twist live for the put the
first nine years of his life? sentences in
What kind of life did Oliver have the right
according to this novel? chronological
How should society treat children order
who break the law?
Task 2. Read the text and put Learners Individual
the sentences in the right avaluation
make up a
chronological order:
Oliver was brought into the presentation
gang……
In his way to London he met a boy
called Artful Dodger
His mother died during his birth
The job went wrong and Oliver was
shot and left behind.
Task 3. Presentation of the
heroes.
Make up a presentation about the
positive and negative qualities of
the hero and present this hero to the
class.
End REFLECTION Self-
5 min Students stick the smiles to the assessment
column: ‘suitcase’ – I know the
material; ‘meat grinder’- I need to
repeat the material. Students answer
the concept questions:
Home task: read and translate the
text at page 114 The Magic garden
Saying goodbye

Date:
Theme of the lesson: Summarizing the chosen books
Learning objectives 7.S.6 Begin to link comments with some flexibility to what other
say at sentences and discourse level in pair, group
7.W.3 write with moderate grammatical accuracy on a limited
range of familiar general and curricular topics
7.U.E.3 use a growing variety of compound adjectives and
adjectives as participle
Lesson objectives Link comments with some flexibility answers
Write the sentences using the grammar of Past Simple
Use a growing variety of compound and participle adjectives
Plan
timings activities
Begining Organization moment
10 min Greeting
Make a circle choose the cards,
divided into two groups.
Warm up
1Where did Shakespeare born? Learners of the Mutual
2.With whom did live William group take the avaluation
Shakespeare? cards with the
3. Where and when did Shakespeare questions, find
die? flexibility
4. How many plays did he write? answers
5.What is your favorite plays?
Middle Make up the sentences using the Learners Verbal

35 min verbs in the Past Simple. describe the evaluation
to begin to move to write pictures
to live to die to born Make up
sentences, use
the verbs in the
Past Simple.
Learners put
the compound
and participle
adjectives into
the gaps.
Individual
avaluation
Learners find
the compound
and participle
adjective
Put the
adjectives into
the gaps.
Interesting, well- known,
brightly- lit, amazing
Shakespeare plays told these
stories in a more ______ way.
Viewers admired the_______ plays
of Shakespeare
Shakespeare was _______ writer.
All his plays are _______ in our
time.
Find the compound and participle

adjective
Put the adjectives into the gaps.
End FEEDBACK Self-

5 min Students reflect on the level of assessment
difficulty of the lesson.
Thumbs up – normal
Thumbs down – very difficult
Home task: Write about your
favourite book don’t give the title of
the text
Saying goodbye

Date:
Theme of the lesson: Different activities, based on the content of the books
Learning objectives
7.C8 develop intercultural awareness through reading and discussion
curricular topics
general and curricular topics
7.UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions on a growing range of familiar general and curricular topics
7L3 understand with some support most of the detail of an argument in
extended talk on a limited range of general and curriculum topics
Learners have met the learning objective (R1) if they
Lesson objectives speak and listen, solve problems creatively and cooperatively in groups
Use a variety of simple perfect forms
Understand with some support most of an argument
Respect each other’ point of view
Plan
Planned Learners’ Evaluation
Planned activities Resources
timings activities
GREETING .
Warm up activity:
Beginning
1.Do you watch TV every day? Learners Mutual
5 mins
2. What kind of TV program or movie make up avaluatio
hhh://
do you watch? sentences
www.yout
3.What is your favourite movie? using
ube.com/
4. Do you usually watch movies at adjectives
watch.
home or at a movie theater? according the
5.Have you ever seen the same movie theme books
more than once? If yes, name it.
Middle Match the words and their Learners Verbal Flashcards

35 min definitions. match the evaluation
Television
Newspaper
Tabloid
The Internet words and
Radio their
a paper printed and sold usually daily definitions
or weekly with news, advertisements
etc.;
the process of sending and receiving
messages through the air; broadcasting
programmes for people to listen to;
broadcasting programmes (the news,
plays, advertisements, shows, etc.) for
people to watch on their television sets;
a newspaper with rather small pages,
many pictures and little serious news;
a way to communicate with your
partner who might be a thousand miles
away using the computer (e-mails).
Learners
Complete the sentences which complete the
programme you would choose if you sentences
want to see. which
a soap programme Individual
a music programme you would avaluation
a comedy choose if you
a news programme want to see.
a sport programme
a documentary
a film
an educational programme
politics
a religious programme
a cartoon
I’d like to see…
I want to see…
I would choose …
I prefer watching …
Feedback
Ask students to look at lesson
End
objectives they set at the
5 mins
beginning of the lesson and think and Self- Use traffic
say what they did well in the lesson and assessment light
what needs improvement. pictures
Hometask: learn the new words and
grammar theme
Good bye song

Date:
Theme of the lesson: Different activities, based on the content of the books
Learning objectives 7.C8 develop intercultural awareness through reading and discussion
curricular topics
7.UE15 use infinitive forms after a limited number of verbs and
adjectives; use gerund forms after a limited variety of verbs and
prepositions on a growing range of familiar general and curricular topics
Lesson objectives Learners have met the learning objective (R1) if they
speak and listen, solve problems creatively and cooperatively in groups
Use a variety of simple perfect forms
Understand with some support most of an argument
Respect each other’ point of view
Plan
timings activities
GREETING
A teacher says to the learners
Good morning/afternoon, class. How
are you?
Beginning The learners greet the teacher too.
5 mins The teacher tells learners that they are
going to continue the previous topic
and asks what it was. Learners answer:
“Visualization”.
Middle Lead-in Learners Verbal

35 min Learners listen to and sing “Visualize” write and evaluation
song. Pre-teach the word alive . You make a
can ask your learners to make a picture of
dictionary race, so the first one who your
finds it (alive) in the dictionary takes visualization
the prize (optional) or introduce it by
yourself. Present your
The teacher reveals the objectives of visualization
the lesson to the
Today you will: classmates
Visualize a character or a scene from
the books you read at home
Writing
Pre-writing stage
The teacher asks learners if they liked
Learners
the stories they read. What was special
should Mutual
about them? avaluatio
visualize a
character/the
Writing
whole story
Learners study the criteria for the
that they
writing task:
liked most
Picture – 1 point
from the
Grammar (use of Past Simple and
books they
present Simple tenses) – 2 points
read
Spelling (no more than 2 mistakes) – 1
point
80-100 words – 1 point
To get achieved – 4 points
Learners
Speaking
should
Criteria:
present their
You should speak for at least 1-2
visualization
minutes – 1 point Individual
in front of
Pronunciation (no more than 4 avaluation
the class
mistakes) – 2 points
Creativity – 1 point
Content (a picture and description)– 2
points
To get achieved – 5 points
REFLECTION
Learners write a cinquain poem about a
End character/book. Self- Use traffic
5 mins assessment light
Hometask: learn the new poem pictures.
Good bye song
LESSON 55 School: Stavropolka Secondary School
Unit 6: Entertainment and Media
Date: Teacher name: Rogova V.V.
Theme of the lesson: Entertainment and Media
7.C3
respect differing points of view
Learning objectives 7.L3 understand with some support most of the detail of an argument in
extended talk on a limited range of general and curricular topics
7.S4 respond with some flexibility at both sentence and discourse level to
unexpected comments on a growing range of general and curricular
topics
7.UE5 use questions which include a variety of different tense on a range
of familiar general and curricular topics
7.UE7 use a variety of simple perfect forms to express recent, indefinite
and unfinished past on a range of familiar general and curricular topics
7.S3 give an opinion at discourse level on a growing range of general and
curricular topics
Lesson objectives
understand the main points and all the details of extended talk on Reality
TV shows; give an opinion at sentence level on the topic of TV programs
with no teacher’s support; do the matching activities (types of programs
and new words) correctly independently ;
Plan
timings activities
Beginning GREETING Learners do a Verbal PPT
10 mins Pre-learning: Vocabulary match mind map in evaluation
Learners are asked to remember as their
many types of TV programs as copybooks or
possible; they may do a mind map in write them on
their copybooks or write them on the the board
board.
They are also encouraged to give Learners

examples of Kazakhstan and other follow the Mutual
instructions avaluatio
countries’ programs. Learners see the
topic of today’s class and lesson
objectives:
Do comprehension tasks on listening;
Write an advert for a reality TV show;
Later, learners are given cut cards with
the type of the TV programme and their
definitions (less able learners are given
cards with translations), they need to
match them and discuss in pairs\groups
how they guessed. They try to describe
each type of the programs in their own
words.
Pair discussion: TV programs
Learners discuss the questions on the
active board; teacher may assist less Learners
able learners. The main task here is to discuss the
focus learners’ attention on reality TV questions
Middle shows.
30 min
Listening: Reality show
While listening first time learners are
asked comprehensive questions about Learnersw
the content of the task. The audio script choose true or
is available on the website false
While listening second time learners do Individual
statements avaluation
tasks – they are differentiated: more
able do True\False and gapped task
with no variants; less able – easier
True\False and gapped task with
variants.
Learners
Post-listening: New words match the
Learners see the new words and their definitions
definitions, they are given some time to
match them, later they see them on the
slide, and learners make notes of new
words and their translations if needed.
REFLECTION:
End
Learners are given sticky papers to
5 mins
write their opinion on the lesson, they
should write WOW
W – what they watch;
Self-
O – how often; assessment
W –why they like it;
Homework:
Learners are going to create a reality
TV advert.
Good bye song
LESSON 56 Unit 6: Entertainment and Media

Date:
Theme of the lesson: Focusing on TV programmes and films
Learning objectives 7.C3 respect differing points of view

7.L3 understand with some support most of the detail of an argument in
7.UE7 use a variety of simple perfect forms to express recent, indefinite
7.S3 give an opinion at discourse level on a growing range of general and
curricular topics
Lesson objectives
understand the main points and all the details of extended talk on Reality
TV shows; give an opinion at sentence level on the topic of TV programs
with no teacher’s support;
Plan
timings activities
GREETING
Warming-up: A snowball game Learners
Learners say one word one by one play a
revising the vocabulary they learnt last snowball
lesson: quiz show, news program, game . PPT
Beginning
disgusting etc.; the game continues until slides 1, 2
5 mins
learners cannot produce more words,
every student should say a new word and
repeat the previous words.
Teacher presents the lesson objectives
Middle Speaking in pairs: “Are you a telly Learners Verbal

35 min addict?” receive the evaluation PPT slide
Before handing out the worksheets with cards and 3, 4
tests, teacher should check understanding ask each
of the words: a telly, to be on, remote other the Appendix
control and other words related to the questions 1.
topic of watching TV as well as their Learners Mutual
understanding of the problem. Teacher may discuss avaluatio
may ask questions what TV addiction is their results
and why people should care about it. in open
After answering the questions learners class or in
can check their results from the slide: small groups
1-2 ticks: You don’t have a problem with saying
TV. You probably do more interesting whether
things in your free time and prefer reading they agree
to watching TV. with the
3-4 ticks: You like watching TV, but it result or not,
doesn’t control your life. You probably they may
only watch the programmes you really also give
like and turn off the TV when they finish. advice to
5-6 ticks: You probably watch too much those
television. Why don’t you go for a walk learners who
instead – when your favourite programme are addicted
isn’t on, of course! to the TV.
7-8 ticks: You are totally addicted to TV!
You probably love your TV more than
your friends! Individual
avaluation
Reading: Get rid of your TV!
More able learners are given harder Learners are
questions, less able – easier ones. given the
After reading the second time learners worksheets
focus their attention on the facts and with texts
figures. More able learners have just and tasks.
figures; they need to complete the While
information, less able have variants; they reading the
need to match facts and figures. Answers first time
are on the slide for both worksheets. learners do
True\False
Post-reading: Situation in Kazakhstan task.
After reading the text learners know some
figures about other English-speaking
countries, teacher may ask questions
about Kazakhstan:
Is this situation ever true for Kazakhstan?
Do children in Kazakhstan suffer from
TV-addiction
End Reflection: Self-

5 mins Learners are given sticky papers to write assessment
their opinion on the lesson, they should
write WOW
W – what they watch; O – how often;
W –why they like it;
Homework: Teacher prints out and hands
out the worksheets with tasks (fillable
task).
Good bye song

Date:
Theme of the lesson: Focusing on TV programmes and films
Learning objectives
7.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
7.S5 keep interaction with peers to negotiate, agree and organise
priorities and plans for completing classroom tasks
7.R4 read a limited range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topics
Lesson objectives Student understands the detail of general and curricular topics, including
some extended texts
Gives an opinion about general and curricular topics
Discusses some problems in small groups
Plan
timings activities
GREETING
The teacher and students greet each
other.
Lead-up: Look at the blackboard . Learners
Beginning
You can see different pictures , answer .
5 mins
different quotations by famous people.
Can you guess what the subject of our
today’s lesson is.
What are we going to speak about?
Middle Task 1. Work in pairs: Learners tell Verbal
35 min T: How do you usually watch films: about their evaluation Cards
on TV, on DVD or at the cinema? visit to the
How often do you go to the cinema? cinema.
T; Imagine that you are going to the
cinema tonight.
Choose the film you and your friend
would like to see. Use the phrases on Text
your cards and act out the dialogues.
Pre-reading task:
https:/
Who is this boy? www.yout
Do you guess whom there will be a ube.com/
text today? turtleday.c
Do you like the film “Harry Potter?” om/solar
system
Did you watch all series? lesson for
Was the film interesting for you? Mutual kids
Task 2: read and translate the text Learners avaluatio
“Harry Potter and the Philosopher's read and
Stone." translate the
Task 3: Find the right answer “True text
or false” Learners
The first part of the book series about find the
the adventures of young girl right answer
Germeona. “True or
"Harry Potter and the Philosopher's false”
Stone" - is only the first part of a great
story.
The film was shot by Chris Columbus.
The story is about the girl Germeona.
Harry Potter was invited to study at
Hogwarts School of Wizardry. Learners Individual
Potter’s friend was Volde Mort. answer the avaluation
Task 4: Answer the questions: questions
How the school of magic was called
where have invited Harry?
How called the wizard who tried to
kill Harry in the childhood?
Who was the best Harry’s friend?
Who delivered letters?
what professor did help Volon de
Mort?
What game should they play to get to
the Philosopher's Stone storage." ?
5 mins Underline the suitable word: assessment
1. My work at the lesson was
active/passive.
2. I am satisfied/ dissatisfied with my
activity.
3. The lesson seemed long/short to
me.
4. I feel tired/not tired after the lesson.
5. The material of the lesson was
interesting/boring/useful/useless/easy/
hard/for me. (you can underline some
words).
6. I can speak about films. Yes/no.
7. I can say my own opinion on
movies. Yes/no.
8. I can give arguments. Yes/no.)
Hometask: Write about your favourite
film don’t give the title of the text
Good bye song

Date:
Theme of the lesson: Film reviews
Learning objectives 7.C3 Respect differing points of view

7.S5 Keep interaction with peers to negotiate, agree and organize
7.UE7 Use a variety of simple perfect forms to express recent, indefinite
Lesson objectives Know 90 % of vocabulary related to “Entertainment and media (genres)”;
Use present perfect and present simple tenses with no mistakes;
Plan
timings activities
GREETING
Put strips or stars of coloured paper
into a box. Then, learners should reach
inside the box. After that, learners
holding the same colours will form a
group.
Beginning
10 mins Lead-in: .
Show learners the video “Introduction Learners can Mutual https://www
to film genres”. After watching the work in avaluation .youtube.co
video learners should try to guess the groups m/watch?
topic of the lesson. Before watching discussing v=r620iOdP
the video give learners the task to the answers 3pA
answer the questions on the video. to the given
Questions: questions.
1. What are the differences between
films which you have watched in the PPP
video?
(Answer: The differences between
films are genres).
2. Describe in some words the film
genres you have watched in the video.
(Work in groups)
Elicit the genres from learners and
write down them on the whiteboard.
Vocabulary practice:
Give the vocabulary connected with
Learners Individual
the topic of the lesson. Learners
follow the avaluation
Middle should 1) think about the headings to
insrtructions
25 min the words; 2) put them in the boxes
under these headings. Learners work
in groups. Then, they exchange their
https://
ideas in groups (peer-assessment).
youtube/
fyCmFYQJ_
Differentiation of the tasks:
7k online
More able learners make up 8
video “A
sentences with the new words.
movie
Less able learners make up 5
genre”
Formative Assessment criteria:
If learners get 6 right sentences out of
8, they achieve the goal (Level 2);
If learners get 3 right sentences out of
5, they achieve the goal (Level 1).
Learners play “A movie genre” quiz.
Learners can work in two groups.
While watching the video task they
should try to guess the genre they
have studied before.
Reflection
End
Give the learners the stickers where
10 mins
they can give the reflection according
to the content of the lesson:
1) What did you learn during the
lesson?
2) What skills did you try to develop
during the lesson? Self-
Learners should write three best assessment
moments during the lesson, and one
moment which was not so good.
Hometask: Learn the film genres by

heart. Prepare the description of one
film genre you like most of all.
Good bye

Date:
Theme of the lesson: Film reviews
Learning objectives 7C7 develop a sustain a consistent argument when speaking or writing.
7L2 understand with little support most specific information in extended
talk on a limited range of general and curricular topics.
7S3give an opinion at discourse level on a growing range of general and
curricular topics.
7S6 begin to link comments with some flexibility to what others say at
sentences and discourse level in pairs, group and whole class exchanges.
Lesson objectives learn genres of films.
read and understand the short dialogue
give an opinion at discourse level
Plan
timings activities
Beginning GREETING
3 minutes Get students ready to the class by
greeting them, asking questions about
their feelings.
Hello! How are you today?
Warm-up: Students step by step say Learners do

compliments like this you are so the task
strong as a Spider man and so on…
Middle Task1 Students listen to the words Learners

35 minutes and identify what topic they belong guess theme Verbal
to? According to these words can you of the lesson evaluation
guess what is our theme?
documentary, soap opera, drama show pictures
the news, weather, quiz show, cartoon
fashion show, chat show, sport game
comedy show, play, film, children’s
programme music programme, police
drama, nature programme
Learners
Task2. Answer the questions answer the Mutual
1.Do you watch films? questions avaluatio
2.How often do you watch films?
3.What film genres do you like to
watch?
4.What film genres do you know? Learners Individual
make up a avaluation
Task 3 description of
Students listen the description of three one genre
genres of films, discuss in groups and they want,
give your ideas. using the
a) It can last for months and even model in task
years, the action is the rather slow. If 3
you miss one series, or even ten, you
find that the plot has not developed
much.
The characters can be neither clever
not interesting, but they become like a
part of your family.-------
b) It provokes excitement and nervous
tension into audience. It keeps people
unsure what is going to happen---
c )It is about naval, air or land battles
during the time of armed
conflicts.------
Differentiation:
Student A - only listen the description
of films genres.
Student C- listen and read the
description of film genres.
A task:
Answer the questions:

1).what is the first genre?
2) what is the second genre?
3) what is the third genre?
4) what is the fourth genre?

1.What new things have you learnt assessment
3 minutes today?
2.What new skills have you acquired
today?
3.What was difficult for you?
4.What was easy for you?
Feedback: T. with the help of Method
of Traffic lights checks up if the
students need some support.
Homework: to find any information
about film genres
Saying goodbye

Date:
Theme of the lesson: Reading and talking about film genres
curricular topics.
Lesson objectives learn genres of films.
read and understand the short dialogue
give an opinion at discourse level
Plan
timings activities
Beginning GREETING PowerPoint
5 min Lead-in: presentatio
Teacher greets learners and sets n slides 1-7
environmentally-friendly atmosphere
within the classroom.
Learners PowerPoint
Pre-teaching activity guess the
Teacher displays pictures one by one movie genre
asking learners to guess the movie on the
genre on the screen. screen.
Teacher tells the learners that it was a
short revision and today’s lesson is the
continuation of the previous lesson.
Middle Brainstorming Learners Verbal
35 min Teacher reads one movie riddle and let watch a evaluation
learners guess it. video as an presentatio
* It’s a fantasy movie. It takes place in answer of n slide 8
a world of elves, dwarfs, and orcs. the riddle.
Elijah Wood is in it. It’s about a hobbit
who has to destroy a magic ring before
an evil wizard can get it. In the end, he
decides to keep the ring, but it gets
destroyed anyways. Appendix
Learners’ possible answer: It’s the
Lord of the Rings.
Presentation: Useful language Learners Mutual
avaluatio
I tell the learners that I'm going to work in
write some expressions on the board. I pairs using
tell them that they don't have to write the speaking
anything down because I've already cards.
written the language in a worksheet that
I’m going to handout shortly.
For each of the sections, genre, setting,
actor, plot, climax, and critics, I go over
the vocabulary with the class. It's
important to maintain a dialogue with
the class as I'm putting the expressions
on the board
Practice: Useful language

Can anybody name a movie that takes Individual
place in space? What's a movie avaluation
starring Ewan McGregor?
What is Troy about?
In the end, what happens in Lord of
the Rings?
Finally, I hand out the worksheet and
ask them if there are any more
questions. I've found that if I wait until
after the presentation to handout the
language worksheet, the learners are
more focused on the presentation on the
board. Learners
answer
Asking higher order questions higher order
according to Bloom’s taxonomy. questions
Speaking activity is aimed at improving according to
critical thinking skills of learners and Bloom’s
for better practising useful language. taxonomy
Teacher should encourage learners to
ask higher order questions and think
critically while performing the role
play.
End FEEDBACK Self-
Teacher summarizes the whole lesson assessment
5 min and gives feedback on the mistakes that
learners had and comments on the
learners’ achievements.
Teacher evaluates each learner
individually.
Homework: Learners should write three
Kazakh movie riddles using the useful
language.
Saying goodbye

Date:
Theme of the lesson: Reading and talking about film genres
curricular topics.
Lesson objectives express opinion about films when speaking and writing
understanding with little support most specific information about films
and film genres in extended talk
giving an opinion at discourse level on growing range of general and
curricular topics
Discuss in pair or groups films and make criteria for a good film
Plan
timings activities
Beginning GREETING
5 min Teacher greets students; students respond Learners
Verbal
to greeting and take their places. answer evaluation
Brainstorming questions. Mind map.

Teacher asks learners:
 What is the film genre?
 What film genres do you know?
 What film genre is liked by most
people?
 What are your favourite film
genres?
 Are film genres of Kazakh culture
similar to others’?
Middle Favorite heroes Learners Cards,

35 min Teacher sticks cards with a picture of film guess the Mutual Pictures,
stars on the back of some pupils so they hero avaluatio Photos.
can`t see them and they ask questions to
guess who is the hero.
Vocabulary work.(English-English) Learners

1. Plot --the story of a book, film, play introduce
2. Scenario—a written outline of a film, vocabulary
novel, or stage work giving details of the
plot and individual scenes
3. Budget –to show how to spend or to
earn money
4.Special effects --special effects are
illusions on visual tricks used in the film,
TV, theatre, video, game
5. Genre --a style of category of art,
music or literature
6. Director --The person who decides
how it will appear on stage or screen and
who tells the actors and technical staff
what to do in a play, film or TV
programme
Learners
Task 1.Pair work: Discuss with your give an Individual
partners films like or don`t like. information avaluation
Ex; My favorite film is… because…. about films
I like the film….. because… he/she likes
I don’t like the film…. because… (doesn`t
like)
Task 2. Watch the extract of Kazakh
film “Zhauzhurek min bala ”.
Define the genre of the film. http//
Name and describe the main heroes. Say kino24.kz
some words about the plot of the film.
Why is this film considered as the
National Property?
Descriptors: Learners
Define the genre of the filmName and define the
describe the main heroes genre of the
Say some words about the plot of the film. filmName
Why is this film considered as the and describe
National Property? the main
heroes
End FEEDBACK Self-
S-T “Star alley” assessment
5 min T-S “Oscar”
Homework: to maf your favoutite ke a
plan of film genre
Saying goodbye

Date:
Theme of the lesson: Structure and criteria for a good film review
Learning objectives 7L2 understand with little support most specific information in extended
curricular topics.
Lesson objectives Use no more than 3-4phrases to express the opinion about the film.
Use present perfect and present simple tenses with no mistakes;
Use 5-6 phrases to express the opinion about the film.
Plan
timings activities
Beginning GREETING
10 min Lead-in:
Show learners the video Learners can Verbal
“Introduction to film genres”. work in groups evaluation
After watching the video learners discussing the
should try to guess the topic of the answers to the
lesson. Before watching the video given
give learners the task to answer the questions.
questions on the video.
Questions:
1. What are the differences
between films which you have
watched in the video? (Answer:
The differences between films are
genres).
2. Describe in some words the film
genres you have watched in the
video. (Work in groups)
Middle The main part of the lesson Learners learn Mutual

30 min Vocabulary practice: new words avaluatio
Give the vocabulary connected connected with
with the topic of the lesson. the film
Learners should 1) think about the genres, new
headings to the words; 2) put them words
in the boxes under these headings. “Entertainment
Learners work in groups. Then, and media
they exchange their ideas in (films)”
groups (peer-assessment).

More able learners make up 8
Less able learners make up 5
Formative Assessment criteria:
If learners get 6 right sentences out
of 8, they achieve the goal;
If learners get 3 right sentences out
of 5, they achieve the goal. Individual
Learners play “A movie genre” Describe the avaluation
quiz. Learners can work in two film genres
groups. While watching the video using the new
task they should try to guess the vocabulary.
genre they have studied before.
End Reflection Self-

5 min Give the learners the stickers assessment
where they can give the reflection
according to the content of the
lesson:
1) What did you learn during the
lesson?
2) What skills did you try to
develop during the lesson?
Learners should write three best
moments during the lesson, and
one moment which was not so
good.
Home task:
Learn the film genres by heart.
Prepare the description of one film
genre you like most of all.
Saying goodbye

Date:
Theme of the lesson: Structure and criteria for a good film review
Learning objectives 7.L1 recognise short basic instructions for a limited range of classroom
routines spoken slowly and distinctly
7.S1 make basic personal statements about people, objects and classroom
routines
7.S3 pronounce familiar words and expressions intelligibly
7.S6 make introductions and requests in basic interactions with others
7.UE11 use there is / there are to make short statements and ask
questions
Lesson objectives Understand the opinion of others, working with whole class, in groups
and pairs
Write a film review with some support style.
Express their opinion about the given film speaking and writing.
Plan
timings activities
Beginning The teacher greets students; students
10 min respond to greeting and take their
places.
Learners Verbal Video
Lead-up: follow the evaluation material
Now we’ll watch some episodes of instructions
different films.
You should:
1 name the movie in English
2 try to determine what genre each film
belongs to
3 who are the main heroes and actors?
4 would you recommend them for
watching?
Middle Regrouping :( students are divided into Cards with

30 min three groups with the help of cards of heroes
from the
popular heroes from the famous films. films
Each of them take one card and find
another hero from his or her film. At
the end they should form 3 groups of
films).
I group -“ Pirates of Caribbean”
II group – “Lord of Rings”
III group – “Harry Potter”
Learners
I Task. (Group work). answer the Individual
What is the title of the film? given avaluation
What type of film is it? questions
Is the film based on a book? using
Who is the director of the film? internet.
Who plays the main parts in the film?
Who are the main characters?
Where does the action take place?
Do you recommend to see it?
Descriptor:
1. Answer the questions using internet
with some or no support.
2. Pronounce all responses clearly
3. Reply correctly
Each group
Your time is out. Now one volunteer describes Mutual
from each group presents your story to their films avaluatio
two other groups. with some
or no
Assessment: support. Copies
Group of Pirates-gold coin with
Group of Lord of Rings-gold ring questions
Group of Harry Potter-magic stick
Acquired skills (Bloom’s taxonomy):

understanding, researching, presenting.
(Students guessed what they have just
done).
Regrouping : Students are divided into Learners

two groups. Students put cards with put cards
pirate Jack Sparrow and wizard with pirate
Dumbledore. Jack
1. Group of Jack Sparrow Sparrow and
2. Group of Dumbledore wizard
Dumbledore
.
End FEEDBACK: Self-
Students complete the bubble by assessment
5 min answering the questions.
Home task: Write a review about your
favourite movie
Saying goodbye

Date:
Theme of the lesson: Writing a review about a film for a school magazine or e-zine
Learning objectives 7.L1 recognise short basic instructions for a limited range of classroom
routines spoken slowly and distinctly
7.S1 make basic personal statements about people, objects and classroom
routines
7.S3 pronounce familiar words and expressions intelligibly
7.S6 make introductions and requests in basic interactions with others
7.UE11 use there is / there are to make short statements and ask
questions
Lesson objectives 1. Discuss partners’ opinion working in group, pair and whole class.
2. Write a film review with some support style.
3. Express their opinion about the theme speaking and writing.
Plan
timings activities
Beginning GREETING
10 min Lead-up:
Now we’ll watch some episodes of
different films. You should: Video
1 name the movie in English material
2 try to determine what genre each film
belongs to
3 who are the main heroes and actors?
4 would you recommend them for
watching?
Middle Write a plan of a film review with Learners Verbal Cards with
30 min some or no support. Present the plan write a evaluation tasks
clearly and correctly. plan of a
Group 1 write a plan using the text of film review
review with some
“The title of the film is The Fellowship or no
of the Rings. It is a fantasy film. It is support.
based on the famous book The Lord of
the Rings. Mutual
This fantasy film is directed by Peter avaluatio
Jackson. The main parts are played by Present the
Elijah Wood and Ian McKellen. The plan
acting is exciting. clearly and
The action takes place in Middle Earth. correctly.
It is a place where hobbits, humans,
elves live.
The movie centres on the adventures of
hobbit Frodo, magician Gandalf and
their friends.
The film is packed with special effects.
I was excited to see this fantasy film. It

is extremely interesting and thrilling.
I recommend to see this film to
everybody who like adventures.”
Group 2 puts the plan in logical line.

The type of the film Both Cards with
The place groups tasks
The title present
The director their plans
Your opinion and
The characters compare.
The time
The main idea Individual
The actors Learners avaluation
match the
Match the phrases with the plan
phrases
The plan Some
with the
expressions for a film review
plan
The title The action takes place in..
The type of the film The action takes
place during… The director I
recommend this film to those who like…
The actors The film is packed with
special effects. The place I like (am
fond of) watching this film. The time
The main parts are played by… The
charactersThe film has an extremely ….
acting.
The main idea It is a… . It is based
on…
Your opinion The film is directed by…
The movie centers on… The main
characters are…
End FEEDBACK: Self-
Students complete the bubble by assessment
5 min answering the questions.
Home task: write the review to the
given films with no support. Perform it
with no support clearly and without
mistakes.
Saying goodbye

Date:
Theme of the lesson: Writing a review about a film for a school magazine or e-zine
SA 5
Learning objectives 7.L2 Understand with little support most specific information in
7.W3 Write with moderate grammatical accuracy on a limited range
7.W4 Use with some support style and register appropriate to a
limited variety of written genres on general and curricular topics
Lesson objectives Identify facts and details in extended talks with little support
Demonstrate the ability to write grammatically correct sentences on
familiar topics
Write a text keeping appropriate format and plan of a given genre
Plan
timings activities
Beginning GREETING
10 minutes One of the learners starts the lesson
with questions: What date is it
today?
What day is it today?
What is the weather like today?
What is the temperature?
Teacher presents lesson objectives.
Middle Method “Brainstorming” Work with a Verbal Pictures
15 minutes What do you think the video will be partner . evaluation
about? Look at the
Teacher suggests listening activity pictures and
to the learners. Learners listen to describe them.
the passage “My favourite film”.
They get a sheet with the tasks.
Teacher gives them some time to
look through the tasks and search
the words that they do not know.
Before listening teacher discusses Learners listen
Mutual
the assessment criteria together with for the first avaluatio
the learners: time and match
 Recognise particular the speaker to
information and details while the genre of
listening film.
 11 questions out of 14 should
be done correctly (85 %)
Then they listen for the first time
and match the speaker to the genre
of film. They listen twice.
SA READING Learners read Individual

20 min Task 1: Read the text about the text about avaluation
tsunami. tsunami then
Answer the questions. answer the
1. How high can a tsunami be? questions.
2. What most often causes
tsunamis?
3. Where do most tsunamis occur?
4. What are two other ways
tsunamis can be caused?
5. What is the best defense against Learners work
tsunamis? in small
groups. Present
SPEAKING ideas
Task 2: Work in small groups. answering the
Present ideas answering the questions
questions below. below.
1. What natural disasters are typical
for your country? Give examples.
2. Which one of natural disasters
are you most afraid of?
3. What was the last natural disaster
you saw on TV? Where did it
happen? How did it affect people?
4. Why do you think there are so
many movies about natural
disasters?
5. Why some natural disasters are
not common in your country?
End Feedback Self-
Feedback. The teacher gives assessment
5 minutes comments about learners work and
awards learner. Students will
choose one and put on the board
their stickers.
Home task: to revise topical
vocabulary on the unit
“Entertainment and media”.
Saying goodbye

Date:
Theme of the lesson: Unit revision
Learning objectives 7.L2 Understand with little support most specific information in
7.W3 Write with moderate grammatical accuracy on a limited range
7.W4 Use with some support style and register appropriate to a
Lesson objectives Identify facts and details in extended talks with little support
Demonstrate the ability to write grammatically correct sentences on
familiar topics
Write a text keeping appropriate format and plan of a given genre
Plan
timings activities
Beginning GREETING Video
10 minutes One of the learners starts the lesson with
questions:
What date is it today?
What day is it today?
What is the weather like today?
What is the temperature?
Teacher presents lesson objectives.
Middle Concept checking: What should you PPT

30 minutes do? Learners
Verbal
Assessment: write a film evaluation
Group of Jack Sparrow - review
Group of Dumbledore - with some
support
Bloom’s taxonomy. style.
Group of Jack Sparrow:
identify,match,translate and present
Group of Dumbledore: distinguish,
differentiate, analyze and present
Task. Write a review to the given films Learners
with no support or some support write a Mutual
style. Perform it with no support or by review to avaluatio
reading. Present your story clearly the given
and without mistakes. films with
(Pair-work) no support
Group of Dumbledore (several pairs)- or some
write the review to the given films with support
no support. Perform it with no support style.
clearly and without mistakes. Perform it
Group of Jack Sparrow (several pairs)- with no
write the review to the given films with support or
some support. Perform it by reading and by reading.
clearly. Present
The title of the film is… your story
It is a… . It is based on… clearly and
The film is directed by… without
The main parts are played by… mistakes.
The film has an extremely … acting.
The action takes place in….
The action takes place during…
The main characters are…
The movie centers on…
I like (am fond of) watching this film.
I recommend this film to those who
like…
The film is packed with special effects.
Concept checking: What should you Learners

do? write a Individual
Criteria: Express their opinion about the review to avaluation
theme speaking and writing. the given
Assessment: films with
Group of Jack Sparrow - no support
Group of Dumbledore - style and
without
Bloom’s taxonomy: mistakes.
Group of Jack Sparrow: analyses
Group of Dumbledore: compose,
create, organize, collect, prepare.
End Feedback Self-
Feedback. The teacher gives comments assessment
5 minutes about learners work and awards learner.
Students will choose one and put on the
board their stickers.
Home task: Write a review about your
favourite movie
Saying goodbye
LESSON 67 Unit 7: Natural Disasters

Date:
Theme of the lesson: Looking at natural disasters in Kazakhstan and around the world
Learning objectives 7.C9 use imagination to express thoughts, ideas, experiences and
feelings
7.L4 understand with little support some of the implied meaning in
7.L5 recognise the opinion of the speaker(s) in supported extended talk
on a range of general and curricular topics
7.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
7.W6 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
Lesson objectives Provide unprepared speech to answer a variety of questions at sentence
level and in conversations with some flexibility;
Plan
timings activities
Begining Warmer: PPP
5 min Disaster Dictation:
Instructions:
Tell your learners you are going to Learners describe
describe a scene that you would like a scene that you
them to draw. would like them
“Draw three houses on the right in to draw.
the middle. Each house has four
windows and a door. On the roof of
one of the houses there are two
people and a dog. Draw two trees
on the left in the middle. At the top
of the picture draw some clouds
and a lightning. The clouds look
grey and it’s raining a lot. In the
sky there is a helicopter. Around
the houses there is water. The water
touches the top windows of the
house….”
Ask students to look at their

pictures. Ask them what they think
has happened in the scene?
Answers may be the following:
flood, hurricane, etc. Ask them
about other natural disasters they
know.
Middle The main part of the lesson Learners look at Individual

35 min Vocabulary. Lead-in: the slides and try avaluation
The answers are: earthquake, flood, to guess the
tornado, and avalanche. names of natural
disasters, shown
Follow-up questions: on the pictures.
What comes to your mind when Learners match
you hear the words “natural words with the Appendix 1
disasters”? pictures Work-sheet
What natural disasters could happen Learners read the
in your region / area? information Verbal
about the evaluation
Vocabulary Practice. Matching: disasters and
Learners are offered to practise write their names
topical vocabulary, so they do a on the lines
matching exercise, given on the
Mutual
work-sheet. avaluatio
Differentiation: The task may be
differentiated in accordance with
learners’ language proficiency:
less-experienced learners match
words with the pictures (task 1),
more-able learners read the
information about the disasters and
write their names on the lines
End REFLECTION. “Snow-ball” Self-

5 min Game assessment
At the end of the lesson the teacher
offers their learners to play “Snow-
ball” game to develop their
vocabulary skills. The aim of the
activity is to repeat all the previous
words connected with the topic and
add your own one. The teacher
should also drill the pronunciation
of words.
Home task: prepare a presentation
about a natural disaster in
Kazakhstan
Saying goodbye

Date:
Learning objectives 7.C9 use imagination to express thoughts, ideas, experiences and feelings
7.S7 use appropriate subject-specific vocabulary and syntax to talk about
a range of general topics, and some curricular topics
Lesson objectives understand the meaning of the words on topic in speech
know and apply the vocabulary and make up sentences with it to talk
about the topic
synthesize and link sentences into coherent paragraphs to write on the
topic
Plan
timings activities
Begining GREETING PPP
5 min The teacher and students greet each
other.
The teacher sets the goals and criteria Examine the
of the lesson. pictures of
different
Lead-up: natural
Disasters: forest fire, earthquake, disasters and
volcanic eruption, flooding, tornado their mixed
Listen to the definitions and guess a names on a
word and an appropriate picture. slide.
Definitions:
1) a disaster which occurs when magma
is realised from a volcanic vent
2) an uncontrolled fire in a wooded area
3) the shaking of the surface of the
Earth
4) a rapidly rotating column of air
which causes strong wind
5) an overflowing of water onto land
Check the answers with a click and
then say the definitions yourself.
Middle Listening Learners Verbal
35 min Concept Checking: What should you listen to the evaluation
do? extracts of the
Extract 1 Cracks or weaknesses allow texts and
magma to rise up. define what
Pressure builds up which, then, releases disaster is
suddenly causing the magma to described
explode. Magma that reaches the earth proving your
surface is called lava.This molten lava answer with
eventually cools to form new rock. the key-
Extract 2 This natural event causes dry words.
land suddenly gets submerged under
water. Some of them occur suddenly,
others take days or even months to
build. The disaster may be caused by
heavy rainfalls when rivers flow over
their banks.
Extract 3 It is caused by the shaking of Learners Individual
the earth’s surface. It happens when define the avaluation
two blocks of the earth suddenly slip described
past one another, or break apart from disaster while
each other as a result of tension caused listening to
by prolonged energy build up. the extracts
Extract 4 It has uncontrolled spreading. and name the
It is usually started out of a lightning key words
strike, or people careless camping.
They sometimes burn for days and
weeks. They can destroy almost every
organic matter in the area.
Extract 5 It appears in cumulonimbus
clouds. It looks like a rapidly violent
rotating column of air. It forms because
of the collision between warm and cool
air masses. It can cause lots of
destruction. It can uproot trees and raise
houses, twirl and drag them into its
“eye”.
End Reflection. Self-
5 min Students stick the smiles to the traffic assessment
light: red colour – I know the material;
orange colour – I understand the
material; green colour – I can use the
material.
Home task: prepare a presentation
about a natural disaster in Kazakhstan
Saying goodbye

Date:
Learning objectives 7.C9 use imagination to express thoughts, ideas, experiences and feelings
about the topic
topic
Plan
timings activities
Begining GREETING PPP
5 min Labelling
Teacher tells learners that they are going
to describe a scene that teacher would like
them to draw. Teacher reads out the
following text:
“Draw three houses on the right in the
middle. Each house has four windows and
a door. On the roof of one of the houses
there are two people and a dog. Draw two
trees on the left in the middle. At the top of
the picture draw some clouds. The clouds
look grey and it’s raining a lot. In the sky
there is a helicopter. Around the houses
there is water.
Middle Vocabulary Task 1 Learners Individual
35 min Teacher suggests vocabulary activity to the solve avaluation
learners. They solve crossword: crossword
Across:
1.a very strong wind in west Atlantic
3.tidal wave
4.a large amount of water spread from a
river, sea etc. that covers an area that is
normally dry
6.a very bad event, causing harm or death
8.move somebody from a dangerous place
9.a long period without rain
Down:
2. a sudden violent movement of the
ground
3.a strong wind that blows in a circle
5.hot liquid rock Learners Mutual
7.(of a volcano) to explode and throw out use the avaluatio
fire, lava, smoke etc. words from
Vocabulary Task 2 the
1. Last night volcano Maui ___________ and the crossword
hot ___________ poured downhill. Since there are to
two villages located at the foot of the volcano, the
complete
local population was ___________.
2. The devastation caused by superstorm Sandy, the
particularly in New York and New Jersey, is sentences
tragic, but the ___________ has at least put
climate change back on the map.
3. After the harshest winter in decades, the
Balkans region in the southeast of Europe is now
facing its hottest summer and the worst
_________ across the area in nearly 40 years.
4. A powerful ____________ off the coast of
Indonesia sparked a three-metre-high
______________that killed at least 113 people.
5. A landslide caused by rains in southern China
left 21 people missing today, adding to a growing
death toll from China's worst _________ season in
a decade.
6. This summer a dozen ____________, which are
more common in the US, have hit Europe. The
twister which swept through Poland yesterday
flattened more than 400 hectares of woodland in
the area.
7. The US navy has been deployed to help avert a
looming environmental __________ in the Gulf of
Mexico.
End Reflection. Self-
5 min How many types of natural disaster can assessment
you name? Which is the worst?
What natural disasters are common in your
country? Have you ever been through a
natural disaster? Tell your group about
your experience if it isn’t too traumatic.
Home task: to learn the new words
Saying goodbye

Date:
Theme of the lesson: Discussion about Disaster statistics in Kazakhstan
Learning objectives 7.S4 respond with some flexibility at both sentence and discourse level
to unexpected comments on a growing range of general and curricular
topics
about the topic
topic
Plan
timings activities
Begining GREETING Learners Verbal PPP
10 min The teacher and students greet each other. listen to the evaluation
The teacher sets the goals and criteria of definitions
the lesson. and guess a
word and
Lead-up: an
Examine the pictures of different natural appropriate
disasters and their mixed names on a picture
slide.
Disasters: forest fire, earthquake, volcanic
eruption, flooding, tornado
Listen to the definitions and guess a word
and an appropriate picture.
Definitions:
1) a disaster which occurs when magma is
realised from a volcanic vent
2) an uncontrolled fire in a wooded area
3) the shaking of the surface of the Earth
4) a rapidly rotating column of air which
causes strong wind
Check the answers with a click and then
say the definitions yourself.
Concept Checking: What should you do?
Students are assessed with points.
Acquired Skills: listening, speaking,
understanding, critical thinking,
assessment
Middle Task 1: Listening Learners:
30 min Listen to the extracts of the texts and 1. define
define what disaster is described proving the
your answer with the key-words. described
Concept Checking: What should you do? disaster
Extract 1 Cracks or weaknesses allow while
magma to rise up. listening to
Pressure builds up which, then, releases the extracts
suddenly causing the magma to explode. 2. name the
Magma that reaches the earth surface is key words
called lava.This molten lava eventually
cools to form new rock.
Extract 2 This natural event causes dry
land suddenly gets submerged under
water. Some of them occur suddenly,
others take days or even months to build.
The disaster may be caused by heavy
rainfalls when rivers flow over their
banks.
Extract 3 It is caused by the shaking of the
earth’s surface. It happens when two
blocks of the earth suddenly slip past one
another, or break apart from each other as
a result of tension caused by prolonged
energy build up.
Extract 4 It has uncontrolled spreading. It
is usually started out of a lightning strike,
or people careless camping. They
sometimes burn for days and weeks. They
can destroy almost every organic matter
in the area.
Extract 5 It appears in cumulonimbus
clouds. It looks like a rapidly violent
rotating column of air. It forms because of
the collision between warm and cool air
masses. It can cause lots of destruction. It
can uproot trees and raise houses, twirl
and drag them into its “eye”.
End Feedback Self-
5 min Students stick the smiles to the traffic assessment
light: red colour – I know the material;
orange colour – I understand the material;
green colour – I can use the material.
Home task: prepare a presentation about
a natural disaster in Kazakhstan
Saying goodbye

Date:
Grade: 7
Number present: Number absent:
Theme of the lesson: Discussion about Disaster statistics in Kazakhstan
Learning objectives 7.C9 use imagination to express thoughts, ideas, experiences and
feelings
7.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics
Lesson objectives to identify the natural disaster and write its name correctly under the
picture
to answer the questions according to the article, make up a list of
notices and warnings for each natural disaster.
to present analytical information given in the graph using new
vocabulary
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining Greeting. Increasing learner’s
5 min attention level by procedural and
lesson hook.(TML)
What is the climate of our country? Learners Verbal
Is the climate of the southern part answer the evaluation
different from the northern part climate? questions
How?
Do the variations in temperature within
our country have an effect of the
country’s living standards?
Do we frequently have natural disasters
in our country? What are they? Which
part of the country is more exposed to
natural disasters?
- identifying lesson objectives/learning
objectives together with students
Middle Task 1 Listen and try to catch the Learners Mutual

35 min sounds of nature. Describe what is listen and avaluatio
happening. Match the sounds with try to catch
pictures. the sounds
of nature.
Practice correct spelling and Describe

pronunciation of the new vocabulary by what is
writing them under suitable pictures. happening.
Match the
Task reading sounds www.dixine
Assessment criteria: with ws.kz
Realise particular facts and parts in pictures.
reading passage
Convey relevant ideas, provide effective www.zakon
feedback .kz
Uses new vocabulary constructing
speech coherently
Start your speech with:

The provided(given\supplied)
diagram(pie chart/bar graph/figure)
depicts(illustrates\describes\presents) the
information (data on/ the trend of/ the
percentage of, the numder of)
earthquakes/floods in Kazakhstan since
2010.
Make up a list of notices and warnings Learners Individual

for each natural disaster. make up a avaluation
Descriptors: list of
Reads the articles. Presents facts notices and
correctly. warnings
Effective collaborative work for for each
natural
producing ideas disaster.
Speaks with sufficient topical
vocabulary
Learners
Final task. Adopt a word (D. by choose one
outcome ) word and
Read the words. Choose one word and try to
try to explain it to others without naming explain it
your word. Others should guess to others
Earthquake, volcanic eruption, without
hurricane, tornado, extreme cold, naming
extreme heat, floods, landslides your word.
End At the end of the lesson, students reflect Self-

5 min on: assessment
- what they learned
- what remained unclear for them
- what they need to continue working on
Home task: to learn the new vocabulary
Saying goodbye

Date:
Grade: 7
Theme of the lesson: Writing a newspaper article about a disaster for a school magazine
or school e-zine
Learning objectives 7.C6 organise and present information clearly to others

7.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics
7.R6 recognise the attitude or opinion of the writer on a range of
unfamiliar general and curricular topics
Lesson objectives - Demonstrate an ability to organize and express clear information to
peers
-Identify details of the article about Natural disaster
-Plan and write definition in the newspaper article structure
Plan
Begining a)Procedural questions Learners Pictures
5 min b)Setting the lesson objectives divide
c) “Puzzle”. Dividing into 3 according the
subgroups. Teacher uses pictures to chosen
divide the class into three subgroups. picture.
Teacher forms three subgroups
KHABAR, KTK, 31CHANNEL
Middle Task1 Active learning. Setting Learners

50 min topical atmosphere. choose true Individual
“Tick or cross” Do you know how to or false avaluation
write a magazine article? sentences
Tick for True or Cross for False for
these sentences.
1.An article should always be written
using formal language.
2. You should use paragraphs when
writing an article.
3. Don’t express your opinion in an
article.
4. Your article should have a catchy
title.
5. You should ask the reader questions
in your article.
https://
Task2 Reading comprehension. www.
Learners work individually. They Learners Verbal
identify how youtube.co
should think about 5 Wh questions as evaluation m/watch
“What? Who? When? Where? Why? to write a
How?” Then, learners peer assess magazine
each other on these questions. article Handout 2
Five “W’s + H” questions
Learners write down their definition
in the newspaper article structure in
the columns (connected with the
natural disaster you are going to write
about.
(Modelling)
What? – What type of natural disaster Learners Mutual
happened? make up Wh- avaluatio
Who? – Who suffered in this disaster? questions
When? – When did this disaster about disaster
happen?
Where? – Where did this disaster
happen?
Why? – Why did this disaster happen?
What are the reasons of it?
How? – How did this disaster happen?
Task 3 “At first hand”

E-learning: teacher displays the
video of natural disaster
Active learning : acting out the role
play : hot news BBC
End Reflection Self-

5 min At the end of the lesson, students assessment
reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working
on
Home task: write a newspaper article
Saying goodbye

Date:
Grade: 7
Theme of the lesson: Writing a newspaper article about a disaster for a school magazine
or school e-zine
Learning objectives 7.C6 organise and present information clearly to others

7.R2 understand specific information and detail in texts on a range
7.R6 recognise the attitude or opinion of the writer on a range of
unfamiliar general and curricular topics
Lesson objectives - Demonstrate an ability to organize and express clear information to
peers
-Identify details of the article about Natural disaster
-Plan and write definition in the newspaper article structure
Plan
Begining Brainstorming Learners find
5 min 13 words in
M A G O R * * the word
N A A B O U T search box
E - Z I N E * and make a
W R I T I N G sentence with
S C H O O L * the remaining
P D I S A S T letters guess
A R T I C L E the title of the
P E R F O R R lesson
Middle Teacher demonstrates the video about Learners Verbal

35 min “Aral Sea” to learners. This way the watch the evaluation
teacher can visualize the disasters. video and
Because some of the learners in the give
class can be visual learners, while information
some can be audial ones. about disaster
For kinesthetic learners teacher will
use the method of TPR by using
certain actions to remember.
Aral Sea 1989-2014y

Imagine that you are a journalist. You Learners read Mutual
are going to the city where the natural the text about avaluatio
disaster happened a day ago. You Aral Sea and
interviewed the city residents and answer the
watched the places that were questions
damaged. After that you should write
a report describing what happened and
how the disaster affected the life in
the city. Include the following
information:
• Name of the city (Where did it
happen? What was the name of the
city? country?)
• Type of the natural disaster that
happened (What type of disaster was
it?)
• The number of victims (Were people
warned about the disaster? How many
people were killed? How many people
were injured? What was the total
number of victims?)
• How people feel after the disaster
(How did people feel after the
disaster? What did people do?)
• Describe in what ways the city was
damaged (Was the city seriously
damaged? How many houses were
destroyed?)
• What people plan to do to minimize
the effect of the possible disaster in
the future (What do people want to do
now?)
Assessment criteria:
1) Write between 70-100 words.
2) Vocabulary range (words and
phrases related to natural disasters).
3) Follow the structure of a newspaper
article.
End Home task: Write a newspaper article Self-
5 min assessment
about one of the natural disasters
which happened in Kazakhstan. Pay
attention to the structure of an article.
Assessment criteria:
 The elements of the structure of
a newspaper article;
 80-100 words;
 5-6 words specifically-related
to the topic of your message;
Linking words to show the coherence
and cohesion of the article
Saying goodbye

Date:
Grade: 7
Theme of the lesson: Refugees and natural disasters
SA 6
Learning 7.R2 Understand specific information and details in texts on a range

objectives(s) that this of familiar general and curricular topics
lesson is contributing 7.S5 Keep interaction with peers to negotiate, agree and organise
to priorities and plans for completing classroom tasks
Lesson objectives Realise particular facts and parts in reading passage
Support a talk with peers while agree, disagree and discuss the order
of actions and plans to fulfill the tasks
Plan
Planned Planned activities Learners’ Evaluatio Resource
timings activities n s
Begining At the beginning of the lesson, teacher
5 min greets the pupils and divides into two
groups by numbers.
Verbal
Then introduces the new theme with a Learners evaluation
video. After showing the video, teacher watch the
asks some questions in order to know video and
how they have understood the main idea answer the
of the video. questions
1. How do you think about this video?
2. What kind of disasters were in this
video?
Middle Reading
15 min Task 1: Read the text below and mark
Learners Mutual
the sentences True or False.
Haiti in Ruins After Huge Earthquake read the text avaluatio
Example: The earthquake that hit Haiti below and
was a magnitude 16 in strength. mark the
False sentences
1. Most Haitians were having their True or
breakfast when the earthquake hit. False.
2. The President’s palace was in ruins
after the earthquake.
3. The article says Haiti’s president
believes 3 million people are suffering.
4. Haiti’s ambassador to the US has a
good idea of casualty figures.
5. Most Haitians are so poor they live on
less than two dollars a day. Learners Individual
6. Haiti was hit by four different choose the avaluation
hurricanes in 2008. question and
Speaking be ready to
Task 2: Choose the question and be answer it
ready to answer it after the teacher after the
starts the conversation. You should teacher
add your ideas to the class discussion. starts the
Teacher organizes a Socratic seminar conversation
which helps teacher to assess learners .
while they are speaking on the topic
‘Natural Disasters’. Learners are sitting
in a circle and answering the question
which teacher prepared and cut down
beforehand.
SA READING
20 min Task 1: Read the text about tsunami.
Answer the questions.
1. How high can a tsunami be?
2. What most often causes tsunamis?
3. Where do most tsunamis occur?
4. What are two other ways tsunamis can
be caused?
5. What is the best defense against
tsunamis?
SPEAKING
Task 2: Work in small groups.
Present ideas answering the questions
below.
1. What natural disasters are typical for
your country? Give examples.
2. Which one of natural disasters are you
most afraid of?
3. What was the last natural disaster you
saw on TV? Where did it happen? How
did it affect people?
4. Why do you think there are so many
movies about natural disasters?
5. Why some natural disasters are not
common in your country?
End FEEDBACK: Self-
5 min Students complete the bubble by assessment
answering the questions.
Home task: to repeat the words and
grammar themes
Saying goodbye

Date:
Grade: 7
Learning 7.W1 plan, write, edit and proofread work at text level with some
objectives(s) that this support on a range of general and curricular topics
lesson is contributing 7.W3 write with moderate grammatical accuracy on a limited range
to of familiar general
7.L3 understand with some support most of the detail of an argument
in extended talk on a limited range of general and curricular topics
Lesson objectives Realize particular facts and parts in reading passage
Demonstrate an ability to organize and express idea clearly
Plan
Begining GREATINGS
5 min At the beginning of the lesson, teacher
greets the pupils and divides into two
groups by numbers.
Middle Reading. group work

35 min Pre-reading: Learners Verbal
evaluation
What kind of natural disasters do you should
know? answer the
Why are the disasters so dangerous? questions. https://
englishlive.
Task 1. Read the text (scanning) Learners ef.com/
Underline the natural disasters and try read and blog/
to explain them with your own words. understand english-
What’s the worst natural disaster in the meaning talking-
your opinion? of the text. natural-
‘Floods’ are opposite to ‘droughts’. A disasters/
drought happens when there has been
no rain for a long time. The land
becomes too dry and it is impossible to
grow any plants. Learners Mutual
A ‘drought’ may result in a famine read and avaluatio
where there is not enough food for understand
people and they start to starve (die from the meaning
not eating). of the text.
A ‘hurricane’ (Atlantic Ocean),
‘typhoon’ (Pacific Ocean) or ‘tropical
storm’ (Indian Ocean) is an intense Learners
thunderstorm which usually occurs in underline
late summer. They result in strong the natural
winds and heavy rain. disasters and
‘Volcanic eruptions’ send red hot lava try to
flowing. Lava is a type of liquid rock explain
called magma. them with
‘Earthquakes’ occur when pressure is their own
suddenly released which causes the words.
ground to move and shake violently. If
the earth quakes beneath water then the
shock wave which reaches beaches and
dry land causes huge waves travelling
at high speed called ‘tsunamis’.
A ‘landslide’ happens when rocks and
earth are water-laden from lots of rain
and slide down.
Task 2 Speaking pair work. Learners

Activity: «Hot- air- balloon» speak about
Who are the refugees? refugees and
Why do the refugees move to another natural Individual
country? disasters by avaluation
Some countries are not allowed them to answering
enter the country why? these
questions.
5 min 1.What new things have you learnt assessment
today?
2.What new skills have you acquired
today?
3.What was difficult for you?
4.What was easy for you?
Feedback: T. with the help of Method
of Traffic lights checks up if the
students need some support.
Home task: Make a cluster using the
topical vocabulary
Saying goodbye

Date:
Grade: 7
Learning objectives 7.W4 use with some support style and register appropriate to a
7.C8 develop intercultural awareness through reading and discussion
7.L6 deduce meaning from context with little support in extended
talk on a limited range of general and curricular topics
Lesson objectives Realize particular facts and parts in reading passage
Demonstrate an ability to organize and express idea clearly
Plan
Begining Warm-up
5 min Then, ask learners to think of Learners can A4 papers,
possible natural disasters which can give different markers for
be drawn on the worksheet. After variants of learners
that, learners should write 3-4 natural
sentences to describe the natural disasters.
disasters they have drawn paying
attention to the questions “What?
Where? When? How?”.
Middle Vocabulary practice: Worksheet

35 min Give learners the task to work with Learners 1.
Mutual
the vocabulary on the natural follow the avaluatio
disasters. instructions

Less able learners (Level 1) should
match the types of newspapers with
their Russian equivalents.
More able learners (Level 2) should
match the types of newspapers with
their definitions in English.
Give learners the task to read a
newspaper article “Seriously
powerful weather satellite put into
space” and do comprehension tasks
after the text according to the levels. Formative
assessment
Formative assessment: task.
Differentiation of the tasks according
to the text: Learners
Less able learners (Level 1) should True/False
do the task True/False according to sentences
the sentences given in the article.
They will get “Achieved” if they
have 6 right answers out of 8.
Learners
More able learners (Level 2) should match the
do the task “Synonym matching” words from
where they should match the words the article
from the article with their synonyms. with their
They will get “Achieved” if they synonyms
have 8 right answers out of 10. Individual
Learners read avaluation
Learners should read the article one the article
more time, find out and analyse the one more
elements of the structure of the time, find out
newspaper article. Learners can work and analyse
in groups. Then, the learners present the elements
their ideas in groups. All ideas can of the
be transferred to the whiteboard. structure of
After presenting the ideas, show the
learners the structure of the newspaper
newspaper article. Learners should article.
check themselves the elements of the
structure (self-assessment).

5 min Learners should write three best assessment
Home task: Find out three news
from your school and write short
messages based on the news paying
attention to the questions “What?
What? Where? When? How?”
practicing planning, writing, editing
and proofreading in writing.
Saying goodbye

Date:
Grade: 7
Theme of the lesson: Summative control work for the 3 term
d
Learning objectives 7.L4 Understand with little support some of the implied meaning in
extended talk on a limited range of general and curricular topics.
7.R9 Recognise inconsistencies in argument in short, simple texts on
a limited range of general and curricular subjects.
7.W1 Plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics.
7.S8 Recount some extended stories and events on a growing range
of general and curricular topics.
Lesson objectives The task consists of 6 special questions. Questions require answers in
three words or a number.
Learners read the text about ‘Hurricanes’ and complete the task. The
task consists of 2 parts: 1 part is to choose the correct answer from
four alternatives A,B,C or D.
Learners plan and write a film review based on one of the given four
options, linking sentences into coherent paragraph.
Learners have minute to prepare the talk and 2 minutes to speak on
it.
Plan
Planned Planned activities Learners’ Evaluatio Resource
timings activities n s
Begining GREATING
3 min The objects of the lesson
Middle LISTENING Learners Individual

40 min Task. Listen to the recording twice listen to the avaluation
and answer the questions. Write NO recording
MORE THAN THREE WORDS or twice and
A NUMBER.CD3. Tapescript 3.OR answer the
Go to this link to listen information. questions.
http://www.autoenglish.org/listening/J Write NO
K.htm MORE
THAN
Example: 0. Was she happy in her
THREE
marriage? No, she was not.
WORDS or
1. What did J.K. Rowling study at A
university? NUMBER
2. What was her life when she was
married?
3. What town did J.K. Rowling prepare
the first Harry Potter book?
4. How many publishers did she offer
her book to?
5. What was the name of the publisher’s
daughter?
6. How many books were written later?
READING
Task. Read the text carefully and
answer the questions.
Part 2. Find some inconsistences in Learners
the statements. Mark these sentences read the text
Yes, No, Not Given. carefully
1. Fishermen all over the world and answer
know when hurricanes start. the
2. Hurricanes usually start in the questions.
steppe. Find some
3. The best place to hide from inconsistenc
hurricane is indoors. es in the
4. Humans’ names are not given to statements.
the hurricanes. Mark these
WRITING sentences
Task. Look at the films below. Choose Yes, No,
one of them to write a review about. Not Given.
Use linking words and connectors in
sentences to make some coherent Learners
paragraphs. You can use prompts for write a
your answer. review
Write the name, actors, genre about one of
Write about acting, music, the films
colour/animation, special effects
Write why you like this film or do not
like
Write the reason why you recommend
the film or not
SPEAKING
Task. You will be given a card which
asks you to retell a short story about a
particular situation. You will be given
1 minute to prepare your talk and then Learners
1-2 minutes to speak. Your classmates should
prepare the questions to ask you on the include your
topic. ideas while
telling it.
Home task: revise grammar
Saying goodbye

Date:
Grade: 7
Theme of the lesson: Unit revision
Learning 7.L4 Understand with little support some of the implied meaning in
objectives(s) that this extended talk on a limited range of general and curricular topics.
lesson is contributing 7.R9 Recognise inconsistencies in argument in short, simple texts on
to a limited range of general and curricular subjects.
7.W1 Plan, write, edit and proofread work at text level with some
support on a range of general and curricular topics.
7.S8 Recount some extended stories and events on a growing range
of general and curricular topics.
Lesson objectives Questions require answers in three words or a number.
Learners read the text about ‘Hurricanes’ and complete the task.
Learners plan and write a film review based on one of the given four
options, linking sentences into coherent paragraph.
They will be given a card with a short story. The task is to retell it.
Plan
Begining GREETING
5 min The teacher and students greet each
other.
The teacher sets the goals and criteria
of the lesson.
Lead-up:
Disasters: forest fire, earthquake, Examine the
volcanic eruption, flooding, tornado pictures of
Listen to the definitions and guess a different
word and an appropriate picture. natural
Definitions: disasters and
1) a disaster which occurs when their mixed
magma is realised from a volcanic vent names on a
2) an uncontrolled fire in a wooded slide.
area
3) the shaking of the surface of the
Earth
4) a rapidly rotating column of air
which causes strong wind
Check the answers with a click and
then say the definitions yourself.
Concept Checking: What should you
do?
Middle Reading Learners Individual

35 min Task 1: Read the text below and read the text avaluation
mark the sentences True or False. below and
Haiti in Ruins After Huge mark the
Earthquake sentences
Example: The earthquake that hit Haiti True or
was a magnitude 16 in strength. False.
False
1. Most Haitians were having their
breakfast when the earthquake hit.
2. The President’s palace was in ruins
after the earthquake.
3. The article says Haiti’s president
believes 3 million people are suffering.
4. Haiti’s ambassador to the US has a
good idea of casualty figures.
5. Most Haitians are so poor they live
on less than two dollars a day.
6. Haiti was hit by four different
hurricanes in 2008.
Vocabulary Task 1 Learners Mutual

Teacher suggests vocabulary activity to solve avaluatio
the learners. They solve crossword: crossword
Across:
1.a very strong wind in west Atlantic
3.tidal wave
4.a large amount of water spread from
a river, sea etc. that covers an area that
is normally dry
6.a very bad event, causing harm or
death
8.move somebody from a dangerous
place
9.a long period without rain
Down:
2. a sudden violent movement of the
ground
3.a strong wind that blows in a circle
5.hot liquid rock
7.(of a volcano) to explode and throw
out fire, lava, smoke etc.
Home task: revise lexical structures
Saying goodbye

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LESSON 49 Unit 5: Reading for Pleasure

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Memory game. Pre –teaching Learners Verbal List of

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle Fiction or Non-fiction? Learners Verbal Pictures for

Group project “You are the Learners Appendix 1

End REFLECTION Learners Self-

Learning objectives 7.C3 respect differing points of view;

LESSON 52 Unit 5: Reading for Pleasure

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle Make up the sentences using the Learners Verbal

Find the compound and participle

End FEEDBACK Self-

LESSON 53 Unit 5: Reading for Pleasure

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle Match the words and their Learners Verbal Flashcards

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle Lead-in Learners Verbal

They are also encouraged to give Learners

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Learning objectives 7.C3 respect differing points of view

Middle Speaking in pairs: “Are you a telly Learners Verbal

End Reflection: Self-

Teacher name: Rogova V.V. School: Stavropolka Secondary School

LESSON 58 Unit 6: Entertainment and Media

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Learning objectives 7.C3 Respect differing points of view

Hometask: Learn the film genres by

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Warm-up: Students step by step say Learners do

Middle Task1 Students listen to the words Learners

Answer the questions:

End REFLECTION Self-

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Practice: Useful language

LESSON 61 Unit 6: Entertainment and Media

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Brainstorming questions. Mind map.

Middle Favorite heroes Learners Cards,

Vocabulary work.(English-English) Learners

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle The main part of the lesson Learners learn Mutual

Differentiation of the tasks:

End Reflection Self-

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle Regrouping :( students are divided into Cards with

Acquired skills (Bloom’s taxonomy):

Regrouping : Students are divided into Learners

LESSON 64 Unit 6: Entertainment and Media

Teacher name: Rogova V.V. School: Stavropolka Secondary School

I was excited to see this fantasy film. It

Group 2 puts the plan in logical line.

LESSON 65 Unit 6: Entertainment and Media

Teacher name: Rogova V.V. School: Stavropolka Secondary School

SA READING Learners read Individual

LESSON 66 Unit 6: Entertainment and Media

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Middle Concept checking: What should you PPT

Concept checking: What should you Learners

LESSON 67 Unit 7: Natural Disasters

Teacher name: Rogova V.V. School: Stavropolka Secondary School

Ask students to look at their

Middle The main part of the lesson Learners look at Individual