Снимок экрана 2024-03-27 в 09.01.57

иршLESSON 49 School: Petrovka Secondary School
Unit 5: Reading for Pleasure

Date: Teacher name: Dreband A.
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 All learners will be able to: understand the meaning of the
text, get acquainted with the active vocabularies.
Most learners will be able to: understand and reflect on the
essence of the text, through discussion.
Some learners will be able to : expand the stories , by
using imagination and active vocabulary
Criteria Learners can:
- 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
Previous learning Revision unit 3
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining Organization Cards

5 min moment. with
Greeting. Wishes for wishes
each other success.
Warm up .
Group division
Assessment: uses the
geometric figures:
square(for full
answers), and
triangle( for 1-2
answers)
Middle Pre-reading task. colorful
30 min Teacher asks the cards
questions about the
time machine
1 What is it? interactive
2. Do we use it in our board
country? collection
3. In what country do of texts
we use it more? by internet
4.What do you think is resource
it necessary and
Learners guess
why?
the word then
Today we will talk List of
about the time teacher mix the Verbal questions
machine, before pictures the evaluation
reading the text let’s learners take any
play a game. picture and say
Memory game. Pre – again all the
teaching vocabulary words.
task.
The teacher shows the Learners listen to
pictures and explains the text and find
with gestures . new words
time machines, and other parts of posters
imaginary machine, the text by Mutual and
mysterious, listening to the avaluatio markers
dimensions text
self-adjusting,
imagination,
Collaborative Learners read the
learning. story and answer
While reading task. the questions.
Look at the interactive
board, listen to the text
about the time
machine. Time
traveler story about
Alice and Anton I Draw your own
divided the text into time machine,
several parts, each then decide what
team must collect period of history
these parts and say the you would visit.
beginning, the middle
and the end of the text. Individual
Active learning. avaluation
Read the story one
by one.
Answer the
questions.
1 What does the Time
Traveler think of
Alice?
2 What does the
Antony look like?
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?
Active learning.
Post reading task.
Think about: place,
time, people, work) –
what happened there.
Present your
description
End Feedback Self-
5 min The results of the assessment
lesson can be 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
LESSON 50 School: Secondary School after A. Margulan
absent:
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 Learners will be able to:
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.
- 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
Previous learning Learners read non-fiction books in Kazakh, English,
Russian languages
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. Learners will
Lead-in:
Learners look at the guess that they Mutual PPP
slide and in pairs try to will read and avaluatio
solve the rebus in discuss
order to guess the different books,
topic of the lesson. learn about
Learners will solve the famous authors.
rebus and find out the
theme of the lesson.
Then teacher asks
learners what they are
going to learn today.
Then teacher and
learners set the lesson
objectives together.
Middle Fiction or Non- Learners should Verbal Pictures

30 min fiction? say that these evaluation for puzzle
Teacher displays are different group
pictures of fiction and books, but the division
non-fiction books / role of teacher
journals of Kazakh, is to encourage
Russian and English them to
literature. Learners understand
should look at the what fiction and
pictures and analyse non-fiction
the difference between literature is.
them. This activity is
aimed at developing
learners’ critical
thinking skills since
Learners walk
learners are expected
around the
to analyse the pictures
classroom and Individual
and understand which Appendix
collect puzzle avaluation
books refer to fiction 1
pieces.
and non-fiction
literature.
At this stage learners
might not know the
terms “fiction” and
“non-fiction”.
Group project “You
are the Teacher”,
When learners have
guessed the difference
between the suggested
books, divide the 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 create Self-

5 min If necessary, teacher a cinquain assessment
explains to learners the poem with the
structure of a cinquain word “reading”
and gives a sample or “book” or
Home task: Learners any word
need to bring a related to the
favourite book in topic of the
Kazakh, Russian or lesson
English and be ready
to describe it.
Saying goodbye
absent:
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 All learners will be able to:
understand the main idea of the topic;
Most learners will be able to:
answer the questions according to the text;
Some learners will be able to:
retell the curricular topic;
Criteria Learners have met the learning objective if they can:
respect different points of view;
understand supported narratives of curricular topic;
give an opinion on some extended stories of curricular topic;
Previous learning Learners read non-fiction books in Kazakh, English,
Russian languages
Plan
timings activities
Begining Organization moment

10 min Teacher greets students; students
respond to greeting and take their
places.
Learners find a
Lead up
partner and
The teacher writes five questions
ask/answer one
on the board, all of which are
question.
yes/no questions.
Middle Listen to the story. Students listen
30 min The novel “Oliver Twist” was written by to the short
Charles Dickens (1812-1870). The novel is
about an orphan boy whose childhood was
story of the
marked by poverty and unhappiness. Struggling novel “Oliver
against the life problems Oliver manages to find Twist”
Whole
out his origin and gain a loving family. Oliver group
was born in a workhouse in the first half of the work
nineteenth century. His mother died during his
birth, and 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
Learners
Maylies, the family he was sent to rob, where answer the Cards
his life changed dramatically for the better. But questions with the
Fagin's gang came after him again. Nancy, who according to the
was worried about Oliver, told the Maylies what
words
was happening. When the gang found out about text.
Nancy's treachery, they murdered her.
Meanwhile, the Maylies reunited Oliver with the
gentleman who helped him out earlier. Fagin
was arrested and hanged for his crimes; and
Learners read
Oliver settled down to a normal life, reunited the text and put
with his family. the sentences in
Task 1. Answer the questions the right
according to the text. chronological Verbal
Who was Oliver Twist? order evaluation
Where did Oliver Twist live for the first
nine years of his life? Learners make
What kind of life did Oliver have
up a
according to this novel?
How should society treat children who presentation
break the law?
Task 2. Read the text and put
the sentences in the right Mutual
chronological order: avaluatio
Oliver was brought into the 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 Individual
heroes. avaluation
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
LESSON 52 БББББ School: School after A. Margulan

Grade: 7 Number present: Number absent:
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 All learners will be able to: Pronounce the words,
the sentences in the Past Simple
Most learners will be able to: make up sentences
using the Past Simple
Some learners will be able to use and distinct the
compound adjectives and participle adjectives
Link comments with some flexibility answers
Write the sentences using the grammar of Past
Simple
Use a growing variety of compound and
participle adjectives
Previous learning Summarizing the chosen books
Plan
timings activities
Begining Organization moment

10 min Greeting
Make a circle choose the
cards, divided into two
groups. Learners of the
Warm up group take the
1Where did Shakespeare cards with the Mutual
born? questions, find avaluation
2.With whom did live flexibility
William Shakespeare? answers
3. Where and when did
Shakespeare die?
4. How many plays did he
write?
5.What is your favorite
plays?
Middle Make up the sentences Learners Verbal

30 min using the verbs in the describe the evaluation
Past Simple. pictures
to begin to move to Make up
write to live to sentences, use
die to born 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 assessment
level of 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
LESSON 53бббб School: Secondary School after A. Margulan
Theme of the lesson: Different activities, based on the content of the
books
7.C8 develop intercultural awareness through

reading and discussion
Learning objectives 7.L8 understand supported narratives on a wide
7.S8 recount some extended stories and events on a
growing range of 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
All the leaners will be able to:
Say at least 5-6 simple sentences using new
Lesson objectives
vocabulary
Read and understand text
Give an opinion at discourse level
Answer the simple questions according to the
theme
make a dialogue using new vocabulary
Learners have met the learning objective (R1) if
Criteria 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
Planned Learners’ Evaluation
Planned activities Resources
timings activities
GREETING .
Warm up activity:
1.Do you watch TV every Learners make
day? up sentences Mutual
2. What kind of TV using adjectives avaluatio
Beginning according the
program or movie do you
5 mins theme books
watch? hhh://www.y
3.What is your favourite outube.com/
movie? watch.
4. Do you usually watch
movies at home or at a
movie theater?
5.Have you ever seen the
same movie more than
once? If yes, name it.
Match the words and their

definitions.
Television
Newspaper
Tabloid
The Internet
Radio
a paper printed and sold
Middle usually daily or weekly with
30 min news, advertisements etc.;
the process of sending and Learners match Verbal
receiving messages through the words and evaluation
the air; broadcasting their definitions Flashcards
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 Learners
the computer (e-mails). complete the
sentences which
Complete the sentences programme you
would choose if Individual
which programme you avaluation
would choose if you want you want to see.
to see.
a soap
a music programme
a comedy
a news programme
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
End lesson objectives they set at
5 mins the
beginning of the lesson and Self-
assessment Use traffic
think and say what they did light pictures
well in the lesson and what
needs improvement.
Hometask: learn the new
words and grammar theme
Good bye song

absent:
Theme of the lesson: Different activities, based on the content of the
books

Learning objectives 7.L8 understand supported narratives on a wide
7.S8 recount some extended stories and events on a
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
All learners will be able to:
Write with moderate grammatical accuracy on a
limited range of familiar general and curricular
topics with support;
recount some extended stories and events on a
growing range of general and curricular topics with
support.
Lesson objectives limited range of familiar general and curricular
topics with some support;
organise and present information clearly to others;
some support.
limited range of familiar general and curricular
topics with no or little support;
no or little support;
communicate meaning clearly at sentence and
discourse level during pair, group and whole class
exchanges.
Learners have met the learning objective (R1) if
Criteria they
speak and listen, solve problems creatively and
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?
The learners greet the teacher
Beginning
too.
5 mins
The teacher tells learners that
they are going to continue the
previous topic and asks what it
was. Learners answer:
“Visualization”.
Lead-in
Learners listen to and sing
“Visualize” song. Pre-teach the
word alive . You can ask your
learners to make a dictionary
race, so the first one who finds Verbal
Learners write
it (alive) in the dictionary takes evaluation
and make a
the prize (optional) or
picture of your
introduce it by yourself.
visualization
The teacher reveals the
objectives of the lesson Present your
Today you will: visualization
Visualize a character or a scene to the
from the books you read at classmates
home
Writing
Pre-writing stage
The teacher asks learners if Learners
they liked the stories they read. should
What was special about them? visualize a
character/the Mutual
Middle Writing whole story
30 min avaluatio
Learners study the criteria for that they liked
the writing task: most from the
Picture – 1 point books they
Grammar (use of Past Simple read
and present Simple tenses) – 2
points
Spelling (no more than 2
mistakes) – 1 point
80-100 words – 1 point Learners
To get achieved – 4 points should present
their
Speaking visualization
Criteria: in front of the
You should speak for at least class
1-2 minutes – 1 point Individual
Pronunciation (no more than 4 avaluation
mistakes) – 2 points
Creativity – 1 point
Content (a picture and
description)– 2 points
To get achieved – 5 points
REFLECTION
End Learners write a cinquain Self- Use traffic
5 mins poem about a character/book. assessment light
pictures.
Hometask: learn the new poem
Good bye song

Unit 6: Entertainment and Media
Theme of the lesson: Entertainment and Media
7.C3 respect differing points of view

7.L3 understand with some support most of the
Learning objectives range of general and curricular topics
7.S4 respond with some flexibility at both sentence
and discourse level to unexpected comments on a
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
understand with limited support the main points of
extended talk on Reality TV shows; give an opinion
at sentence level on the topic of TV programs with
Lesson objectives peers or teacher’s support; do the matching
activities (types of programs and new words) with
peers or teacher’s support;
understand with some support the main points and
some of the details of extended talk on Reality TV
shows; give an opinion at sentence level on the
topic of TV programs with little or no teacher’s
support; do the matching activities (types of
programs and new words) with little or no teacher’s
support;
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 ;
Criteria Learners share and compare popular TV programs
in Kazakhstan and other cultures
Previous learning Reading for Pleasure
Plan
timings activities
GREETING Learners do Verbal
Pre-learning: Vocabulary a mind map evaluation
match in their
Learners are asked to copybooks
remember as many types of or write
TV programs as possible; they them on the
may do a mind map in their board
copybooks or write them on
the board.
Learners
They are also encouraged to follow the Mutual
give examples of Kazakhstan instructions avaluatio
and other countries’ programs.
Beginning Learners see the topic of
10 mins today’s class and lesson
objectives: PPT
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 able learners.
The main task here is to focus Learners
learners’ attention on reality discuss the
TV shows. questions
Middle Listening: Reality show
25 min While listening first time
learners are asked
comprehensive questions about Learnersw
the content of the task. The choose true
audio script is available on the or false
website Individual
statements avaluation
While listening second time
learners do tasks – they are
differentiated: more able do
True\False and gapped task
with no variants; less able –
easier True\False and gapped Learners
task with variants. match the
Post-listening: New words definitions
Learners see the new words
and their 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
5 mins papers to write their opinion on
the lesson, they should write
WOW Self-
W – what they watch; assessment
O – how often;
W –why they like it;
Homework:
Learners are going to create a
reality TV advert.
Good bye song

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

Learning objectives 7.L3 understand with some support most of the
7.UE7 use a variety of simple perfect forms to
7.S3 give an opinion at discourse level on a
understand with limited support the main points of
Lesson objectives extended talk on Reality TV shows;
understand with some support the main points and
some of the details of extended talk on Reality TV
shows; give an opinion at sentence level on the
topic of TV programs with little or no teacher’s
support;
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;
Criteria Learners share and compare popular TV programs
in Kazakhstan and other cultures
Previous learning Focusing on TV programmes and films
Plan
timings activities
GREETING
Warming-up: A snowball Learners play
game a snowball
Learners say one word one game
by one revising the
vocabulary they learnt last
lesson: quiz show, news . PPT slides
Beginning program, disgusting etc.; the
5 mins 1, 2
game continues until learners
cannot produce more words,
every student should say a
new word and repeat the
previous words.
Teacher presents the lesson
objectives:
Speaking in pairs: “Are Learners Verbal
you a telly addict?” receive the evaluation PPT slide 3,
Before handing out the cards and ask 4
worksheets with tests, each other the
teacher should check questions Appendix 1.
understanding of the words: Learners may
a telly, to be on, remote discuss their
control and other words results in open Mutual
related to the topic of class or in avaluatio
watching TV as well as their small groups
understanding of the saying
problem. Teacher may ask whether they
questions what TV addiction agree with the
is and why people should result or not,
care about it. they may also
After answering the give advice to
questions learners can check those learners
their results from the slide: who are
1-2 ticks: You don’t have a addicted to the
problem with TV. You probably TV.
do more interesting things in your
free time and prefer reading to
watching TV. Learners are
3-4 ticks: You like watching TV,
but it doesn’t control your life.
given the
You probably only watch the worksheets
programmes you really like and with texts and Individual
turn off the TV when they finish. tasks. While avaluation
5-6 ticks: You probably watch too reading the
much television. Why don’t you first time
go for a walk instead – when your learners do
favourite programme isn’t on, of
True\False
Middle course!
7-8 ticks: You are totally addicted task.
30 min
to TV! You probably love your
TV more than your friends!
Reading: Get rid of your

TV!
More able learners are given
harder questions, less able –
easier ones.
After reading the second time
learners focus their attention
on the facts and figures.
More able learners have just
figures; they need to
complete the information,
less able have variants; they
need to match facts and
figures. Answers are on the
slide for both worksheets.
Post-reading: Situation in
Kazakhstan
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
Reflection:
Learners are given sticky
papers to write their opinion
on the lesson, they should Self-
write WOW assessment
End W – what they watch; O –
5 mins how often;
W –why they like it;
Homework: Teacher prints
out and hands out the
worksheets with tasks
(fillable task).
Good bye song
LESSON 57 School: Secondary School after A.

Unit 6: Entertainment and Media Margulan
absent:
Theme of the lesson: Focusing on TV programmes and films
7.C1 use speaking and listening skills to

solve problems creatively and
7.S5 keep interaction with peers to
negotiate, agree and organise priorities
Learning objectives
and plans for completing classroom
tasks
7.S8 recount some extended stories and
events on a growing range of general
and curricular topics
7.R3 understand the detail of an
argument on a growing range of
familiar general and curricular topics,
including some extended texts
7.R4 read a limited range of extended
fiction and non-fiction texts on familiar
and some unfamiliar general and
curricular topics
Lesson objectives Read and understand the meaning of the
topic
Make a conversation to each other
according to the topics
Briefly describe the content of the text
• Student understands the detail of
Criteria general and curricular topics,

including some extended texts
• Gives an opinion about general and
curricular topics
• Discusses some problems in small
groups
Previous learning Focusing on TV programmes and films
Plan
timings activities
GREETING
The teacher and students greet each
other.
Lead-up: Look at the blackboard . You Learners
Beginning answer
can see different pictures , different .
5 mins
quotations by famous people.
Can you guess what the subject of our
today’s lesson is.
What are we going to speak about?
Task 1. Work in pairs: Learners Verbal
T: How do you usually watch films: on tell about evaluation Cards
TV, on DVD or at the cinema? their visit to
How often do you go to the cinema? the 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
your cards and act out the dialogues. Text
Pre-reading task:
Who is this boy?
Do you guess whom there will be a https:/www.y
text today? outube.com/t
Do you like the film “Harry Potter?” urtleday.com/
Did you watch all series? solar system
Learners lesson for
Was the film interesting for you?
read and kids
Task 2: read and translate the text
translate the Mutual
“Harry Potter and the Philosopher's
Middle text avaluatio
Stone."
30 min Learners
Task 3: Find the right answer “True
find the
or false”
right
The first part of the book series about the
adventures of young girl Germeona. answer
"Harry Potter and the Philosopher's Stone" - “True or
is only the first part of a great story. false”
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.
Potter’s friend was Volde Mort.
Task 4: Answer the questions: Learners
How the school of magic was called where answer the Individual
have invited Harry? questions
How called the wizard who tried to kill Harry avaluation
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." ?
REFLECTION
Underline the suitable word:
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.
End 5. The material of the lesson was Self-
5 mins interesting/boring/useful/useless/easy/hard/for assessment
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

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

Learning objectives 7.S5 Keep interaction with peers to negotiate, agree
and organize priorities and plans for completing
classroom tasks
7.UE7 Use a variety of simple perfect forms to
Know 50 % of vocabulary related to
“Entertainment and media (genres)”;
Lesson objectives Use present perfect and present simple tenses with
no more than two or three mistakes;
Use present perfect and present simple tenses with
no more than two mistakes;
Use present perfect and present simple tenses with
no mistakes;
Learn new words connected with the film genres,
Criteria new words “Entertainment and media (films)”;
Describe the film genres using the new vocabulary.
Previous learning Film reviews
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.
Lead-in: Learners can
Show learners the video work in
“Introduction to film groups Mutual
Beginning avaluation .
10 mins genres”. After watching discussing the
https://www.y
the video learners should answers to the outube.com/w
try to guess the topic of the given atch?
lesson. Before watching the questions. v=r620iOdP3p
video give learners the task A
to answer the questions on
the video.
Questions:
1. What are the differences PPP
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)
Elicit the genres from
learners and write down
them on the whiteboard.
Vocabulary practice:
Give the vocabulary
connected with the topic of
the lesson. Learners should
1) think about the headings
to the words; 2) put them in
the boxes under these
headings. Learners work in
groups. Then, they Learners Individual
Middle exchange their ideas in follow the avaluation
20 min groups (peer-assessment). insrtructions
Differentiation of the
tasks: https://youtube
More able learners make up /fyCmFYQJ_7
8 sentences with the new k online video
words. “A movie
Less able learners make up genre”
5 sentences with the new
words.
Formative Assessment
criteria:
If learners get 6 right
sentences out of 8, they
achieve the goal (Level 2);
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
Give the learners the
stickers where they can
End give the reflection
10 mins according to the content of
the lesson:
1) What did you learn
during the lesson?
2) What skills did you try Self-
to develop during the assessment
lesson?
Learners should write three
best 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
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.
learn genres of films.
read and understand the short dialogue
give an opinion at discourse level
Сriteria Students will have succeeded in this if they:
1. Can use argument when speak or write.
2. Understand specific information
3 .give the opinion about the topic
4. Take part in discussing and solving problems in
groups
Previous learning Film reviews
Plan
timings activities
Beginning GREETING
3 minutes Get students ready to the
class by greeting them,
asking questions about
their feelings. Learners do the
Hello! How are you today? task
Warm-up: Students step
by step say compliments
like this you are so strong
as a Spider man and so
on…
Middle Task1 Students listen to Learners guess
30 minutes the words and identify what theme of the Verbal
topic they belong to? lesson evaluation
According to these words
pictures
can you guess what is our
theme?
documentary, soap opera,
drama show
the news, weather, quiz
show, cartoon Learners
fashion show, chat show, answer the
sport game questions
comedy show, play, film, Mutual
children’s programme
avaluatio
music programme, police
drama, nature programme Learners make
Task2. Answer the up a description
questions of one genre Individual
1.Do you watch films? they want, avaluation
2.How often do you watch using the model
films? in task 3
3.What film genres do you
like to watch?
4.What film genres do you
know?
Task 3
Students listen the
description of three genres
of films, discuss in groups
and give your ideas.
a) It can last for months
and even years, the action
is the rather slow. If 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 assessment
3 minutes you learnt 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

Theme of the lesson: Reading and talking about film genres
7S6 begin to link comments with some flexibility
to what others say at sentences and discourse level
in pairs, group and whole class exchanges.
learn genres of films.
read and understand the short dialogue
give an opinion at discourse level
Сriteria Students will have succeeded in this if they:
1. Can use argument when speak or write.
2. Understand specific information
3 .give the opinion about the topic
4. Take part in discussing and solving problems in
groups
Previous learning Reading and talking about film genres
Plan
timings activities
Beginning GREETING PowerPoint
5 minutes Lead-in: presentation
Teacher greets learners and slides 1-7
sets environmentally-
friendly atmosphere within Learners guess
the classroom. PowerPoint
the movie
Pre-teaching activity genre on the
Teacher displays pictures screen.
one by one asking learners
to guess the movie genre on
the 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
30 minutes Teacher reads one movie watch a video evaluation
riddle and let learners as an answer presentation
guess it. of the riddle. slide 8
* It’s a fantasy movie. It
takes place in a world of
elves, dwarfs, and orcs.
Elijah Wood is in it. It’s
about a hobbit who has to Appendix
destroy a magic ring before
an evil wizard can get it. In Learners work
the end, he decides to keep in pairs using
the ring, but it gets the speaking
destroyed anyways. cards. Mutual
Learners’ possible answer: avaluatio
It’s the Lord of the Rings.
Presentation: Useful
language
I tell the learners that I'm going
to write some expressions on the
board. I tell them that they don't
have to write anything down
because I've already 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 Individual
class as I'm putting the Learners
avaluation
expressions on the board answer higher
Practice: Useful language order
Can anybody name a movie questions
that takes place in space? according to
What's a movie starring Bloom’s
Ewan McGregor? taxonomy
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.
Asking higher order
questions according to
Bloom’s taxonomy.
Speaking activity is aimed
at improving critical
thinking skills of learners
and for better practising
useful language. Teacher
should encourage learners to
ask higher order questions
and think critically while
performing the role play.
End FEEDBACK Self-assessment
Teacher summarizes the
5 minutes whole lesson 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

Theme of the lesson: Reading and talking about film genres

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.
Pronounce and understand the key words and
phrases : I like /don’t like …because ;
describe photos of actors and actresses
Make basic personal statements about films:
Think up in groups which films are worth to be
seeing.
Сriteria 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
Discuss in pair or groups films and make criteria
for a good film
Previous learning Reading and talking about film genres
Plan
timings activities
Beginning GREETING
5 minutes Teacher greets students; Learners
students respond to greeting answer Verbal
and take their places. 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 guess Cards,
30 minutes Teacher sticks cards with a the hero Mutual Pictures,
picture of film stars on the avaluatio Photos.
back of some pupils so they
can`t see them and they ask
questions to guess who is the Learners
hero. introduce
vocabulary
Vocabulary work.(English-
English)
1. Plot --the story of a book,
film, play
2. Scenario—a written
outline of a film, 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, Learners give
theatre, video, game an information Individual
5. Genre --a style of about films avaluation
category of art, music or he/she likes
literature (doesn`t like)
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, http//kino24.
film or TV programme kz
Task 1.Pair work: Discuss Learners

with your partners films like define the
or don`t like. genre of the
Ex; My favorite film is… filmName and
because…. describe the
I like the film….. because… main heroes
I don’t like the film….
because…
Task 2. Watch the extract
of Kazakh film
“Zhauzhurek min bala ”.
Define the genre of the film.
Name and describe the main
heroes. Say some words
about the plot of the film.
Why is this film considered
as the National Property?
Descriptors:
Define the genre of the
filmName and describe the
main heroes
Say some words about the
plot of the film.
Why is this film considered
as the National Property?
End FEEDBACK Self-
S-T “Star alley” assessment
5 minutes T-S “Oscar”
Homework: to maf your
favoutite ke a plan of film
genre
Saying goodbye

Theme of the lesson: Structure and criteria for a good film review
Learning objectives 7L2 understand with little support most specific

7S6 begin to link comments with some flexibility to
what others say at sentences and discourse level in
pairs, group and whole class exchanges.
• Use present perfect and present simple tenses
with no more than two or three mistakes;
• Use no more than 2-3phrases to express the
opinion about the film.
with no more than two mistakes;
• Use no more than 3-4phrases to express the
opinion about the film.
with no mistakes;
Use 5-6 phrases to express the opinion about the
film.
Previous learning Structure and criteria for a good film review
Plan
timings activities
Beginning GREETING
10 minutes Lead-in:
Show learners the video Learners can
“Introduction to film work in groups Verbal
genres”. After watching discussing the evaluation
the video learners should answers to the
try to guess the topic of given questions.
the lesson. Before
watching the video give
learners the task to
answer the 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 Learners learn Mutual

25 minutes lesson new words avaluatio
Vocabulary practice: connected with
Give the vocabulary the film genres,
connected with the topic new words
of the lesson. Learners “Entertainment
should 1) think about the and media
headings to the words; 2) (films)”
put them in the boxes
under these headings.
Learners work in groups.
Then, they exchange their
ideas in groups (peer-
assessment).
tasks:
More able learners make
up 8 sentences with the
new words. Individual
Describe the film avaluation
Less able learners make
genres using the
up 5 sentences with the
new vocabulary.
new words.
Formative Assessment
criteria:
achieve the goal;
achieve the goal.
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.
End Reflection Self-assessment

Give the learners the
5 minutes stickers 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

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
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.
Criteria 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 The teacher greets students;
10 minutes students respond to greeting
and take their places.
Lead-up: Learners Video
follow the Verbal material
Now we’ll watch some
evaluation
episodes of different films. instructions
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 Cards with
25 minutes divided into three groups heroes from
with the help of cards of the films
popular heroes from the
famous 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 Learners
Caribbean” answer the
II group – “Lord of Rings” given Individual
III group – “Harry Potter” questions avaluation
using internet.
I Task. (Group work).
What is the title of the film?
What type of film is it?
Is the film based on a book?
Who is the director of the
film?
Who plays the main parts in
the film?
Who are the main
characters? Each group
Where does the action take describes their
place? films with
Do you recommend to see some or no
it? support.
Descriptor: Mutual
1. Answer the questions avaluatio
using internet with some or
no support.
2. Pronounce all responses Copies with
clearly questions
3. Reply correctly Learners put
cards with
Your time is out. Now one pirate Jack
volunteer from each group Sparrow and
presents your story to two wizard
other groups. Dumbledore.
Assessment:
Group of Pirates-gold coin
Group of Lord of Rings-
gold ring
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 two groups.
Students put cards with
pirate Jack Sparrow and
wizard Dumbledore.
1. Group of Jack Sparrow
2. Group of Dumbledore
End FEEDBACK: Self-
Students complete the assessment
5 minutes bubble by answering the
questions.
Home task: Write a review

about your favourite movie
Saying goodbye
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
Express their opinion about the given film
speaking and writing.
Criteria 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 minutes Lead-up:
Now we’ll watch some
episodes of different films. Video
You should: material
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 Write a plan of a film Learners Verbal Cards with
25 minutes review with some or no write a plan evaluation tasks
support. Present the plan of a film
clearly and correctly. review with
Group 1 write a plan using some or no
the text of review support.
“The title of the film is The
Fellowship of the Rings. It
is a fantasy film. It is based
on the famous book The Present the
Lord of the Rings. plan clearly Mutual
This fantasy film is directed and correctly. avaluatio
by Peter Jackson. The main
parts are played by Elijah
Wood and Ian McKellen.
The acting is exciting.
The action takes place in
Middle Earth. 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. Cards with
I was excited to see this Both groups tasks
fantasy film. It is extremely present their
interesting and thrilling. plans and
I recommend to see this compare.
film to everybody who like
adventures.” Learners
match the
Group 2 puts the plan in Individual
phrases with
logical line. avaluation
The type of the film
the plan
The place
The title
The director
Your opinion
The characters
The time
The main idea
The actors
Match the phrases with

the plan
The plan
Some expressions for a film
review
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-assessment

Students complete the
5 minutes bubble by 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

Theme of the lesson: Writing a review about a film for a school
magazine or e-zine
Learning objectives 7.L2 Understand with little support most specific

information in
extended talk on a limited range of general and
curricular topics
7.W3 Write with moderate grammatical accuracy on
a limited range
of familiar general and curricular topics
7.W4 Use with some support style and register
appropriate to a
limited variety of written genres on general and
curricular topics
Express their opinion about the given film speaking
and writing.
Criteria 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
Previous learning Writing a review about a film for a school magazine
or e-zine
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 Work with a Verbal Pictures

10 minutes “Brainstorming” partner . evaluation
What do you think the Look at the
video will be about? pictures and
describe them.
Teacher suggests listening
activity to the learners.
Learners listen to the
passage “My favourite
film”. They get a sheet
with the tasks. Teacher Learners listen
gives them some time to for the first time
look through the tasks and and match the Mutual
search the words that they speaker to the avaluatio
do not know. genre of film.
Before listening teacher
discusses the assessment
criteria together with the
learners:
➢ Recognise particular
information and
details while
listening Learners write a
short newspaper
➢ 11 questions out of
note about your
14 should be done favourite movies.
correctly (85 %) Individual
Then they listen for the avaluation
first time and match the
speaker to the genre of
film. They listen twice.
WRITING
Write a short newspaper
note about your
favourite movies.
Learners write 50 – 60
words passage about their
favourite film explaining
why they like it. In their
passage they should
express their feelings and
opinion and present
information at least to 4
questions out of 6:
1. What is the title of the

film?
2. What genre is it?
3. What is it about?
4. Where and when is the
film set?
5. Who are stars in the
film?
6. Why do you
recommend this film?
For the writing task
learners get maximum 4
points.
End Feedback Self-

Feedback. The teacher assessment
5 minutes gives 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

absent:
Theme of the lesson: Unit revision
Learning objectives 7.L2 Understand with little support most specific
information in
extended talk on a limited range of general and curricular
topics
7.W3 Write with moderate grammatical accuracy on a
limited range
of familiar general and curricular topics
7.W4 Use with some support style and register
appropriate to a
limited variety of written genres on general and curricular
topics

Understand the opinion of others, working with whole
class, in groups and pairs
Express their opinion about the given film speaking and
writing.
Criteria 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
Previous learning Unit revision
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: PPT
25 minutes What should you do? Learners
Assessment: write a Verbal
Group of Jack Sparrow film evaluation
- review
Group of Dumbledore - with some
support
Bloom’s taxonomy. style.
Group of Jack
Sparrow:
identify,match,translate
and present
Learners
Group of
write a
Dumbledore:
review to Mutual
distinguish,
the given avaluatio
differentiate, analyze
films with
and present
no
Task. Write a review
support
to the given films with
or some
no support or some
support style. support
Perform it with no style.
support or by Perform it
reading. Present your with no
story clearly and support or
without mistakes. by
(Pair-work) reading.
Group of Dumbledore Present
(several pairs)- write your story
the review to the given clearly
films with no support. and
Perform it with no without
support clearly and mistakes.
without mistakes.
Group of Jack Sparrow
(several pairs)- write
the review to the given
films with some
support. Perform it by Individual
reading and clearly. avaluation
The title of the film
is…
It is a… . It is based Learners
on… write a
The film is directed review to
by… the given
The main parts are films with
played by… no
The film has an support
extremely … acting. style and
The action takes place without
in…. mistakes.
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 do?
Criteria: Express their
opinion about the
theme speaking and
writing.
Assessment:
Group of Jack Sparrow
-
Group of Dumbledore -
Bloom’s taxonomy:
Group of Jack
Sparrow: analyses
Group of
Dumbledore:
compose, create,
organize, collect,
prepare.
End Feedback Self-

Feedback. The teacher assessment
5 minutes gives comments 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
Unit 7: Natural Disasters

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 extended talk on a limited range of general
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
• Practice topical vocabulary through such activities as
matching and drawing dictation;
• Read the text and find the words according to the
definitions;
• Read the text and give full and grammatically correct
answers to the questions;
Provide unprepared speech to answer a variety of
questions at sentence level and in conversations with
some flexibility;
Criteria 1. understand the meaning of the words on topic in speech
2. know and apply the vocabulary and make up sentences
with it to talk about the topic
3. synthesize and link sentences into coherent paragraphs
to write on the topic
Plan
Planned Planned Learners’ Evaluation Resources
timings activities activities
Begining Warmer: PPP

5 min Disaster
Dictation:
Instructions: Learners
Tell your learners describe a
you are going to scene that you
describe a scene would like
that you would them to draw.
like them to draw.
“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
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 Learners look Individual
30 min the lesson at the slides avaluation
Vocabulary. and try to
Lead-in: guess the
The answers are: names of
earthquake, flood, natural
tornado, and disasters,
avalanche. shown on the Appendix
Follow-up pictures. 1
questions: Learners Work-
What comes to match words sheet
your mind when with the Verbal
you hear the pictures evaluation
words “natural Learners read
disasters”? the
What natural information
disasters could about the
happen in your disasters and
Mutual
region / area? write their
Vocabulary names on the avaluatio
Practice. lines
Matching:
Learners are
offered to practise
topical
vocabulary, so
they do a
matching
exercise, given on
the work-sheet.
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 (task
2).
End REFLECTION. Self-

5 min “Snow-ball” assessment
Game
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
LESSON 68 School: StavropLESSON 68

Unit 7: Natural Disasters Unit 7: Natural Disasters
olka Secondary School
Theme of the lesson: Looking at natural disasters in Kazakhstan and
around the world

7.L4 understand with little support some of the
implied meaning in extended talk on a limited
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
coherent paragraphs using a variety of basic
connectors on a range of familiar general topics
and some curricular topics
understand and use the vocabulary on the topic
«Natural Disasters»
use appropriate vocabulary and syntax on a wide
range while talking and writing about the topic
organize sentences into paragraphs to write about
the topic «Natural Disasters»
Criteria 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
Previous learning Looking at natural disasters in Kazakhstan and
around the worl
Plan
timings activities
Begining GREETING PPP

5 min The teacher and students greet
each other. Examine the
The teacher sets the goals and pictures of
criteria of the lesson. different natural
Lead-up: disasters and
Disasters: forest fire, their mixed
earthquake, volcanic eruption, names on a
flooding, tornado slide.
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
5) an overflowing of water
onto land
Check the answers with a
click and then say the
definitions yourself.
Middle Listening Learners listen Verbal
30 min Concept Checking: What to the extracts evaluation
should you do? of the texts and
Extract 1 Cracks or weaknesses define what
allow magma to rise up. disaster is
Pressure builds up which, then, described
releases suddenly causing the proving your
magma to explode. Magma that answer with the
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 Learners define
build. The disaster may be the described
caused by heavy rainfalls when disaster while
rivers flow over their banks. listening to the
Extract 3 It is caused by the Individual
extracts
shaking of the earth’s surface. It avaluation
and name the
happens when two blocks of the key words
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 Reflection. Self-

5 min Students stick the smiles to assessment
the traffic 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

Theme of the lesson: Looking at natural disasters in Kazakhstan and
around the world

7.L5 recognise the opinion of the speaker(s) in
supported extended talk on a range of general and
curricular topics
and syntax to talk about a range of general
topics, and some curricular topics
coherent paragraphs using a variety of basic
connectors on a range of familiar general topics
Match words with definitions, solve crossword;
Read the text and answer the questions;
Explain own point of view while speaking on
topic of natural disasters;
Use critical thinking skills and a wide range of
topical vocabulary while discussing natural
disasters;
speech
around the world
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

30 min Teacher suggests vocabulary solve avaluation
activity to the learners. They crossword
solve 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: Learners use
2. a sudden violent movement of the words
the ground from the
3.a strong wind that blows in a crossword to
circle Mutual
5.hot liquid rock
complete the avaluatio
7.(of a volcano) to explode and sentences
throw out fire, lava, smoke etc.
Vocabulary Task 2
1. Last night volcano Maui
___________ and the hot
___________ poured downhill.
Since there are two villages located
at the foot of the volcano, the local
population was ___________.
2. The devastation caused by
superstorm Sandy, particularly in
New York and New Jersey, is
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 assessment
disaster can 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


Theme of the lesson: Discussion about Disaster statistics in
Kazakhstan
SA
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
and syntax to talk about a range of general topics,
7.S8 recount some extended stories and events on
a growing range of general and curricular topics
understand and use the vocabulary on the topic
use appropriate vocabulary and syntax on a wide
range while talking and writing about the topic
organize sentences into paragraphs to write about
the topic «Natural Disasters»
speech
around the world
Plan
timings activities
Begining GREETING Learners Verbal PPP

150 min The teacher and students listen to the evaluation
greet each other. definitions
The teacher sets the goals and guess a
and criteria of the lesson. word and an
Lead-up: appropriate
Examine the pictures of picture
different natural disasters
and their mixed names on a
slide.
Disasters: forest fire,
earthquake, volcanic
eruption, flooding, tornado
Listen to the definitions and
guess a word and an
appropriate picture.
Definitions:
when magma is realised from
a volcanic vent
wooded area
3) the shaking of the surface
of the Earth
wind
onto land
Concept Checking: What
should you do?
Students are assessed with
points.
Acquired Skills: listening,
speaking, understanding,
critical thinking, assessment
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 questions.
be?
2. What most often causes
tsunamis?
3. Where do most tsunamis
occur?
4. What are two other ways Learners
tsunamis can be caused? work in small
5. What is the best defense groups.
against tsunamis? Present ideas
answering
SPEAKING the questions
Task 2: Work in small below.
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 stick the smiles to assessment
the traffic 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

Unit 7: Natural Disasters Margulan

Grade: 7 Number Number absent:
present:
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 All learners will be able to identify the
natural disaster and write its name
correctly under the picture
Most learners will be able to answer the
questions according to the article, make up
a list of notices and warnings for each
natural disaster.
Some learners will be able to present
analytical information given in the graph
using new vocabulary
Assessment criteria Provide unprepared speech to convey
ideas including emotions and senses
Apply topic related vocabulary in speech
appropriately arranging words and phrases
into well formed sentences
Previous learning
Plan

timings activities
Begining Greeting. Increasing learner’s
5 min attention level by procedural and
lesson hook.(TML)
What is the climate of our country? Learners
answer the Verbal
Is the climate of the southern part
questions evaluation
different from the northern part
climate? 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
30 min sounds of nature. Describe what is listen and try avaluatio
happening. Match the sounds with to catch the
pictures. sounds of
nature.
Practice correct spelling and Describe
pronunciation of the new vocabulary what is
by writing them under suitable happening.
pictures. Match the www.dixinew
sounds with s.kz
Task reading pictures.
Assessment criteria:
Realise particular facts and parts in
www.zakon.k
reading passage
z
Convey relevant ideas, provide
effective feedback
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) Learners
earthquakes/floods in Kazakhstan make up a Individual
since 2010. list of notices avaluation
and warnings
Make up a list of notices and for each
warnings for each natural disaster. natural
Descriptors: disaster.
Reads the articles. Presents facts
correctly.
Effective collaborative work for Learners
producing ideas choose one
Speaks with sufficient topical word and try
vocabulary to explain it
to others
Final task. Adopt a word (D. by without
outcome ) naming your
Read the words. Choose one word word.
and try to explain it to others without
naming your word. Others should
guess
Earthquake, volcanic eruption,
hurricane, tornado, extreme cold,
extreme heat, floods, landslides
End At the end of the lesson, students Self-

5 min reflect 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

present:
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
7.R6 recognise the attitude or opinion of
the writer on a range of unfamiliar general
7.S5 keep interaction with peers to
negotiate, agree and organise priorities and
plans for completing classroom tasks
Read and write the newspaper articles
about natural disasters with support;
Plan, write, edit and proofread the news
articles with support.
Аnalyze the elements of a newspaper
article structure;
Assessment criteria - 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
Previous learning
Discussion about Disaster statistics in
Kazakhstan
Plan

timings activities
Begining a)Procedural questions Learners divide Pictures
5 min b)Setting the lesson objectives according the
c) “Puzzle”. Dividing into 3 chosen picture.
subgroups. Teacher uses pictures to
divide the class into three subgroups.
Teacher forms three subgroups
KHABAR, KTK, 31CHANNEL
Middle Task1 Active learning. Setting Learners

30 min topical atmosphere. choose true or Individual
“Tick or cross” Do you know how to false sentences avaluation
write a magazine article?
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. Learners
5. You should ask the reader identify how to
questions in your article. write a
magazine https://www.
Task2 Reading comprehension.
article Verbal youtube.com/
Learners work individually. They
should think about 5 Wh questions evaluation watch
as “What? Who? When? Where?
Why? How?” Then, learners peer Handout 2
assess each other on these questions.
Five “W’s + H” questions
Learners write down their definition
in the newspaper article structure in
the columns (connected with the Learners make
natural disaster you are going to up Wh-
write about. questions about
disaster
(Modelling)
What? – What type of natural
Mutual
disaster happened? avaluatio
Who? – Who suffered in this
disaster?
When? – When did this 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


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
7.S5 keep interaction with peers to negotiate,
agree and organise priorities and plans for
completing classroom tasks
Read and write the newspaper articles about
natural disasters with support;
Plan, write, edit and proofread the news articles
with support.
Аnalyze the elements of a newspaper article
structure;
Assessment criteria - 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
Previous learning
Discussion about Disaster statistics in Kazakhstan
Plan

timings activities
Begining Brainstorming Learners find
5 min 13 words in the
MAGOR* * word search
N AAB OUT box and make a
E - ZI NE* sentence with
the remaining
WRI T I NG
letters guess the
S CHOOL* title of the
P DI S AS T lesson
A RT I CLE
P ERF ORR
Middle Teacher demonstrates the Learners watch Verbal

30 min video about “Aral Sea” to the video and evaluation
learners. This way the give
teacher can visualize the information
disasters. Because some of about disaster
the learners in the class can
be visual learners, while
some can be audial ones.
For kinesthetic learners
teacher will use the method Learners read
of TPR by using certain the text about
actions to remember. Aral Sea and
answer the Mutual
Aral Sea 1989-2014y
questions avaluatio
Imagine that you are a journalist.
You are going to the city where
the natural disaster happened a
day ago. You interviewed the city
residents and watched the places
that were 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?)
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 Self-
5 min newspaper article about one assessment
of the natural disasters
which happened in
Kazakhstan. Pay attention
to the structure of an article.
• 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


Theme of the lesson: Refugees and natural disasters
Learning objectives(s) 7.R2 Understand specific information and

that this lesson is details in texts on a range of familiar general
contributing to and curricular topics
7.S5 Keep interaction with peers to negotiate,
agree and organise priorities and plans for
completing classroom tasks
Lesson objectives Learner uses at least 5 words on ‘Natural
Disasters’ topic.
Learner gives a full answer to the question from
the card.
Learner’s speech is understandable.
Learner asks at least 2 questions.
Learner answers at least 2peers’ questions.
Assessment criteria • 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
Previous learning Writing a newspaper article about a disaster
for a school magazine or school e-zine
Plan

timings activities
Begining At the beginning of the
5 min lesson, teacher greets the
pupils and divides into two
groups by numbers. Learners
watch the Verbal
Then introduces the new
video and evaluation
theme with a video. After
showing the video, teacher answer the
asks some questions in order questions
to know how they have
understood the main idea of
the video.
1. How do you think about
this video?
2. What kind of disasters
were in this video?
Middle Reading
30 min Task 1: Read the text
Learners read Mutual
below and mark the
the text below avaluatio
sentences True or False.
and mark the
Haiti in Ruins After Huge
sentences True
Earthquake
Example: The earthquake that hit
or False.
Haiti was a magnitude 16 in
strength. False
1. Most Haitians were having
their breakfast when the
earthquake hit.
2. The President’s palace was in
ruins after the earthquake.
Learners
3. The article says Haiti’s
president believes 3 million choose the
question and Individual
people are suffering.
4. Haiti’s ambassador to the US be ready to avaluation
has a good idea of casualty answer it after
figures. the teacher
5. Most Haitians are so poor they starts the
live on less than two dollars a
conversation.
day.
6. Haiti was hit by four different
hurricanes in 2008.
Speaking
Task 2: Choose the
question and be ready to
answer it after the teacher
starts the conversation.
You should add your ideas
to the class discussion.
Teacher organizes a Socratic
seminar 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.
These are some rules to
this task:
Ask questions if you do not
understand what someone has
said
You do not need to raise your
hand to speak.
Pay attention to your “airtime”.
Don’t interrupt.
Don’t put down the ideas of
another learner.
Example: What are the safety
rules for an earthquake
emergency?
Learner’spossible answer:
Don’t panic.Get under a
table or a desk. Check for
injuries.Call emergency
services to get help for
injured persons. Leave the
room. Exit the
building.Once outside, move
to the evacuation assembly
point. Wait for further
instructions.
What can be done to prevent

natural disasters?
What are possible preventive
measures?
How can we help victims of a
natural disaster?
What problems do people have
after a natural disaster?
Could the Internet be helpful in
case of a disaster? In what way?
Have you ever seen a natural
disaster movie?
In your opinion, what’s the worst
natural disaster?
Why?
End FEEDBACK: Self-
5 min Students complete the assessment
bubble by answering the
questions.
Home task: to repeat the
words and grammar themes
Saying goodbye

Learning objectives(s) 7.W1 plan, write, edit and proofread work at

that this lesson is text level with some support on a range of
contributing to general and curricular topics
7.W3 write with moderate grammatical
accuracy on a limited range 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
understand specific information and detail of
the text
identify new vocabulary of the given text
- answer the questions related to the text
- discuss the topic exploring the disasters
Assessment criteria Realize particular facts and parts in reading
passage
Demonstrate an ability to organize and express
idea clearly
Support a talk with peers while agree, disagree
and discuss the order of actions and plans to
fulfill the tasks
Plan

timings activities
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
30 min Pre-reading: Learners Verbal
What kind of natural should answer evaluation
disasters do you know? the
questions. https://englis
Why are the disasters so
hlive.ef.com/
dangerous?
Learners read blog/english-
Task 1. Read the text and talking-
(scanning) understand the natural-
Underline the natural meaning of the disasters/
disasters and try to explain text.
them with your own words.
What’s the worst natural
disaster in your opinion?
‘Floods’ are opposite to
Learners
‘droughts’. A drought
read and
happens when there has
understand the Mutual
been no rain for a long time.
meaning of the avaluatio
The land becomes too dry
text.
and it is impossible to grow
any plants.
A ‘drought’ may result in a Learners
famine where there is not underline the
enough food for people and natural
they start to starve (die from disasters and
not eating). try to explain
A ‘hurricane’ (Atlantic them with
Ocean), ‘typhoon’ (Pacific their own
Ocean) or ‘tropical storm’ words.
(Indian Ocean) is an intense
thunderstorm which usually
occurs in late summer. They
result in strong winds and
heavy rain.
‘Volcanic eruptions’ send
red hot lava flowing. Lava is
a type of liquid rock called
magma. Learners speak
‘Earthquakes’ occur when about refugees
pressure is suddenly and natural
released which causes the disasters by
ground to move and shake answering
violently. If the earth quakes Individual
these
beneath water then the questions. avaluation
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.
Activity: «Hot- air-
balloon»
Who are the refugees?
Why do the refugees move to
another country?
Some countries are not
allowed them to enter the
country why?
5 min 1.What new things have you assessment
learnt 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


Learning objectives(s) 7.W4 use with some support style and register
that this lesson is appropriate to a limited variety of written genres
contributing to on general and curricular topics
7.L6 deduce meaning from context with little
support in extended talk on a limited range of
understand specific information and detail of the
text
identify new vocabulary of the given text
- answer the questions related to the text
- discuss the topic exploring the disasters
Assessment criteria Realize particular facts and parts in reading
passage
Demonstrate an ability to organize and express
idea clearly
Support a talk with peers while agree, disagree
and discuss the order of actions and plans to
fulfill the tasks
Plan

timings activities
Begining Warm-up
5 min Then, ask learners to think Learners can A4 papers,
of possible natural give different markers for
disasters which can be variants of learners
drawn on the worksheet. natural
After that, learners should disasters.
write 3-4 sentences to
describe the natural
disasters they have drawn
paying attention to the
questions “What? Where?
When? How?”.
Middle Vocabulary practice: Worksheet 1.
30 min Give learners the task to Learners follow
work with the vocabulary the instructions Mutual
on the natural disasters. avaluatio
tasks:
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. Formative
Give learners the task to assessment
read a newspaper article task.
“Seriously powerful
weather satellite put into Learners
space” and do True/False
comprehension tasks after sentences
the text according to the
levels.
Formative assessment: Learners match

Differentiation of the tasks the words from
according to the text: the article with
Less able learners (Level their synonyms
1) should do the task
Learners read
True/False according to
the article one
the sentences given in the Individual
more time, find
article. They will get avaluation
out and analyse
“Achieved” if they have 6
the elements of
right answers out of 8.
the structure of
More able learners (Level the newspaper
2) should do the task article.
“Synonym matching”
where they should match
the words from the article
with their synonyms. They
will get “Achieved” if they
have 8 right answers out of
10.
Learners should read the

article one more time, find
out and analyse the
elements of the structure
of the newspaper article.
Learners can work in
groups. Then, the learners
present their ideas in
groups. All ideas can be
transferred to the
whiteboard. After
presenting the ideas, show
learners the structure of
the newspaper article.
Learners should check
themselves the elements of
the structure (self-
assessment).
End Reflection: Self-
5 min Learners should write assessment
three best moments during
the lesson, and one
moment which was not so
good.
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


present:
Theme of the lesson: Summative control work for the 3d
term
Learning objectives 7.L4 Understand with little support
some of the implied meaning in
extended talk on a limited range of
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
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.
Previous learning Refugees and natural disasters
Plan

timings activities
Begining GREATING
3 min The objects of the lesson
Middle LISTENING Learners Individual
35 min Task. Listen to the recording twice and listen to the avaluation
answer the questions. Write NO MORE recording
THAN THREE WORDS or A twice and
NUMBER.CD3. Tapescript 3.OR answer the
Go to this link to listen information. questions.
http://www.autoenglish.org/listening/JK.h Write NO
tm MORE
THAN
Example: 0. Was she happy in her
THREE
marriage? No, she was not.
WORDS or A
1. What did J.K. Rowling study at NUMBER
university?
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. Learners read
the text
Part 2. Find some inconsistences in the
carefully and
statements. Mark these sentences Yes,
answer the
No, Not Given.
questions.
1. Fishermen all over the world know when
Find some
hurricanes start.
inconsistences
2. Hurricanes usually start in the
in the
steppe.
statements.
3. The best place to hide from hurricane is
Mark these
indoors.
sentences Yes,
4. Humans’ names are not given to the No, Not
hurricanes. Given.
WRITING
Task. Look at the films below. Choose Learners write
one of them to write a review about. Use a review
linking words and connectors in about one of
sentences to make some coherent the films
paragraphs. You can use prompts for
your answer.
Write the name, actors, genre
Write about acting, music,
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 Learners
Task. You will be given a card which should
asks you to retell a short story about a include your
particular situation. You will be given 1 ideas while
minute to prepare your talk and then 1-2 telling it.
minutes to speak. Your classmates
prepare the questions to ask you on the
topic.
End Reflection: Self-
2 min Learners should write three best moments assessment
during the lesson, and one moment which
was not so good.
Home task: revise grammar
Saying goodbye


Theme of the lesson: Unit revision
Learning objectives(s) 7.L4 Understand with little support some of the

that this lesson is implied meaning in extended talk on a limited
contributing to 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
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.
Previous learning Summative control work for the 3d term
Plan

timings activities
Begining GREETING
5 min The teacher and students
greet each other.
The teacher sets the goals
and criteria of the lesson.
Lead-up: Examine the
Disasters: forest fire, pictures of
earthquake, volcanic different
eruption, flooding, tornado natural
Listen to the definitions and disasters and
guess a word and an their mixed
appropriate picture. names on a
Definitions: slide.
when magma is realised
from a volcanic vent
wooded area
3) the shaking of the
surface of the Earth
wind
onto land
Concept Checking: What
should you do?
Middle Reading Learners read Individual

30 min Task 1: Read the text the text below avaluation
below and mark the and mark the
sentences True or False. sentences True
Haiti in Ruins After Huge or False.
Earthquake
Example: The earthquake
that hit Haiti was a
magnitude 16 in strength.
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 Learners solve
people are suffering. crossword
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 Mutual
dollars a day. avaluatio
6. Haiti was hit by four
different hurricanes in
2008.
Vocabulary Task 1
Teacher suggests
vocabulary activity to the
learners. They solve
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.
5 min Learners should write three assessment
best moments during the
lesson, and one moment
which was not so good.
Home task: revise lexical
structures
Saying goodbye

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иршLESSON 49 School: Petrovka Secondary School

Unit 5: Reading for Pleasure

Begining Organization Cards

Begining GREETINGS Stickers

Middle Fiction or Non- Learners should Verbal Pictures

End REFLECTION Learners create Self-

Learning objectives 7.C3 respect differing points of view;

Begining Organization moment

End REFLECTION Self-

LESSON 52 БББББ School: School after A. Margulan

Learning objectives 7.S.6 Begin to link comments with some

Begining Organization moment

Middle Make up the sentences Learners Verbal

Learners find the

Shakespeare plays told

Find the compound and

End FEEDBACK Self-

Home task: Write about

7.C8 develop intercultural awareness through

Match the words and their

LESSON 54 School: Secondary School after A. Margulan

7.C8 develop intercultural awareness through

LESSON 55 School: Secondary School after A. Margulan

7.C3 respect differing points of view

LESSON 56 School: Secondary School after A. Margulan

7.C3 respect differing points of view

Reading: Get rid of your

LESSON 57 School: Secondary School after A.

7.C1 use speaking and listening skills to

Criteria general and curricular topics,

LESSON 58 School: Secondary School after A. Margulan

7.C3 Respect differing points of view

Hometask: Learn the film

LESSON 60 School: Secondary School after A. Margulan

LESSON 61 School: Secondary School after A. Margulan

Learning objectives 7C7 develop a sustain a consistent argument when

Task 1.Pair work: Discuss Learners

LESSON 62 School: Secondary School after A. Margulan

Learning objectives 7L2 understand with little support most specific

Middle The main part of the Learners learn Mutual

End Reflection Self-assessment

LESSON 63 School: Secondary School after A. Margulan

Acquired skills (Bloom’s

Home task: Write a review

Learning objectives 7.L1 recognise short basic instructions for a limited

Match the phrases with

End FEEDBACK: Self-assessment

LESSON 65 School: Secondary School after A. Margulan

Learning objectives 7.L2 Understand with little support most specific

Middle Method Work with a Verbal Pictures

1. What is the title of the

End Feedback Self-

LESSON 66 School: Secondary School after A. Margulan

Lesson objectives All learners will be able to:

The main characters

End Feedback Self-

Date: Teacher name: Dreband A.

Begining Warmer: PPP

End REFLECTION. Self-

LESSON 68 School: StavropLESSON 68

Learning objectives 7.C9 use imagination to express thoughts, ideas,

Begining GREETING PPP

End Reflection. Self-