Short term plan

Unit: 7 Healthy habits lesson 79

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title People in sport

Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say
with a sentence or reasoning with some flexibility;
7. 5. 5. 1 on some familiar general and academic topics with some supported
examples of argumentation and justification;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn vocabulary for people in sport.
- Play the Team Manager game.
- Learn about imperatives.
- Practise using imperatives to give advice

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss write the word sport on the Learners read the given feedback. Assessment
board. sentences on the board The teacher to sheet Kazakh’s
Put students into pairs and ask them to and guess the topic and assess learners legend animal
write down as many names of sports as they share with their ideas. for their ability.
can in two minutes. “Good job!
Ask students to call out sports they have Well done!”
written down. Write them on the board. Formative
Ask students if they know any words for Assessment
people in sport. Elicit a few words and
write them on the board
Teacher tells values of this month. The
ability to value work, the results of one’s Descriptor:
own and others’ work, the ability to -do the home
assess the contribution of work results to Learners do the home task task-1
the development of the country and
society.

Checking the home task

Middle Task. I (Wh, I) Ex: 1 P:92 Students match photos Descriptor:
35 min Teacher asks Ss match the words with the with six of the words. A learner Pictures
photos. Answers: -match the
Check answers with the class, and model 1 referee photos-1
and drill pronunciation of any words that 2 supporter -use six of the
are new to students. 3 TV reporter words -1
4 captain Point-2
5 champion
6 loser
 Task. II (Wh, I) Ex: 2 P:92 Students complete the Descriptor:
Teacher asks Ss complete the sentences sentences with your own A learner Stickers
with their own ideas. This activity is based ideas. - complete the
on general knowledge. In some classes you Answers: sentences -1
may need to group students who do not sentences with their own Point -2
know much about sport with those who do. ideas.
Ask students to check their answers in
pairs. Then ask some students to read their
answers to the class.
Differentiation:
Learners will be supported by teacher and
by helpers from his class.
Task. III (Task for understanding) Students work in pairs. Descriptor:
Ex: 3P:92 Read the information. A leaarner
Teacher sks Ss some students to report their Answers: - work in pairs -
own results and their partner’s results. Ask Student’s own answer 1
whether they agree with the results. - read the
In a stronger class, go through each information -1
question and elicit why each option implies Point -2
good or bad management skills. Follow up
by asking for adjectives which describe a
good manager.

Task. IV (Task for understanding) Students study the Descriptor:

Ex: 4 P:92 imperative sentences in - read
Teacher asks students focus on the the table. Then answer the imperative
examples in the table with the class, then question. sentences -1
ask students to answer the questions. Answers: - answer the
Differentiation: 1 The negative is formed question.
Learners will receive support from the with do not or don’t. -1
teacher and classmates who assist them 2 No. Point -2

Well done
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”
 Short term plan

Unit: 7 Healthy habits lesson 80

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Women in sport

Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say
with a sentence or reasoning with some flexibility;
7. 4. 1. 1 to understand the main idea of texts in the context of unfamiliar general
and educational topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Read about a female racing driver.
- Read for general meaning and specific information.
-Give your opinions about sport

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss write Formula 1 on the Learners read the given feedback. Assessment
board. Elicit the meaning and ask students sentences on the board The teacher to sheet Kazakh’s
what they know about the sport. and guess the topic and assess learners legend animal
Ask students if they know any Formula 1 share with their ideas. for their ability.
drivers, then ask if they think that women “Good job!
also race Formula 1 cars Well done!”
Formative
Teacher tells values of this month. The Assessment
ability to treat the results of other
people's work with care.

Descriptor:
Checking the home task -do the home
Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:94 Students sportsmen are Descriptor:

35 min Teacher asks Ss read the task with the class often more famous than A learner Pictures
and ask students for their ideas. Ask sportswomen. - read the task -1
students to justify their ideas with reasons. Answers: - answer the
You could ask whether the situation is the Students’ own answers question -1
same in all sports, comparing football with Point-2
athletics, for example.

Task. II (Wh, I) Ex: 2 P:94 Students read the Descriptor:

Teacher asks Ss read through the interview interview and match A learner Stickers
questions with the class and clarify that the interview questions with - read the
text is a transcript of the interviewee’s answers in the text. interview -1
answers. Answers: - match
in a stronger class, ask students to say 1B interview
 which part of the answers they used to 2A questions -1
make their choices. 3G Point -2
Differentiation: 4D
Less motivated students help them identify 5F
the areas of the text which dictate which 6E
choices to make
Task. III (Task for understanding) Students read the text Descriptor:
Ex: 3P:92 again and complete the A leaarner
Teacher asks Ss read the text again more sentences with one, two - read the text
carefully and complete the sentences. Note or three word again -1
that sometimes more than one word is Answers: - complete the
needed 1 watched sentences -1
Differentiation: 2 rally cars Point -2
Learners will receive support from the 3 massive / popular
teacher and classmates who assist them 4 competitors
5 money
6 sponsors

Task. IV (Task for understanding) Students complete the Descriptor:

Ex: 4 P:92 sentences with the words A leaarner
Teacher asks students find the words and in blue in the text. - complete the
phrases and work out the Answers: sentences -1
meanings, then complete the sentences. 1 support -use the words
In a stronger class, after translating the 2 have a go at in blue -1
words, students could also use the words in 3 competed Point -2
their own sentences to show 4 racing
they understand them in context 5 situation
Differentiation: 6 atmosphere
Less motivated students will check
Well done
understanding of the words and phrases,
for example, by asking students to translate
them
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 81

School
 Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Talk about plans and predictions ./To be going to

Learning objectives 7. 4. 1. 1 to understand the main idea of texts in the context of unfamiliar general
and educational topics;
7. 5. 5. 1 on some familiar general and academic topics with some supported
examples of argumentation and justification;
7. 6. 8. 1 use various forms of the future tense, as well as the extended present
tense in the sense of the future, in relation to many familiar general and skillful
learning topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn be going to for plans and intentions.
- Write about plans and intentions using be going to.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher refer students back to the reading Learners read the given feedback. Assessment
text on page 70. Ask students to look in the sentences on the board The teacher to sheet Kazakh
first paragraph of the text and ask: What is and guess the topic and assess learners yurt
Karen going to do next year? share with their ideas. for their ability.
Elicit the sentence: She’s going to try “Good job!
Formula 3. Write the sentence on the board Well done!”
and underline going to. Elicit that be going Formative
to refers to future plans. Assessment
Ask students to find more examples of be
going to in the text.
Teacher tells values of this month. The
ability to effectively plan your time and Descriptor:
invest efforts to achieve and improve the -do the home
results of any activity. Learners do the home task task-1
Checking the home task
Middle Task. I (Wh, I) Ex: 1 P:95 Students order the words Descriptor:
35 min Teacher encourage students to check their to make sentences. A learner Pictures
answers in the text before completing the Choose the correct words. - choose the
rule Answers: correct words -1
1 I’m going to have a go Point-1
Differentiation: at Formula 3.
Learners will receive support from the 2 I’m not going to stop
teacher and classmates who assist them racing.
3 He’s going to contact
more sponsors.
4 My sponsors aren’t
going to give me much
money
Task. II (Wh, I) Ex: 2 P:95 Students study the Descriptor:
Teacher asks Ss have completed the information and complete A learner Stickers
sentences ask them to compare answers in the sentences - read the
pairs Answers: information -1
Differentiation: 1 are going to buy - complete the
Less motivated students go through the 2 is going to race sentences-1
rules together and complete the sentences 3 isn’t going to race Point -2
by support 4 is going to contact
5 isn’t going to contact
6 aren’t going to look for
 Task. III (Task for understanding) Students write sentences Descriptor:
Ex: 3 P:95 about your plans using A learner
Teacher remind students they are writing affirmative and negative - write sentences
about their own plans. In a stronger class, form of to be going to. -1
ask them to write true sentences using their Answers: - use affirmative
own verbs Students’ own answers and negative
form -1
Point -2

Task. IV (Task for understanding) Students study the Descriptor:

Ex: 4 P:95 examples. Which A learner
Teacher asks Ss study the examples with sentences is a plan and - read the
the class and elicit the answer to whish is prediction? examples-1
the question in the instructions. Answers: - answer the
Differentiation: 1 plan question -1
Learners will receive support from the 2 prediction Point -2
teacher and classmates who assist them

Well done
Task. V (Task for understanding) Students write sentences Descriptor:
Ex: 5 P:95 with to be going to or A learner
Teacher Remind students to read the will. - write sentences
sentences carefully and Answers: -1
check they understand the context. In a 1 are going to meet -use be going to
weaker class, you could decide as a class 4 ’ll be or will -1
which are plans and which are 2 will be Point -2
predictions before students complete the 5 is going to leave
sentences. 3 are going to play

End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 82

School
Teacher name
Date:

Grade: 7 Number present: absent:

 Lesson title Talk about sports/ Compound nouns
Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 5. 4. 1 to use appropriate style and language form in some written genre for
general and educational topics;
7.6.1.1 begin to use basic abstract nouns and compound nouns and noun phrases
describing times and location on a growing range of familiar general and curricular
topics
Lesson objectives Learners will be able to:
(assessment criteria) - Learn compound nouns related to sport.
- Listen to three people talking about sport for the disabled.
- Listen for general meaning and specific details.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the Assessment
5 min Warm up: process, gives sheet Kazakh’s
Teacher asks Ss to name some people in Learners read the given feedback. legend animal
sport. Write their names on the board and sentences on the board The teacher to
ask: What is this person? Elicit the and guess the topic and assess learners
compound nouns tennis / football player share with their ideas. for their ability.
and write them on the board. Focus on the “Good job!
compound nouns and tell students they are Well done!”
going to learn more compound nouns to do Formative
with sport. Assessment
Teacher tells values of this month. The
ability to value work, the results of one’s
own and others’ work.
Descriptor:
-do the home
Checking the home task Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:96 Students order the words Descriptor:
35 min Teacher allow students time to read the to make sentences. A learner Pictures
sentences and choose the correct answers. Choose the correct words. - choose the
Encourage them to guess if they aren’t sure. Answers: correct words -1
Play the CD. Students listen and check their 1 I’m going to have a go Point-1
answers. In a stronger class, ask where the at Formula 3.
stress falls. In a weaker class, point out that 2 I’m not going to stop
in compound nouns, the stress falls on the racing.
first word, not the second word. Model and 3 He’s going to contact
drill some of the pronunciations more sponsors.
4 My sponsors aren’t
going to give me much
money
Task. II (Wh, I) Ex: 2 P:96 Students work in pairs. Descriptor:
Teacher asks Ss read the instructions and Complete the sentences A learner Stickers
the example sentence with the class. Then, with a word in the box - complete the
in pairs, students form compound nouns from A and a word from sentences -1
and complete the sentences. box B - use the word in
Differentiation: Answers: the box -1
Less motivated students will read the 1 tennis player / champion Point -2
instructions and the example sentence with 2 cycling competition
the class 3 football stadium
4 skiing tournament
5 basketball team
6 running champion
 Task. III (Task for understanding) Students look at the Descriptor:
Ex: 3 P:96 photos and listen to three A leaarner
Teacher asks to focus on the photos and interviews about disable -discuss the
elicit or explain the meaning of disabled. Answers: photo -1
Play the CD. Students listen and check their Oscar Pistorius -answer the
answer. question -1
Conclusion during the lesson some tasks Point -2
differentiated by outcomes of the students
and by their abilities.

Task. IV (Task for understanding) Students write true or Descriptor:

Ex: 4 P:96 false. Then listen again A leaarner
Teacher allow students time to read the and correct the false - write true or
questions. Play the CD again and ask sentences. false -1
students to answer the questions. Answers: - correct the
Allow students to compare their answers in 1 False. She isn’t going to false sentences -
pairs. prepare for any skiing 1
competitions Point -2
next year.
Differentiation: 2 True.
Learners will receive support from the 3 False. Oscar Pistorius
teacher and classmates who assist them can’t compete in the Well done
Olympics. He is
going to compete in the
Paralympic games.
4 True.
5 True.
6 False. The basketball team
is going to play a match in
Glasgow on Friday
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 83

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Talk about future arrangement. /Be going to and Present Continuous
 Learning objectives 7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say
with a sentence or reasoning with some flexibility;
7. 5. 5. 1 on some familiar general and academic topics with some supported
examples of argumentation and justification;
7. 6. 8. 1
use various forms of the future tense, as well as the extended present tense in the
sense of the future, in relation to many familiar general and skillful learning
topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn the question form of be going to.
- Write questions using be going to.
- Learn the use of present continuous for future arrangements.
- Practise asking about future arrangements using the present continuous.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher revise statements with be going to Learners read the given feedback. Assessment
with the class. Ask them to form sentences on the board The teacher to sheet Kazakh
affirmative or negative sentences with be and guess the topic and assess learners yurt
going to. Try to elicit a variety of forms, share with their ideas. for their ability.
using I / he / she / we / you / they, etc. “Good job!
Ask: Does the word order usually change in Well done!”
questions in English? Do not confirm or Formative
reject any ideas at this stage. Assessment
Teacher tells values of this month.
Awareness of the importance of hard
work, learning to work, and
accumulating work skills for successful Descriptor:
professional self-realization -do the home
Checking the home task Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:97 Students complete the Descriptor:

35 min Teacher focus students on the questions questions from the A learner
and ask them to complete them with the interviews with the words - complete the
words in the box. They should read them in the box. questions-1
carefully to choose the correct question Answers: - use the words
words 1 What in the box-1
2 Where Point-1
3 going to
4 Is, is
5 How

Task. II (Wh, I) Ex: 2 P:97 Students order the words Descriptor:

Teacher asks Ss order the words and write to make questions A learner Stickers
the questions individually Answers: - order the
Differentiation: 1 Are you going to play words-1
Less motivated students go through the tennis later? - write the
rules together and write the questions with 2 Are you and your friends questions -1
support going to join any teams next Point -2
year?
3 Are you going to go to any
tournaments this year?
4 Is your friend going to go
cycling this weekend?
5 What sport are you going
to play next week?
 Task. III (Task for understanding) Students work in pairs Descriptor:
Ex: 3 P:97 and answer the question A learner
Teacher asks go round and listen as Answers: - work in pairs -
students ask and answer. Encourage them to Student’s own answer 1
give answers that are true for them, or to -answer the
make answers up to fit the topic if they question -1
prefer. Point -2
Excellent
Task. IV (Task for understanding) Students study mini- Descriptor:
Ex: 4 P:97 dialogues. Then match - write true or
Teacher allow students time to read through them with rules. false -1
the mini-dialogues, then match each one to Answers: Point -1
the rule that describes its function. In a 1a2b
stronger class, ask if students can describe
the difference in function without looking
at the rules.

Task. V (Task for understanding) Students study mini- Descriptor:

Ex: 5 P:97 dialogues. Then match A learner
Teacher asks to analyse the meaning of the them with rules. - read mini-
tense in each sentence. Remind them to Answers: dialogues -1
look carefully at any time 1 future arrangement - match them
markers that might give them clues. In a 2 action in progress with rules-1
weaker class, provide more examples for 3 future arrangement Point -2
students to identify. Total points 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 84

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Making plans and arrangements

Learning objectives 7. 2. 5. 1 Supportive identification of the speaker(s) in a long conversation on
most general and academic topics;
7. 3. 6. 1 in pairs, groups and whole class work, try to explain what others say
with a sentence or reasoning with some flexibility;
 Lesson objectives Learners will be able to:
(assessment criteria) - Listen to a conversation about plans and arrangements.
- Learn key phrases for talking about plans and arrangements.
- Learn about indefinite pronouns.
- Practise talking about plans and arrangements

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask students if they ever meet their Learners read the given feedback. Assessment
friends at the weekend. Ask where they go sentences on the board The teacher to sheet Kazakh
and what they do. and guess the topic and assess learners yurt
Ask when they make their plans for the share with their ideas. for their ability.
weekend and how they make the “Good job!
arrangements. Well done!”
Ask them to imagine that they want to meet Formative
some friends and go to a football match. Assessment
Ask: What things do you need to talk about
with your friends?
Teacher tells values of this month. The
ability to value work, the results of one’s Descriptor:
own and others’ work. The teacher says -do the home
to work hard on knowledge yourself. Learners do the home task task-1
Checking the home task
Middle Task. I (Wh, I) Ex: 1 P:98 Students listen and read Descriptor:
35 min Teacher asks students to listen for where the dialogue. Where and A learner
and when Callum and Gemma are meeting. when are Callum and - read the
Gemma meeting? dialogue.-1
Answers: - answer the
They’re meting outside question-1
the sports centre at about Point-1
7.30.

Task. II (Wh, I) Ex: 2 P:98 Students study the key Descriptor:

Teacher asks Ss read through the key phrases. Who says each A learner Stickers
phrases with the class. phrase? Listen and check - read the key
Ask students to think about the dialogue Answers: phrases -1
and recall who says each one. Remind them 1 Callum - identify Who
to think about whether the speaker is 2 Gemma says each
making or responding to an invitation. 3 Gemma phrase-1
Play the CD and ask students to listen and 4 Callum Point -2
check. 5 Callum
Differentiation: 6 Gemma
Learners will be supported by teacher and
by helpers from his class.

Task. III (Task for understanding) Students complete the Descriptor:

Ex: 3 P:98 dialogue with the key A learner
Teacher asks complete the dialogue with phrases. Listen again and - complete the
the key phrases. When they have checked check. Then practise the dialogue -1
their answers, ask them to practise with a dialogue with a partner. -use the key
partner. Answers: phrases-1
Ask them to perform the dialogue a couple 1 b Are you doing Point -2
of times, then swap roles and go through it anything this evening?
again. 2 d No, nothing special.
3 a What are you up to?
4 c if you’re interested
 5 f It’s on at
6 e Shall I meet you
outside …?

Task. IV (Task for understanding) Students study the Descriptor:

Ex: 4 P:98 examples. When do we A learner
Teacher allow students time to read through use any and some? - write true or
the examples, then ask the question in the Answers: false -1
instructions. We use any- in negative Point -1
Explain that indefinite pronouns are used to sentences or questions,
ask or talk about a person or place without and some- in affirmative
saying specifically who or what it is statements.
Well done
Task. V (Task for understanding) Students complete the Descriptor:
Ex: 5 P:98 sentences with the A learner
Teacher asks go through the indefinite indefinite pronouns in the - complete the
pronouns in the box, and point box. sentences -1
out that the ending changes depending on Answers: - use the
the purpose of the pronoun. In a weaker 1 anyone indefinite
class, explain that -thing relates 2 somewhere pronouns -2
to an object, -where relates to a place, and - 3 anything Total points 10
one relates to a person. In a stronger class, 4 something
elicit this information.
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 85

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title A formal letter

Learning objectives 7. 4. 3. 1 understand evidence in the context of general and academic topics
familiar to most people, including some longer texts;
7. 5. 5. 1 on some familiar general and academic topics with some supported
examples of argumentation and justification;
Lesson objectives Learners will be able to:
(assessment criteria) - Study a model formal letter.
- Learn about layout and language in a formal letter.
- Learn key phrases for writing a formal letter.
- Write a formal letter

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask students they ever write Learners read the given feedback. Assessment
letters. Ask who they write letters to, and sentences on the board The teacher to sheet Kazakh
why. and guess the topic and assess learners yurt
Ask if they ever write formal letters. Ask share with their ideas. for their ability.
who they might write a formal letter to and “Good job!
why Well done!”
Formative
Teacher tells values of this month. Assessment
Willingness to participate in various
types of age-appropriate work and work
activities. The teacher says to work hard
on knowledge yourself. Learners do the home taskDescriptor:
-do the home
Checking the home task task-1
Middle Task. I (Wh, I) Ex: 1 P:99 Students read the model Descriptor:
35 min Teacher asks students read the model letter text and answer the A learner
quickly and then ask: What does the person question read the model
who wrote this letter want? (They want Answers: text -1
money for a sports tournament.) 1 Mary Grant - answer the
Students read the letter again and answer 2 No. question-2
the questions. 3 Paragraph C Point-3
4 Paragraph B
5 Paragraph A

Task. II (Wh, I) Ex: 2 P:99 Students study the text Descriptor:

Teacher asks Ss read through the questions again and answer the A learner Stickers
with the class. Explain that these questions question - read the text-1
cover the structure of the letter and the Answers: - answer the
language used in detail. 1 At the top of the letter. question -2
Students look at the model text again and 2 Under the address of Point -3
find the information. Ask students if the the person who is going to
layout of a formal letter is the same in their receive the letter.
language 3 At the top left of the
Differentiation: letter.
Less motivated students will read model 4 Full forms: I am; we
text and find the information with support are.
5 Formal: Dear Sir or
Madam; I am writing to
you because; Please
contact me; I look
forward to hearing from
you; Yours faithfully

Task. III (Task for understanding) Students study the key Descriptor:
Ex: 3 P:99 phrases. Then order them. A learner
Teacher asks read through the key phrases Answers: -read the key
with the class. Ask students to find the key 1 Dear Sir or Madam phrases-1
phrases in the model letter and translate 2 I am writing to you - find the key
them into their own language before because … phrases -2
ordering them 3 Please contact me … Points -3
4 I look forward to Excellent
hearing from you..
5 Yours faithfully Total points 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 86

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Healthy habits

Learning objectives 7. 2. 5. 1 Supportive identification of the speaker(s) in a long conversation on
most general and academic topics;
7. 4. 3. 1 understand evidence in the context of general and academic topics
familiar to most people, including some longer texts;
7. 5. 6. 1 logically combine a sentence into a paragraph, using basic connectives
on familiar topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn abstract nouns related to health and lifestyle.
- Talk about healthy habits.
- Learn how to use will for offers and promises.
- Learn and practise using tag questions.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask students to name the oldest Learners read the given feedback. Assessment
person they know. sentences on the board The teacher to sheet Kazakh
Elicit some names, then ask for more and guess the topic and assess learners yurt
details, e.g. how old is the person, where do share with their ideas. for their ability.
 they live, how they spend their time, do “Good job!
they have any unusual habits. Well done!”
Ask students what they think the secret to a Formative
long and healthy life is. Elicit some ideas, Assessment
but do not confirm or reject any at this
stage.

Teacher tells values of this month. The Descriptor:

ability to value work, the results of one’s Learners do the home task -do the home
own and others’ work, the ability to assess task-1
the contribution of work results to the
development of the country and society.

Checking the home task

Middle Task. I (Wh, I) Ex: 1 P:100 Students work in pairs. Descriptor:
35 min Teacher explain the task. In pairs, students Look at the list and A learner
discuss the different options and decide choose the options which - work in pairs -
which ones are healthier. you think are healthier 1
Get some feedback from a few students and Answers: - discuss the
encourage them to give reasons for their Students’ own answers different options
answers -2
Point-3
Well done
Task. II (Wh, I) Ex: 2 P:100 Students check the Descriptor:
Teacher asks Ss read the instructions and meaning of these nouns in A learner Stickers
draw students’ attention to the word in the a dictionary. Complete - complete the
box. Ask students what part of speech they the dialogue with five of dialogue -1
are and elicit that they are all nouns. Then the nouns - use five of the
ask: Do they refer to material objects or Answers: nouns -2
abstract ideas? Elicit answers and explain 1 habits Point -3
that nouns like these are called abstract 2 lifestyle
nouns. In a stronger class, you could point 3 humour
out that most (but not all) abstract nouns are 4 education
uncountable. 5 idea.
Differentiation
Learners will be supported by teacher will
support students each other in difficult
moments.
Task. III (Task for understanding) Students read the Descriptor:
Ex: 3 P: 100 dialogue again. Are the A learner
Teacher asks Ss to read the dialogue again sentences true or false? - read the
and decide if the sentences are true or false. Answers: dialogue again -
Encourage them to underline the parts of 1 False 1
the dialogue where they find their answers. 2 True - write true or
Check answers as a class. Then draw 3 True false -2
students’ attention to the note about will 4 False Points -3
and won’t. Ask them to find five examples 5 False
in the dialogue (I’ll ask my grandparents
…, I’ll help you …, I’ll call my
grandmother …, I’ll be there …, I’ll make
sandwiches …)

Ex: 4 P: 100 Students highlight that Descriptor:

Teacher asks read through the instructions tag questions are very A learner
together. Draw students’ attention to the commonly used in spoken - read the
words in blue in the dialogue and point out English instructions -1
that these are tag questions. Explain that Answers: - use the words
they aren’t real questions – they are usually 1 the same as in blue -2
used to check that the listener agrees with 2 positive, negative Points -3
what the speaker has said. Highlight that Excellent
tag questions are very commonly used in
spoken English, but not in formal written Total points 10
 English
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 87

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Talking about scores

Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 3. 7. 1 use subject-specific vocabulary and syntax within various general and a
number of educational topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn key phrases for talking about scores.
- Listen to a conversation about scores.
- Practise talking about scores.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask students do you like watching Learners read the given feedback. Assessment
sport on TV? Ask what sports they like sentences on the board The teacher to sheet Kazakh
watching. and guess the topic and assess learners yurt
Ask what was the last football match they share with their ideas. for their ability.
watched on TV. Ask who was playing and “Good job!
what the score was. Well done!”
Formative
Teacher tells values of this month. The Assessment
ability to value work, the results of one’s
own and others’ work, the ability to assess
the contribution of work results to the
development of the country and society. Descriptor:
Checking the home task Learners do the home task -do the home
task-1
Middle Task. I (Wh, I) Ex: 1 P:101 Students check the Descriptor:
35 min Teacher asks Ss use their dictionaries to meaning of the words in A learner Pictures
check the meaning of the words then the box. Then complete - complete the
complete the sentences. the sentences with the sentences -1
Check answers and model pronunciation of words. - use their
 the words. Answers: dictionaries -1
1 fan Point-2
2 score
3 goal
4 match

Task. II (Wh, I) Ex: 2 P:101 Students listen to the Descriptor:

Teacher asks Ss refer students to the conversation. Which A learner Stickers
picture. Tell students they are going to match are Paula and Andy - listen to the
listen to a conversation between people watching? conversation -1
who are watching a match. Answers: -answer the
After students have listened to the dialogue, They are watching question -1
ask which match Paula and Andy are Liverpool vs Roma. Point -2
watching.
Elicit the answer, then write Liverpool vs
Roma on the board. Point out that we use vs
(versus) to mean ‘against’ when we are
talking about football matches

Task. III (Task for understanding) Students study the key Descriptor:
Ex: 3 P: 101 phrases. Then listen to a A learner
Teacher asks Ss Read through the key conversation again and -read the key
phrases with the class, pointing out that we write true or false. phrases -1
say three all (not three-three) and one nil Answers: - write true or
(not one zero). 1 False. The match started false -1
Explain the meaning of draw if necessary. twenty minutes ago. Points -2
Differentiation: 2 True.
Learners will be supported by teacher and 3 True.
by helpers from his class. 4 False. The score is one
all, so it is a draw at the
moment
5 False. Paula thinks that
Liverpool will win this
match and the Champions
League.
Ex: 4 P: 101 Students listen to the Descriptor:
Teacher asks Ss read and listen to the dialogue. Then practise A learner
dialogue. Tell them not to worry about the the dialogue with a - listen to the
blue words at this stage. Students practise partner. dialogue -1
the dialogue with a partner. Remind them to Answers: - practise the
swap roles and practise it again. Students’ own answers. dialogue -2
Points -3
Excellent

Total points 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”
 Short term plan

Unit: 7 Healthy habits lesson 88

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title CLIL: Maths: Average speed

Learning objectives 7. 2. 5. 1 Supportive identification of the speaker(s) in a long conversation on
most general and academic topics;
7. 3. 8. 1 cover some longer stories on a variety of general and academic topics
7.5.7.1 use with minimal support appropriate layout at text level for a growing
range of written genres on familiar general and curricular topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn vocabulary for talking about average speed.
- Read statistics about average speed.
- Practise calculating average speed in English.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask students some questions about Learners read the given feedback. Assessment
journey distances and times. For example, sentences on the board The teacher to sheet Kazakh
name two large cities in the area and ask: and guess the topic and assess learners yurt
How far is it from X to Y? How long does share with their ideas. for their ability.
it take by train? How far is it from here to “Good job!
the next town? How long does it take to Well done!”
drive? Formative
Write some of their answers on the board, Assessment
then focus on some of the figures of
distance and time and ask: What is the
average speed for this journey?
Elicit some answers, but do not confirm or
reject any at this stage

Teacher tells values of this month.

Awareness of the importance of hard work, Descriptor:
learning to work, and accumulating work -do the home
skills for successful professional self- task-1
realization
Checking the home task Learners do the home task

Middle Task. I (Wh, I) Ex: 1 P:102 Students study the Descriptor:

35 min Teacher focus on the picture and tell information and answer A learner Pictures
students that this kind of racing is called the question. -read the
Speedway. Answers: information -1
Read the instructions with the class and 1 Olsen y - answer the
make sure that students understand the 2 Gollob question-2
 word lap. 3 Adams Point-3
Students study the information and answer 4 Crump
the questions. Well done
Task. II (Wh, I) Ex: 2 P:102 Students check the Descriptor:
Teacher allow students time to check the meaning of the words in A learner Stickers
meaning of the words in their dictionaries. the box. Then read the - read the
Read the information with the class. information and answer information -1
Point out the spoken form of distance / timethe question -answer the
(distance over time), m/s (metres per Answers: question -2
second), x 3.6 (times three point six) and 1 Gollob: 1,200 73 = Point -3
km/h (kilometres per hour). 16.44
Olsen: 1,200 64 = 18.75
Differentiation Crump: 1,200 78 = 15.38
Learners will be supported by teacher will 2 Adams: 19.05 x 3.6 =
support students each other in difficult 68.58
moments. Gollob: 16.44 x 3.6 =
59.18
Olsen: 18.75 x 3.6 = 67.5
Crump: 15.38 x 3.6
=55.37
Task. III (Task for understanding) Students read the Descriptor:
Ex: 3 P: 102 sentences and find the A learner
Teacher asks Ss work in pairs to read the average speed in km/h for -read the
sentences and find the average speed for each sports person sentences-1
each sports person. Check answers by Answers: - find the
asking students to read out their answers, 1 Paula Radcliffe: 42.19 average speed in
making sure that they read them correctly. (km) 2.26 (hours) = 18.67 km/h -2
km/h Points -3
2 Lance Armstrong:
3,870 (km) = 46.86km/h
82.59 (hours)
3 Usain Bolt:
100 (m) = 10.44 m/s
9.58 (s)
10.44 x 3.6 = 37.58 km/h
4 Michael Phelps:
200 (m) = 1.94 m/s
103 (s)
1.94 x 3.6 = 6.98 km/h
Ex: 4 P: 101 Students listen to the Descriptor:
Teacher asks Ss read and listen to the dialogue. Then practise A learner
dialogue. Tell them not to worry about the the dialogue with a - listen to the
blue words at this stage. Students practise partner. dialogue -1
the dialogue with a partner. Remind them to Answers: - practise the
swap roles and practise it again. Students’ own answers. dialogue -2
Points -3
Excellent
Total points 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 7 Healthy habits lesson 89

School
 Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Vocabulary puzzles

Learning objectives 7. 2. 5. 1 Supportive identification of the speaker(s) in a long conversation on
most general and academic topics;
7. 5. 5. 1 on some familiar general and academic topics with some supported
examples of argumentation and justification;
Lesson objectives Learners will be able to:
(assessment criteria) - use vocabulary for people in sport.
- use Learn compound nouns related to sport.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask Ss to name some people in Learners read the given feedback. Assessment
sport. Write their names on the board and sentences on the board The teacher to sheet Kazakh
ask: What is this person? Elicit the and guess the topic and assess learners yurt
compound nouns tennis / football player share with their ideas. for their ability.
and write them on the board. Focus on the “Good job!
compound nouns and tell students they are Well done!”
going to learn more compound nouns to do Formative
with sport. Assessment

Teacher tells values of this month. The

ability to value work, the results of one’s
own and others’ work, the ability to assess
the contribution of work results to the Descriptor:
development of the country and society. -do the home
Checking the home task Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:103 Students find nine more Descriptor:
35 min Teacher focus on the table. Find nine more people in sport. Use two A learner Pictures
people in sport. Use two or three squares or three squares for each - find nine more
for each words. words. people -1
Answers: - use two or
Champion three squares -2
Referee Point-3
Captain
Trainer
Supporter
Reporter
Finalist
Manager
Sponsor
Owner
 Task. II (Wh, I) Ex: 2 P:103 Students find eight more Descriptor:
Teacher asks Ss find eight more nouns. nouns. Then read the A learner Stickers
Then read the sentences. Match the nouns sentences. Match the - find eight
to complete the sentences with compound nouns to complete the more nouns -1
nouns. sentences with compound - match the
Differentiation: nouns. nouns -2
Less motivated students will match the Answers: Point -3
nouns to complete the sentences with Tennis player
compound nouns by teacher’s support Rugby match
Running champion
skiing tournament

Task. III (Task for understanding) Students follow the Descriptor:

Ex: 3 P: 103 labyrinth to complete the A learner
Teacher asks Ss follow the labyrinth to labels for the pictures - follow the
complete the labels for the pictures. Answers: labyrinth -1
Tennis player - complete the
Tennis champion labels -2
Rugby match Points -3
Cycling competition
Table tennis match

End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

 Unit: 7 Healthy habits lesson 90
School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Review p.104

Summative Assessment “Healthy habits”
Learning objectives 7. 5. 6. 1 logically combine a sentence into a paragraph, using basic connectives
on familiar topics;
7. 6. 8. 1 use various forms of the future tense, as well as the extended present
tense in the sense of the future
Lesson objectives Learners will be able to:
(assessment criteria) - Figure out the content of a conversation with some support in extended talk
- Use punctuation marks in a piece of writing

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask Ss some questions about Learners read the given feedback. Assessment
journey distances and times. For example, sentences on the board The teacher to sheet Kazakh
name two large cities in the area and ask: and guess the topic and assess learners yurt
How far is it from X to Y? How long does share with their ideas. for their ability.
it take by train? How far is it from here to “Good job!
the next town? How long does it take to Well done!”
drive? Formative
Assessment
Teacher tells values of this month.
Understanding the value of work in the life
of a person, family, and society.
Checking the home task
Learners do the home task Descriptor:
-do the home
task-1
Middle Task. I (Wh, I) Ex: 1 P:104 Students find the odd one Descriptor:
35 min Teacher asks Ss find the odd one out in out in each group. A learner Pictures
each group. Answers: - find the odd
1 trophy one -1
2 supporter - complete the
3 rugby team sentences-2
4 skiing season Point-3

Task. II (Wh, I) Ex: 2 P:104 Students choose the Descriptor:

Teacher asks Ss find eight more nouns. correct words A learner Stickers
Then read the sentences. Match the nouns Answers: - read the
to complete the sentences with compound 1 matches sentences -1
nouns. 2 atmosphere - choose the
3 stadium correct words
4 supporters -2
5 referee’s Point -3
 Task. III (Task for understanding) Students give advice to Descriptor:
Ex: 3 P: 104 the new girl in the A learner
Teacher asks Ss give advice to the new girl running team. Write - give advice to
in the running team. Write affirmative and affirmative and negative the new girl -1
negative sentences using the words in the sentences using the words - Write
boxes. in the boxes affirmative and
Answers: negative
1 Don’t arrive late for sentences -2
races. Points -3
2 Don’t eat chocolate.
3 Listen to the trainer.
4 Run every day.
5 Wear running shoes
Excellent
Ex: 4 P: 104 Students write sentences Descriptor:
Teacher asks Ss write sentences using to be using to be going to or A learner
going to or will will - write sentences
Answers: -1
Differentiation: 1 I think my favourite - use to be
Learners will be supported by teacher and team will win the league going to or will
by helpers from his class. next year. -2
2 Who is going to win the Points -3
match tomorrow?
3 I’m going to the cinema
with Nick later.
4 They aren’t going to
play tennis tomorrow.
They’re going to
play football.
5 The PE teacher is going
to train us tonight.
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 91

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Feeling and events

 Learning objectives 7. 2. 3. 1 understand some part of an argument in an extended conversation in a
general and learning-restricted environment with little help;
7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning
and creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
7. 5. 1. 1 planning, writing, correcting and checking text-level works on general
and educational topics with the support of the teacher
Lesson objectives Learners will be able to:
(assessment criteria) - Learn vocabulary for feelings and events.
- Do a quiz about memory.
- Talk about feelings

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask Ss if they can remember their Learners read the given feedback. Assessment
first day at school. sentences on the board The teacher to sheet Kazakh
Ask students what they did and what things and guess the topic and assess learners yurt
happened. Ask what it was like and how share with their ideas. for their ability.
they felt. They can discuss this in L1 at “Good job!
first, but elicit as many words in English as Well done!”
possible. Write these on the board. Formative
Assessment
Teacher tells values of this month. The
teacher emphasizes the importance of
respecting others' opinions and emotions
during collaborative activities and
interactions. Descriptor:
Checking the home task -do the home
Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:36 Students think about their Descriptor:
35 min Teacher asks Ss read the task with the first memory and answer A learner Pictures
class. You may need to translate or pre- the questions - read the task -1
teach the word, memory. Answers: - answer the
Discuss ideas as a class. Students can use Students’ own answers questions -
their own language for any ideas that they 2
find difficult to express in English. Point-3
However, encourage them to give simple
answers to the questions if they can

Task. II (Wh, I) Ex: 2 P:36 Students match photos Descriptor:

Teacher allow students time to look at thewith the phrases in the A learner Stickers
photos and match them to the phrases. box. - match photos -
If they do not know the adjectives, Answers: 1
encourage them to make guesses based on 1 a cute baby - the phrases in
the nouns they recognize. 2 a naughty boy the box-2
Once students have matched the photos and 3 a nervous teenager Point -3
the adjectives, check answers by calling out
4 an upset baby
a number and asking for the correct phrase 5 a lucky girl
Differentiation 6 a scary film
Learners will be supported by teacher will 7 a lonely dog
support students each other in difficult moments
 Task. III (Task for understanding) Students choose the Descriptor:
Ex: 3 P: 36 correct words. A learner
Teacher asks Ss read through the sentences Answers: - read the
and choose the correct words to complete 1 nervous sentences -1
them. Encourage students to think about the 4 cute - choose the
context given by the sentences before 2 lucky correct words -2
choosing their answers 5 upset, naughty Points -3
3 scary
6 lonely
Ex: 5 P: 36 Students write true Descriptor:
Teacher asks Ss use what they have learnt sentences. Compare your A learner
in the lesson to write true sentences. They answers with your - write sentences
can write these individually then compare partners. -1
answers with a partner. Answers: - compare your
In a stronger class, ask students to write Student’s own answer answers -2
some additional true sentences describing Points -3
feelings and events.
Differentiation
Learners will be supported by teacher could
write suggestions for completing the gaps
on the board, in no particular order, for
students
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 92

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Remember this!

Learning objectives 7. 2. 3. 1 understand some part of an argument in an extended conversation in a
general and learning-restricted environment with little help;
7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning
and creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
7.4.2.1 understand independently specific information and detail in short, simple
texts on a limited range of general and curricular topics
 Lesson objectives Learners will be able to:
(assessment criteria) - Read about people with very good memories.
- Read for general meaning and specific information..
- Talk about memory

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask Ss to work individually and Learners read the given feedback. Assessment
write down as many objects in the photos as sentences on the board The teacher to sheet Kazakh
they can remember from the quiz on page and guess the topic and assess learners yurt
29. share with their ideas. for their ability.
Set a strict time limit of one minute and “Good job!
then see who has remembered the most. Well done!”
Write the word memory on the board and Formative
elicit or explain the meaning. Tell students Assessment
they are going to read about some
Teacher tells values of this month. The
ability to develop strong relationships with
others and actively participate in
community life. Descriptor:
Checking the home task -do the home
Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:38 Students study the Descriptor:

35 min Teacher asks Ss do the task as a fun way to numbers for fifteen A learner Pictures
test students’ memory. seconds. Then close your - read the
Find out how many students could books. How many can numbers for
remember half of the numbers. Could you remember? fifteen -1
anyone remember all of them? Answers: - answer the
Student’s own answer questions -2
Point-3

Well done
Task. II (Wh, I) Ex: 2 P:38 Students read and listen to Descriptor:
Teacher asks Ss read the title of the text the text. Which four A learner Stickers
with the class and ask students what they people does the text - read the title -1
think the text will be about. mention - answers to the
Then read the task and clarify that students Answers: questions -2
should listen for four different names. Point Stephen Wiltshire, Point -3
out that students do not need to understand Mahavir Jain, Akira
everything in the text at this stage. Once Haraguchi, Dominic
students have read and listened to the text, O’Brien They all have
elicit answers to the questions good memories

Task. III (Task for understanding) Students read the text Descriptor:
Ex: 3 P: 38 again. Write true or false. A learner
Teacher tell students to read through all the Answers: - read the text -1
sentences before reading the text again 1 False. Stephen doesn’t - write true or
more carefully to decide whether the know the city. He drew a false. Write
sentences are true or false picture of it from true or false-2
memory. Points -3
Differentiation: 2 False. Stephen was in a
Learners will be supported by teacher and helicopter.
by helpers from his class 3 True.
4 False. He recited
100,000 digits of pi in 16
hours.
 5 False. He was World
Memory Champion eight
times
Ex: 4 P: 38 Students complete the Descriptor:
Teacher asks Ss have found the phrases in sentences with the words A learner
the text and completed the sentences, ask or phrases in blue in the - complete the
individuals to read out the sentences to text. sentences -1
check answers. Answers: - use words or
Ask students to try to work out the 1 remember phrases in blue -
meanings from the context. Check 2 memorize 2
understanding by asking students to 3 from memory Points -3
translate them into their own language or, 4 photographic
in a stronger class, ask them to put the 5 memory
words into new sentences.

End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 93

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Talk about past events in my life / Was, were

Learning objectives 7. 2. 3. 1 understand some part of an argument in an extended conversation in a
general and learning-restricted environment with little help;
7. 5. 1. 1 planning, writing, correcting and checking text-level works on general
and educational topics with the support of the teacher;
7.6.9.1 use appropriately an increased variety of present and past simple active and
some passive forms on a growing range of familiar general and curricular topics
Lesson objectives Learners will be able to:
(assessment criteria) - Learn was and were to talk about the past.
- Talk about the past using was and were.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask Ss to think about how they Learners read the given feedback. Assessment
were feeling yesterday, last week, and last sentences on the board The teacher to sheet Kazakh
month. Ask for ideas about specific events and guess the topic and assess learners yurt
that happened and ask students to say share with their ideas. for their ability.
whether they felt happy, sad, excited, etc. “Good job!
Encourage students to use the adjectives Well done!”
from page 28 if they can, for example, Formative
nervous, lonely or lucky. Assessment
Explain to the class that they are going to
learn how to describe events in the past.
Teacher tells values of this month. The
ability to develop strong relationships with
others and actively participate in Descriptor:
community life. -do the home
Checking the home task Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:39 Students look at the text Descriptor:
35 min Teacher explain that students are using and complete the A learner Pictures
sentences in context to deduce the rules. sentences with the words - complete the
Once students have completed the rules, in the box. sentences -1
check answers by asking students to read Answers: -use the words
them out. 1 were in the box-2
In a weaker class, ensure students 2 wasn’t Point-3
understand that was is for the first and third 3 Was
person, and were is for the rest. In a 4 was
stronger class, ask students to find more Rules
sentences using was, wasn’t, were or 1 were
weren’t in the text. 2 wasn’t
3 was 4 was
Task. II (Wh, I) Ex: 2 P:39 Students complete the Descriptor:
Teacher asks Ss complete the sentences. If sentences using the A learner Stickers
they are not sure about the information, correct form of was and - complete the
encourage them to make a guess, although were. sentences -1
they should be careful to use the correct Answers: - use the correct
form of was, were. 1 wasn’t form of was and
2 was were.
3 weren’t -2
4 were Point -3
5 wasn’t / was
Task. III (Task for understanding) Students work in pairs. Descriptor:
Ex: 3 P: 39 Ask and answer questions A learner
Teacher asks students ask and answer in about the sentences using - ask and answer
pairs. Refer them back to the rules section if was and were questions -1
they need help forming the short answers. Answers: - use was and
Ask some students to read some of their 1 Was the football world cup were
questions to the class and report back on in 2008? No, it wasn’t. -2
their partner 2 Was Michael Jackson an Points -3
Differentiation American singer? Yes, he
was.
Learners will be supported by teacher will
3 Were DVDs popular in
support students each other in difficult 1980? No, they weren’t.
moments 4 Were Robert Pattinson and
Kristen Stewart in the
Twilight films? Yes, they
were. \
5 Was I at school in 2001?
Yes, I was. / No, I wasn’t.
 Ex: 4 P: 39 Students complete the Descriptor:
Teacher remind students to read all the questions with the words A learner
options before they start to complete the in the box. Then ask and - complete the
questions. Encourage them to give as answer the questions with questions -1
much information in their answers as they your prtner -use the words
can. Answers: in the box -2
1 When was Points -3
2 Were you
3 What were
4 What was
5 Where were
Students’ own answers.
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 94

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Milestones

Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and
creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
7.5.6.1 link with little or no support, sentences into coherent paragraphs using a
variety of basic connectors on a range of familiar general topics and some
curricular topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn adjectives used to talk about life events.
- Listen to details about events in the lives of famous people.
- Listen for general meaning and specific details.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher ask Ss to name a few famous Learners read the given feedback. Assessment
people and write their names on the board. sentences on the board The teacher to sheet Kazakh
Ask students what information they know and guess the topic and assess learners yurt
about the people. share with their ideas. for their ability.
Elicit some ideas, for example he / she is “Good job!
 married, he / she has two children, etc. Well done!”
Write vocabulary to do with life events on Formative
the board. Assessment
Ask students what other important things
can happen to your in your life, and write
useful vocabulary on the board.
Teacher tells values of this month. Ability
to build trusting relationships and maintain Descriptor:
a positive climate in the team. -do the home
Checking the home task Learners do the home task task-1

Middle Task. I (Wh, I) Ex: 1 P:40 Students choose the Descriptor:

35 min Teacher asks Ss choose the correct words correct verbs. A learner Pictures
to complete the phrases. In a weaker class, Answers: - choose the
encourage them to guess if they are not 1 become correct -1
sure, or to compare ideas with a partner. 2 have - complete the
Play the CD for students to check their 3 be phrases -2
answers. 4 get Point-3
5 go
6 learn
Differentiation: 7 leave
Learners will be supported by teacher and 8 do
by helpers from his class. 9 buy
10 graduate
11 win
12 leave
13 move
14 start
15 get
16 become
Task. II (Wh, I) Ex: 2 P:40 Students work in pairs. Descriptor:
Teacher asks Ss work in pairs to identify Match the names to the A learner Stickers
the people in the photos. Encourage them to pictures - work in pairs -
use sentences to express their ideas, as in Answers: 1
the example. A Tom - match the
Once students have listened and checked B Beyoncé Cruise names-2
their answers, find out how many they C Brad Point -3
guessed correctly D Serena Williams
E Keira Knightley F
Angelina Jolie Pitt
G Bill Gates
H Kate Moss

Task. III (Task for understanding) Students listen and Descriptor:

Ex: 3 P: 40 complete the sentences A learner
Teacher asks students read through the with one or two words - ask and answer
sentences carefully. In a stronger class, if Answers: questions -1
they can remember any information from 1 became a model - use was and
the first time they listened, they can 2 become were
complete it now. Ensure students 3 a big house -2
understand that they 4 graduate Points -3
5 a job
6 drive Total points 10
7 married
8 didn’t go
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 95

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Talk about past events / Past Simple

Learning objectives 7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and
creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
7. 5. 1. 1 planning, writing, correcting and checking text-level works on general
and educational topics with the support of the teacher;
7.6.9.1 use appropriately a variety of active and passive simple present and past
forms and past perfect simple forms on a range of familiar general and curricular
topics
Lesson objectives Learners will be able to:
(assessment criteria) - Learn adjectives used to talk about life events.
- Listen to details about events in the lives of famous people.
- Listen for general meaning and specific details.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher refer students back to the reading Learners read the given feedback. Assessment
text on page 30 and ask them to find sentences on the board The teacher to sheet Kazakh
examples of affirmative and negative forms and guess the topic and assess learners yurt
of the past simple. share with their ideas. for their ability.
Elicit verb forms and write them on the “Good job!
 board. Ask students what difference they Well done!”
notice between the affirmative and negative Formative
forms. Elicit ideas, but do not give an Assessment
explanation at this stage.

Teacher tells values of this month. The

ability to listen and understand the
interlocutor, to conduct a dialogue. Descriptor:
Learners do the home task -do the home
Checking the home task task-1
Middle Task. I (Wh, I) Ex: 1 P:41 Students look at the verbs Descriptor:
35 min Teacher asks Ss have copied and in the box and complete A learner Pictures
completed the table, check answers with the the table. - complete the
class Answers: table -1
Regular: learn – learned - use the verbs
Irregular: buy – bought, in the box -1
get – got, go – went, Point-2
become – became

Task. II (Wh, I) Ex: 2 P:41 Students complete the Descriptor:

Teacher asks Ss complete the sentences sentences with the words A learner Stickers
individually. In a weaker class, discuss in the box. - complete the
questions a–c as a whole class activity. Answers: sentences -1
In a stronger class, once students have 1 played -use the words
finished, ask them to think of a new 2 didn’t go , in the box-2
sentence for each of the past simple forms 3 taught Point -3
in the box. Check they have formed these a1b3c2
correctly.
Differentiation:
Learners will be supported by teacher and
by helpers from his class.

Task. III (Task for understanding) Students match questions Descriptor:

Ex: 3 P: 41 with answers A learner
Teacher asks students read all the options Answers: - read all the
carefully before they match them. 1c options -1
In a weaker class, revise why questions 1 2a - match
and 2 need information answers, and why 3b questions -1
question 3 requires a short answer Points -2

Ex: 4 P: 41 Students study the Descriptor:

Allow students time to study exercises 2 examples in exercises A learner
and 3 before they complete the rules. Answers: - read the
1 same examples -1
2 base form - complete the
3 base form rules -1
Points -2
Total points 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”
 Short term plan

Unit: 3 Clothes and Fashion lesson 96

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Your weekend

Summative Assessment “Clothes and Fashion”
Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and
creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
7.5.8.1 spell most high-frequency vocabulary accurately for a growing range of
familiar general and curricular topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Listen to a conversation about experiences in the past.
- Learn key phrases for talking about experiences in the past.
- Learn time expressions and ago.
- Practise talking about experiences in the past

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher write last weekend on the board. Learners read the given feedback. Assessment
Ask individual students what they did last sentences on the board The teacher to sheet Kazakh
weekend. Encourage them to name as many and guess the topic and assess learners yurt
different activities as possible. share with their ideas. for their ability.
Tell students they are going to practise “Good job!
talking about experiences in the past. Well done!”
Formative
Assessment

Teacher tells values of this month. Ability

to work effectively in a team, contributing
 to the achievement of common goals.
Checking the home task Learners do the home task Descriptor:
-do the home
task-1

Middle Task. I (Wh, I) Ex: 1 P:42 Students listen and read Descriptor:
35 min Teacher asks Ss read and listen, then name the dialogue. What A learner Pictures
the football match Gemma saw. In a football match did - read and listen
stronger class, students could listen with Gemma see? -1
books closed to find the answer to the Answers: - find the
question in the instructions Chelsea against answer to the
Liverpool. question -2
Point-3

Well done
Task. II (Wh, I) Ex: 2 P:42 Students match key Descriptor:
Teacher asks Ss read through the key phrases with answers. A learner Stickers
phrases with the class. Students match the Then practise the dialogue - match key
questions with the answers. with a partner. phrases -1
To check understanding, ask students to Answers: - practise the
find the key phrases in the dialogue, and 1c dialogue -2
translate them into their own language. 2d Point -3
Compare answers, then allow time for 3a
students to practise the dialogue in pairs. 4b

Task. III (Task for understanding) Students complete the Descriptor:

Ex: 3 P: 42 time expressions using A learner
Teacher asks students point out to students ago. Where do we put ago - complete the
that there are two gaps in each question. in time expressions. time expressions
They must choose the correct position for Answers: -1
the word ago, and complete the other gap 1 (x), ago - use ago-1
with correct information for the day. 2 (x), ago Points -2
Check answers by asking students to read 3 hours ago
out the completed versions. 4 (x), ago
Differentiation 5 ago
Learners will be supported by teacher will We put ago at the end of a
support students each other in difficult time expression.
moments

Ex: 4 P: 41 Students imagine that Descriptor:

Allow students time to order the time today in Monday. Order A learner
phrases, starting with the most recent. the time expressions - order the time
In a weaker class, write now at the top the Answers: phrases -1
board, then write an hour ago below it. 1 an hour ago Points -1
Draw a line joining the two phrases, then 2 yesterday Total points 10
extend this down. Add four more markers 3 on Saturday
to the extended line, and explain that 4 last Monday morning
students need to complete them all. 5 a year ago
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”
 Short term plan

Unit: 3 Clothes and Fashion lesson 97

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title A past event

Learning objectives 7. 4. 5. 1 determine the main idea from the context of short texts within the
framework of general and educational topics familiar to many;
7. 5. 6. 1 logically combine a sentence into a paragraph, using basic connectives
on familiar topics;
Lesson objectives Learners will be able to:
(assessment criteria) - Study a model text.,
- Learn about time linkers.
- Write about an event in the past.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher write the words memorable day on Learners read the given feedback. Assessment
the board and elicit the meaning (an sentences on the board The teacher to sheet Kazakh
important day that is easy to remember). and guess the topic and assess learners yurt
Ask students to describe any memorable share with their ideas. for their ability.
days from the past. Brainstorm ideas and “Good job!
write them on the board. Well done!”
Formative
Teacher tells values of this month. Assessment
Willingness to take responsibility not only
for yourself, but also for the team as a
whole

Checking the home task Descriptor:

Learners do the home task -do the home
task-1
Middle Task. I (Wh, I) Ex: 1 P:43 Students read the model Descriptor:
35 min Teacher allow students time to read text about a memorable A learner Pictures
through the text. Check understanding by day. Then order the key - read the model
asking questions, such as When was the phrases. text -1
wedding? (Six months ago.) How many Answers: - order the key
people were at the wedding? (About a 1c phrases-2
 hundred.) 2d Point-3
Ask students to find the key phrases in the 3a
model text and put them in the 4e
5b

Task. II (Wh, I) Ex: 2 P:43 Students match 1-4 with Descriptor:

Teacher asks Ss read the options then 1-a-d. Then translate the A learner Stickers
match the sentences, using the text for sentences. - match the
support if necessary.t Answers: sentences -1
Check answers with the class by asking 1b - translate the
students to read out their completed 2a sentences -2
sentences 3d Point -3
4c

Task. III (Task for understanding) Students complete the Descriptor:

Ex: 3 P: 43 sentences with the A learner
Teacher asks students complete the affirmative or negative of - complete the
sentences. In a weaker class, ask them to do there was, there were. sentences -1
this in pairs. In a stronger class, ask Answers: -use there was,
students to write each sentence in full in 1 There was there were -2
their notebooks, then to write the opposite 2 there wasn’t Points -3
affirmative 3 There were
4 There weren’t

Excellent
Total point 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”
 Short term plan

Unit: 3 Clothes and Fashion lesson 98

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Clothes and fashion

Learning objectives 7. 2. 4. 1 understand multiple meanings in long conversations on general and
academic topics with little support;
7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and
creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
7. 4. 5. 1 determine the main idea from the context of short texts within the
framework of general and educational topics familiar to many;
Lesson objectives Learners will be able to:
(assessment criteria) - Learn vocabulary for describing clothes.
- Talk about teenagers’ lives in the past in your country.
- Learn about the order of adjectives before a noun.
- Learn about and practise using the infinitive (verbs followed by the infinitive and
infinitive of purpose)

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss if they know anything Learners read the given feedback. Assessment
about their parents’ lives when they were sentences on the board The teacher to sheet Kazakh
teenagers, for example, what clothes they and guess the topic and assess learners yurt
wore, what music they listened to, etc. share with their ideas. for their ability.
Ask if they think life was very different for “Good job!
their parents when they were teenagers. Well done!”
Formative
Teacher tells values of this month. Ability Assessment
to build positive relationships with others
and contribute to community life

Checking the home task Descriptor:

-do the home
task-1
Learners do the home task
Middle Task. I (Wh, I) Ex: 1 P:44 Students check the Descriptor:
35 min Teacher focus students’ attention on the meaning of these words in A learner Pictures
words in the box and the photos. a dictionary. Complete the - complete the
Students work individually to complete the text with six of the words. text -1
texts with six of the words in the box. Answers: -use the words
Play the recording: students check their 1 blouse in the box-2
answers. 2 jeans Point-3
3 shorts
4 shoes
5 dress
 6 hat

Task. II (Wh, I) Ex: 2 P:44 Students study the Descriptor:

Teacher draw students’ attention to the adjectives in blue in the A learner Stickers
table and the words in blue in the text. text and add them to the - read the
Elicit that all the words are adjectives. table. adjectives in
Explain the task. Answers: blue -1
Students complete the table and check their 1 opinion: comfortable, - complete the
answers in pairs. lovely, beautiful, table -2
Check answers as a class. In a stronger wonderful Point -3
class, you could ask students to brainstorm 2 size: big, long, small
more adjectives and add them to the correct 3 age: new, old
category in the table. 4 shape: round
5 colour: white, blue,
brown, black, red
6 material: cotton, silk,
fur
Task. III (Task for understanding) Students put the words Descriptor:
Ex: 3 P: 44 in the correct order A learner
Teacher explain the task and ask students to Answers: - put the words
do it individually. 1 She bought an amazing in the correct
Check answers as a class. pink cotton dress. order -1
Differentiation: 2 I can’t wear these ugly old - complete the
Learners will be supported by teacher and leather shoes. sentences -2
3 You have got beautiful
by helpers from his class. Points -3
big green eyes.
4 She married a handsome
tall young man.
5 They found a strange small
round box.

Task. IV (Task for understanding) Students find five Descriptor:

Ex: 4 P: 44 examples of the infinitive A learner
Teaacher asks students to find and with to in the text. Then - find five
underline five examples of the infinitive choose the correct words examples -1
with to in the text (I bought the balloons to in the rules. - choose the
decorate …, … to study Russian …, … but Answers correct words-2
I decided to cut it …, I promised to give …, 1 verbs Points -3
I wanted to be …). 2 why

Excellent
Total point 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”
 Short term plan

Unit: 3 Clothes and Fashion lesson 99

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title An event in the past

Learning objectives 7. 2. 3. 1 understand some part of an argument in an extended conversation in a
general and learning-restricted environment with little help;
7. 3. 5. 1 attempt to communicate with classmates for the purpose of planning and
creating priorities, partnership, discussion, and agreement in order to fulfill
educational tasks;
Lesson objectives Learners will be able to:
(assessment criteria) - Listen to people talking about a party.
- Learn key phrases for talking about events.
- Practise talking about a party

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss if they have been to any Learners read the given feedback. Assessment
parties recently. Ask them if they enjoyed sentences on the board The teacher to sheet Kazakh
them and what they did there. Elicit that and guess the topic and assess learners yurt
there might have been nice food, good share with their ideas. for their ability.
music, or lots of presents “Good job!
Well done!”
Teacher tells values of this month. The Formative
ability to express one's own views, showing Assessment
mutual respect and solidarity. Descriptor:
-do the home
Checking the home task task-1
Learners do the home task
Middle Task. I (Wh, I) Ex: 1 P:45 Students listen to people Descriptor:
35 min Teacher asks Ss look at the photos and read talking about a party. A learner Pictures
the names of the people. Then look at the Match speakers with the - listen to people
list of subjects below. Explain that they are topics they are talking talking -1
going to hear the speakers discussing four about . there is one topic - match speakers
of the topics. you don’t need. with the topics -
Students listen to the speakers and match Answers: 2
them with the topics 1d Point-3
2a
3e
4b
 Task. II (Wh, I) Ex: 2 P:45 Students listen to Clare Descriptor:
Teacher explain that students are going to talking about a party. A learner Stickers
listen to a girl talking about a party. Tell Which of the things in the - listen to a girl
them to read through the topics in the box box does she talk? talking -1
first, then listen and say which ones are Answers: -answer the
mentioned music, food, Sally’s question-2
parents Point -3

Excellent

Task. III (Task for understanding) Students study the key Descriptor:
Ex: 3 P: 45 phrases. Then listen to the A learner
Teacher allow students time to study the conversation again and - read the key
key phrases, then check understanding by answer the question. phrases-1
asking for translations. Answers: - answer the
Tell students to read through the questions 1 Karen was at her question -2
carefully. Explain that they are going to brother’s school concert. Points -3
listen to Clare again and that they should 2 A lot of people from
answer the questions. school, and quite a lot of
Differentiation Sally’s sister’s friends.
Learners will be supported by teacher will 3 She’s almost two years
support students each other in difficult moments older than Sally, and she’s
really cool.
4 Ruth’s boyfriend.
Task. IV (Task for understanding) Students listen to the Descriptor:
Ex: 4 P: 44 dialogue. Then practise it A learner
Teaacher read and listen to the dialogue. with a partner. - listen to the
Tell them not to worry about the blue words Answers dialogue -1
at this stage. 1 verbs - practise the
Students practise the dialogue with a 2 why dialogue with a
partner. Remind them to swap roles and partner -2
practise it again. Points -3

Total point 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 100

School
 Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title CLIL: Folk stories

Learning objectives 7. 2. 6. 1 identify meaning from context in long conversations with little support
on some general and academic topics;
7. 4. 2. 1 to understand specific information in texts within the framework of
general and educational topics;
7.5.7.1 use with some support appropriate layout at text level for a growing range
of written genres on familiar general topics and some curricular topics
Lesson objectives Learners will be able to:
(assessment criteria) - Read a folk story.
- Learn about first person and third person narrators.
- Practise writing a story as a first person narrator.

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss what kind of stories they Learners read the given feedback. Assessment
enjoy reading. sentences on the board The teacher to sheet Kazakh
Elicit some answers, then write folk story and guess the topic and assess learners yurt
on the board. Ask students if they have read share with their ideas. for their ability.
any folk stories. Elicit the names of some “Good job!
folk stories that students know. Well done!”
Tell students they are going to read a folk Formative
story in English. Assessment

Teacher tells values of this month. The

ability to critically evaluate and correct
one’s own behavior when communicating
with other people. Learners do the home taskDescriptor:
Checking the home task -do the home
task-1
Middle Task. I (Wh, I) Ex: 1 P:46 Students look at the Descriptor:
35 min Teacher asks Ss work in pairs to put the pictures and put them in A learner Pictures
pictures in the correct order. the correct order -discuss the
Play the CD. Students read and listen to the Answers: pictures -1
story, and check their answers 1D - put the
2C pictures in the
3B correct order.
4A -2
Point-3

Well done

Task. II (Wh, I) Ex: 2 P:46 Students read the story Descriptor:

Teacher asks Ss read the story again and again and answer the A learner Stickers
answer the questions question - read the story
Answers: again -1
Differentiation 1 There weren’t any other -answer the
Learners will be supported by teacher will elephants around. The question-2
support students each other in difficult moments elephant was lonely. Point -3
2 The bird looked for the
other elephants and took
the young elephant to
them.
3 Because the bird had
 helped it twenty years
ago, and the elephant
remembered.
4a

Task. III (Task for understanding) Students complete the Descriptor:

Ex: 3 P: 46 information with first A learner
Teacher asks Ss Read the information with person and third person - complete the
the class. Students complete the sentences. Answers: information -1
Check answers with the class and ensure 1 first person - use first person
that students understand the terms first 2 third person and third person
person narrator and third person narrator. -2
Refer students back to the folk story in Points -3
exercise 1
and ask whether it has a first person or third
person narrator (third person).

Total point 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 101

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Summative Control work for the term 4

 Learning objectives 7. 2. 6. 1 identify meaning from context in long conversations with little support
on some general and academic topics;
7.3.5.1 keep interaction going in longer exchanges on a range of general and
curricular topics
7.4.5.1 deduce meaning from context in short texts on a growing range of familiar
general and curricular topics;
7.5.3.1 write with moderate grammatical accuracy on a limited range of familiar
general and curricular topics;
Lesson objectives Learners will be able to:
(assessment criteria) - understand specific details through the keywords, style, intonation and
repetition
- pronounce words and phrases correctly
-formulate a simple character outline

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss what kind of stories they Learners read the given feedback. Assessment
enjoy reading. sentences on the board The teacher to sheets
Elicit some answers, then write folk story and guess the topic and assess learners
on the board. Ask students if they have read share with their ideas. for their ability.
any folk stories. Elicit the names of some “Good job!
folk stories that students know. Well done!”
Tell students they are going to read a folk Formative
story in English. Assessment

Teacher tells values of this month. The

ability to critically evaluate and correct
one’s own behavior when communicating
with other people. Learners do the home task Descriptor:
Checking the home task -do the home
task-1
Middle Listening Students listen and choose Descriptor:
35 min Task. Listen and choose between A, B, C or between A, B, C or D. A learner
D. CD3. Tapescript 4. Use the link to listen - listen and
information choose
Point-6
1) Continue listening to tape and fill in the
gaps with NO MORE THAN TWO Well done
WORDS:
2) Choose the correct answer.

Reading Students read the text and Descriptor:

Task. Read the text and fill in the table fill in the table below with A learner
below with necessary information. necessary information. - read the text
Point -6
Answer the questions.
Writing Students choose one Descriptor:
Task. Topic1. Fill in all the spaces topic and write more than A learner
provided. You can write more than one one idea. - write more
idea. than one idea.
Points -6
Topic 2. When we talk about fashion we
usually mean the popular style in dress or
behavior. For most modern people fashion
is a method of wearing to express
themselves. What do you think about it?
Write 80-90 words
 Speaking Students choose the card Descriptor:
Task. Choose the card. Work individually. A learner
Look at the picture and make up a story for choose the card
1-2 minutes. Use the questions from the Points -6
card. Total point 24

End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”

Short term plan

Unit: 3 Clothes and Fashion lesson 102

School
Teacher name
Date:

Grade: 7 Number present: absent:

Lesson title Unit review 7

Learning objectives 7.3.4.1 respond with some flexibility at both sentence and discourse level to
unexpected comments on a growing range of general and curricular
7. 4. 2. 1 to understand specific information in texts within the framework of
general and educational topics;
7.5.1.1 plan, write, edit and proofread work at text level with some support on a
range of general and curricular topics;
 Lesson objectives Learners will be able to:
(assessment criteria) - Use vocabulary for feelings and events.
- Use adjectives used to talk about life events

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginnin Greeting. (Whole class, Individually) Teacher
g T tells the class to make groups of 2. controles the
5 min Warm up: process, gives
Teacher asks Ss if they know anything Learners read the given feedback. Assessment
about their parents’ lives when they were sentences on the board The teacher to sheet Kazakh
teenagers, for example, what clothes they and guess the topic and assess learners yurt
wore, what music they listened to, etc. share with their ideas. for their ability.
Ask if they think life was very different for “Good job!
their parents when they were teenagers. Well done!”
Formative
Assessment
Teacher tells values of this month. Ability
to work effectively in a team, contributing
to the achievement of common goals.
Checking the home task
Learners do the home task Descriptor:
-do the home
task-1
Middle Task. I (Wh, I) Ex: 1 P:48 Students choose the Descriptor:
35 min Teacher asks Ss choose the correct words correct words A learner Pictures
to complete the sentences. Answers: - complete the
1 nervous sentences -1
2 scary - choose the
3 lucky correct words
4 naughty -2
5 upset Point-3
6 cute

Task. II (Wh, I) Ex: 2 P:48 Students complete the Descriptor:

Teacher asks Ss complete the phrases with phrases with the verbs in A learner Stickers
the verbs. In a weaker class, ask them to do the box. There is one verb - complete the
this in pairs. In a stronger class, ask you don’t need. phrases-1
students there is one verb you don’t need. Answers: - use the verbs
1 become in the box -2
2 go Point -3
3 have
4 buy
5 do
6 graduate

Task. III (Task for understanding) Students complete the Descriptor:

Ex: 3 P: 48 dialogue with the A learner
Teacher asks Ss complete the dialogue affirmative or negative - complete the
with the affirmative or negative form of form of was and were dialogue -1
was and were Answers: - use was and
Differentiation: 1 was were -2
Learners will be supported by teacher and 2 was Points -3
by helpers from his class. 3 wasn’t
4 were
5 wasn’t
6 were
7 weren’t Excellent
8 was
 Task. IV (Task for understanding) Students complete the Descriptor:
Ex: 4 P: 48 sentences using the past A learner
Teacher asks complete the sentences using simple form of the verbs - complete the
the past simple form of the verbs in the in the box. sentences -1
box. Answers: - use the past
1 didn’t learn, passed simple form -2
2 met, graduated Points -3
3 lived, didn’t like Excellent
Total point 10
End Learners provide feedback on what they Ss evaluate each other and The teacher to Poster
5 min have learned at the lesson and draw it on encourage classmate with assess learners
the face of students prototype. phrases like: for their ability.
Ex: Well done! Brilliant! “Good job!
Home task: Good job! I like it! Well done!”