Салауатты әдеттер бөліміне арналған жоспар, 7-сынып

Long-term plan unit: 8 HEALTHY HABITS

School: № 22 Elshibek batyr

Lesson 1

Date:

Teacher’s name: Bazilova R.

CLASS: 7 a

present:

absent:

Theme of the lesson: Priorities

Learning objective (s) that this lesson is contributing to

7.1.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

7.1.5.1 - use feedback to set personal learning objectives;

7.2.4.1 - understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics;

7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics;

Lesson objectives

All learners will be able to: talk about daily routines and priorities

Most learners will be able to:

• learn vocabulary for talking about priorities in life.

• talk about what is important to them, what they argue about with their parents, what stresses them and what they enjoy doing.

Some learners will be able to: express their point of view in conversations and discussions

Success criteria

Discuss a problem in groups and suggest a solution for a problem

Consider classmates' advice and set personal learning objectives based on their feedback

Recognize the content of an extended conversation using some supporting information

Provide a point of view in conversations and discussions

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Unit presentation

Books closed. Write on the board: healthy habits. Elicit ideas from the students as to what they think this means.

• Write students’ ideas on the board, e.g. plenty of sleep, a balanced diet, not getting stressed, making time to relax.

• Ask them to open their books at page 86. Ask them to describe the photograph.

• Put students into pairs and give them a couple of minutes to ask and answer the three questions.

• Ask some students to tell the class about how organised their partner is.

• Tell students that Unit 8 is about the things we want to do and the things we have to do.

Suggested answers

• I don’t usually write notes. There are a lot of things on my desk and I can lose the notes easily. But I sometimes make notes on my smartphone – only when it’s something really important.

• I don’t get stressed much. I know that my mum will tell me about anything important. Being with my friends makes me happy.

• It makes me feel stressed! There are too many things to read and the notes aren’t organised.

Warm up

• Books closed. Explain the meaning of priority (something important which must be given attention before other things). Tell students some of your own priorities and then ask: What are your priorities in life? Give students a minute to write a list of three things that are most important to them.

• Students can compare their lists in pairs before you ask some students to share their lists with the class.

Practice

LISTENING

2.20 Ask students to open their books at page 87.

• Elicit descriptions of the photographs and give students time to read the phrases.

• Ask students to work in pairs to match the correct phrases with the photos.

• Play the recording for students to check their answers.

• Play the recording again for students to repeat the phrases.

Answers

a shop for clothes b hang out with friends c do sports d have time for yourself e do something creative

f help around the house g get enough sleep h chat with friends online

2.21 Tell students they are going to listen to teenagers

talking about their priorities.

• Play the recording for students to match the speakers with the activities in Exercise 1.

• Check answers.

Answers

2 shop for clothes

3 help around the house 4 do something creative 5 hang out with friends 6 get enough sleep 7 do sports 8 chat with friends online

Give students a few minutes to write adjectives or phrases to describe the activities in Exercise 1. Put students into pairs to explain their choice of words and phrases.

• Make sure students understand they will need to use the gerund when talking about the activities in Exercise 1, e.g. they will say getting enough sleep is really important not get enough sleep is really important. They will also use the gerund with like/love/hate, etc.

• Ask some students to report back to the class on what their partner said.

Optional activity

• Put students into small groups to think of more things to add to the list of priorities in Exercise 1. These items could either be responsibilities or fun activities, e.g. visit

family, go to the cinema, read, do homework.

• Ask one member from each group to read their new list of priorities out to the class. Encourage students to debate the importance of the new things groups have come up with.

Your turn

4 • Read out the questions and check that students understand them.

• Give students a few minutes to make notes using the activities in Exercise 1.

• Put students into pairs to ask and answer the questions.

• Ask some students to tell the class what they found out about their partner.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary Bank on page 128 and do the exercises for Priorities.

Homework

Set Exercises 1, 2, 3 and 4 on page 65 of the Workbook for homework. Students can also find out the top three priorities

in life for different members of their family. At the beginning of the next lesson, they can tell a partner about what they found out, e.g. Money is the most important thing for my dad.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Long-term plan unit: 8 HEALTHY HABITS

School: № 22 Elshibek batyr

Lesson 2

Date:

Teacher’s name: Bazilova R.

CLASS: 7 а

present:

absent:

Theme of the lesson: A good night’s sleep

Learning objective (s) that this lesson is contributing to

7.1.6.1- organize and present information clearly to others;

7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

7.4.2.1- understand specific information and detail in texts on a range of familiar 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;

Lesson objectives

All learners will be able to: understand an article about the importance of sleep

Most learners will be able to:

• read an article about teenagers and sleep.

• learn verb and noun collocations.

• talk about their sleeping habits.

Some learners will be able to: realize specific information and detail in the texts

Success criteria

Demonstrate an ability to organize and express ideas clearly

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Identify details in a text with little support

Figure out the content of a short text with some support

Value links

Lifelong learning

Cross curricular links

Biology

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

Books closed. Write the following question on the board:

Why do we need to sleep?

• Put students into small groups and give them a minute to think of answers to the question.

• Ask one student from each group to report their answers to the class.

Suggested answer

No one really knows, but it is believed that it is essential for health, processing information and the proper function of the brain.

Practice

1 • Ask students to open their books at page 88 and look at

the photo. Read out the two questions. Put students into pairs to answer the questions.

2 • Check students’ understanding of the following vocabulary: complain (verb): to say that something is wrong or that it irritates you, e.g. He complained about the heat in the classroom. advice (noun): suggestions to someone…