Discussing unusual and interesting journeys across Kazakhstan and around the world

Unit 3: Holidays and Travel

7.UE14 use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics

7.L1 understand with the little support the main points in extended talk on limited range of general and curricular topics

Demonstrate knowledge  on the topic using vocabulary.

Determine in practice using prepositions before nouns and adjectives in common prepositional phrases.

Listen and discuss with support the main points in extended talk on topic

Most learners will be able to:

the usage of prepositions before nouns and adjectives in common prepositional phrases on a wide range.

Some learners will be able to:

Understand and describe  without support the main points in extended talk on the topic” Discussing unusual and interesting journeys across  Kazakhstan and around the world”.

5 min

Teacher greets with  learners;

Lead in: Answer the questions:

What do you see on the video?

Do you like this heroes?

What do they usually do?

What is the theme of our lesson?

30  min

 —ride a camel

-go on safari

-swim with dolphins

-climb a mountain

-fly in a hot – air balloon

-try an extreme sport

-camp on a riverbank

-travel abroad

 Task 2:  Work with whole class.

The Caspian Sea is the largest enclosed body …. water …. Earth. Caspian Sea washes the western part … KZ. Caspian Sea is not connected ….  an ocean which makes it like a lake. The northern part of the sea is ….. 6 m deep. The northern part differentiates …. the sudden

Task 3:  Work in group. Forming 3 groups. Every group has own task.

group  should do: Complete the questions to the topic “Australia”.

group should do: Make a dialogue on the topic “Australia”.

group should do: Demonstrate knowledge on the topic “Australia” by cluster.

Fill the missed prepositions and put them on the places.  (with, on, of, about, of, by)

Learners

Demonstrate knowledge on the topic “Australia” by cluster and

make questions

and  dialogue

Verbal evaluation

Mutual avaluation

5 min

In the beginning  of the lesson learners are introduced to Descriptors. In order to motivate learners after each their answer a teacher gives formative assessment in oral form. Reflection through “ Five fingers”

1.    finger – difficulties during the lesson

2.    finger —  what do you like during the lesson

3.    finger – your mood

4.    finger – what do you do today?

5.    finger – what do you learn today?

Home task: read the text ones more and answer the questions

Saying goodbye

Unit 3: Holidays and Travel

7.UE14 use prepositions before nouns and adjectives in common prepositional phrases on a wide range of familiar general and curricular topics

·       remember famous places in Kazakhstan in simple texts with support;

·       learn prepositions before nouns and adjectives in common prepositional phrases from simple text with support;

·       identify where famous places of Kazakhstan are situated in with support;

most learners will be able to

·       narrate famous places in Kazakhstan in simple texts;

·       use prepositions before nouns and adjectives in common prepositional phrases from simple text with some support;

·       identify where famous  places of Kazakhstan are situated in with some support;

some learners will be able to

·       collect more information about famous places in Kazakhstan

·       apply prepositions before nouns and adjectives in common prepositional phrases with other information;

·       give an improvement of an opinion at discourse level on the best places to visit in Kazakhstan:

5 min

 Forming in to four groups.

I’ll give you a piece of papers with words and you should connect these pieces and make up one word.

The first group is NORTH

The second group is SOUTH

The third group is WEST

The fourth group is EAST

What is it?

What are going to speak about?

How do you think what is the theme of our lesson?

Pieces of papers

Slide

30 min

Form two groups the first group – prepositions, the second group – adjectives. Work in groups

The first group: the north and the south– prepositions:

It is an 11th or 12th-century mausoleum (for) a noble woman located (in) the village of it, 18 km west of Taraz, Kazakhstan (on) the Silk Road. It is one (of) the natural monuments (in) the region. A  lot (of) climbers (from) all over the world come (to) visit the mountain annually.

The second group: the west and the east – adjectives:

(Beautiful) and  (rich) Akmola region, an ancient land of an ancient people. A mountain is one of  (natural) monuments in East Kazakhstan region. It is  (the highest) peak of Altai and of all Siberia. It is locally (famous) as a monument to love and faithfulness.

Task 2

Recognizes the words with prepositions before nouns and adjectives in the text.

Ss examines the map.

Ss fill the table with the names of cites.

Tells the location of cities correctly.

gives more information about it.

adds information other interesting places in Kazakhstan

Mutual avaluation

Verbal evaluation

5 min

Apple— I have known much information.

Flower- I have understood much information. It was very useful information.

Leaf— Today some questions were not clear for me.

Home task: write short story about beautiful place in our Republic

Saying goodbye

Unit 3: Holidays and Travel

7S.7 Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

7 R.2 Understand specific  information and details in texts on a range of familiar general and curricular topics.

7UE.17 Use if\unless in first conditional clauses, use defining   relative clauses with which who that where on a wide range of familiar general and curricular topics.

-speak about the best places of Kazakhstan;

Most  learners will able to:

-speak on a topic using new expressions;

. use first conditional in speaking activities ;

Some  learners will able to:

-Speak  about  sightseeing  of  Kazakhstan and it’s nature;

3 min

B)Checking the attendance

Psychological spirit:

1)Divide class into two groups  by method “Puzzle”(The Theatre, The Cinema )

Training: “I wish you …”

Let’s stand in a circle and wishes to each other

I group-The Theatre

II group-The Cinema

— I wish you luck!

-I wish you Success!

-I wish you health!

-I wish you happiness!

-Be pretty!

-Be boldness!

30 min

Watching video.

I.Brainstorming.

-What can you say about this video?

-How do you think our today’s new theme  is?

-What is the best places  do you know in Kazakhstan?

-Have you ever been in__________ ?

The large city  in the south of the country.

The city where many  mausoleums  are situated?

The city has produced oil.

T: ok ,very good.

1.T :There are a lot of  wonderful places to visit in Kazakhstan. Today we have unusual lesson.You will admire places of interest, and I’m sure you will show  your knowledge and we’ll talk about our country. Let’s begin our travelling from the visiting the capital of our country.   Before we go to the Astana, find the right translation of the following words.

Work with translation.

Be Attentive!

-Learners answer  to the questions.

After reading the text Ss should answer the questions, make questions and choose a reporter for another group.

Individual  avaluation

Mutual avaluation

Verbal evaluation

PPT ,Pictures  of the best places.Activeboard

7 min.

Open the “Magic box” and take one of the stickers.If you make up the sentences,you’ll have the ticket  to the cities.

Home task: read the text and make 5questions  to the text

Saying goodbye

Unit 3: Holidays and Travel

7S.7 Use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.

7 R.2 Understand specific  information and details in texts on a range of familiar general and curricular topics.

7UE.17 Use if\unless in first conditional clauses, use defining   relative clauses with which who that where on a wide range of familiar general and curricular topics.

-speak about the best places of Kazakhstan;

Most  learners will able to:

-speak on a topic using new expressions;

. use first conditional in speaking activities ;

Some  learners will able to:

-Speak  about  sightseeing  of  Kazakhstan and it’s nature;

5 min

B)Checking the attendance

Psychological spirit:

1)Divide class into two groups  by method “Puzzle

Training: “Show me the …”

Show the sightseeing of Kazakhstan

30 min

1.T :There are a lot of  wonderful places to visit in Kazakhstan. Today we have unusual lesson.You will admire places of interest, and I’m sure you will show  your knowledge and we’ll talk about our country. Let’s begin our travelling from the visiting the capital of our country.   Before we go to the Astana, find the right translation of the following words.

Be Attentive!

Work with translation.

I’ll check you,how did you understand the text?

Method “Reporter”.

2.Pair work. Let’s revise our grammar: First Conditional.

 Use first conditional by method “Add details”

Teacher  gives  “Wait time” Read an translate. Cut  the paper and  stick the sentences in order .

-Each group checks the works on a posters

Task for the more able learners :

Task for the less able learners.

1.I/have money

2.You /come/to our country

3.We /go/ to the Almaty

4.It / a nice day

5.It /sunny day

a)We / go to the lake

b)We /go for a picnic to mountain.

c)I / go to Duman Entertainment centre

d) You / visit to mausoleum

e)We / go to the metro

Descriptor:

— applies correct form of the First conditional;

-makes up the sentences;

-reads and translates the sentences

Learners stick the sentences

Learners match and write on laminated paper the sentences using first conditional

Mutual avaluation

Individual  avaluation

PPT

7 min.

Feedback. The teacher gives comments about learners work  and awards learner.

Home task: make the presentation about one of the wonderful place in Kazakhstan

Saying goodbye

Unit 3: Holidays and Travel

7.S3 give an opinion at discourse level on a growing range of general and curricular topics

7.C3 respect differing points of view

— analyze and discuss the main points in text on the best places to visit in Kazakhstan with support

— apply an opinion at discourse level on the best places to visit in Kazakhstan.

Most learners will be able to:

analyze and discuss the main points in texts on the best places to visit in Kazakhstan with some support;

suggest an opinion at discourse level on the best places to visit in Kazakhstan.

Some learners will be able to:

-explain the main points in texts on the best places to visit in Kazakhstan without support

— give an improvement of an opinion at discourse level on the best places to visit in Kazakhstan

5 min

— Warming up (date, weather, season, month, day of the week, feeling)

— Checking absence

— Phonetic drill. Let’s remember some English proverbs:

East or West home is the best!

There is no place like home!

What do these proverbs mean?

What is the theme of our lesson?

Why do you think so?

Concept checking: What should you do?

Students guessed about the theme

As you guessed, today we’ll talk about our country and the best places to visit in Kazakhstan.

Blackboard

30 min

Students are divided into three groups with  the help of cards of popular cities of Kazakhstan. Each of them take one card and find another from the famous cities. At the end they should form 3 groups of cities).

Look at your cards. You should form three groups “Astana”, “Almaty”, “Shymkent”.

I Task.  Answer the questions using internet resources. Each group describe your city. (Group work).

Less able students answer the questions.

More able students give full description of the city.

Where is this city situated?

What is this city famous for?

What places do you like to visit in this city?

Why do you recommend visiting this city?

Descriptor:

1. Answers the questions using internet;

2. Give the description of the city.

FA by cards:

Group of Astana –Baiterek

Group of  Almaty- gold apple

Group of Shymkent- red tulip

Learners answer the questions using internet resources

Mutual avaluation

5 min

Green leaf — I totally understand

Yellow leaf — I understand the lesson but I need some helps

Red leaf — I don’t understand

Homework:Write a  review about your favourite city of Kazakhstan

Saying goodbye

Unit 3: Holidays and Travel

7.R2 understand specific information  and detail in texts on a range of familiar general and curricular topics

7.S3 give an opinion at discourse level on a growing range of general and curricular topics

7.UE17 use if / unless  in first conditional clauses; use  defining relative clauses with which who that where on a wide range of familiar general and curricular topics

7.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general  topics, and some curricular topics

— analyze and discuss the main points in text on the best places to visit in Kazakhstan with support

— apply an opinion at discourse level on the best places to visit in Kazakhstan.

Most learners will be able to:

analyze and discuss the main points in texts on the best places to visit in Kazakhstan with some support;

suggest an opinion at discourse level on the best places to visit in Kazakhstan.

Some learners will be able to:

-explain the main points in texts on the best places to visit in Kazakhstan without support

— give an improvement of an opinion at discourse level on the best places to visit in Kazakhstan

3 min

— Warming up (date, weather, season, month, day of the week, feeling), сhecking absence

Let’s continue out theme from the previous lesson and check a  review about your favourite city of Kazakhstan

30 min

Group “Almaty”

Make up 10 questions about the text.

Almaty was the capital of Kazakhstan from 1929 to 1997. Now it is big commercial and cultural center of country. There are a lot of sightseeing in Almaty. Medeu is located in mountain. It is the highest skating rink in the world. Kok-Tobe mountain. It has a variety of amusement park. There is also 372 metres tall TV Tower. There is also a ski resort in Almaty- Shymbulak. It is elevated 2200 metres  above sea level.

Group “Shymkent”

Make an advertisement using pictures and sentences from the text.

Shymkent-the third largest city in Kazakhstan. There are many anciant cities. Tukestan historical region of central Asia. This city is 1500 years old. It was Khodja Ahmed Yasawi, the poet and Sufi. This place is worshiped by the Muslim community of Kazakhstan and Central Asian Countries. Arystan Bab Mausoleum it situeted in Sairam. Arystan Bab was a mentor of Khodja Ahmed Yasawi, and his teacher.

Descriptors:

1. Analyze the text, find out and name the best places to visit in Astana.

2. Analyze the text make up ten questions about the text.

3. Analyze the text and make up advertisement using pictures and sentences from the text.

2 Task. Look at the pictures. Discuss and make up a dialogue using pictures and Internet resources. Imagine that you are visiting this place.

make up 10 questions about the text

Learners Group “Shymkent” make an advertisement using pictures and sentences from the text

Learners make up the dialogue in pairs using pictures and Internet resources.

Texts, pictures

Pictures,Internet resources

Green leaf — I totally understand

Yellow leaf — I understand the lesson but I need some helps

Red leaf — I don’t understand

Homework: write and tell about place where you was in your summer holidays

Saying goodbye

Unit 3: Holidays and Travel

7.W2 write with minimal support  about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular  topics

7.W3 write with moderate grammatical accuracy on a limited range of  familiar general and curricular topics

-use appropriate subject-specific vocabulary and syntax to talk and to understand the theme  “ making a brochure”.

— complete the range familiar topics on the theme “Making a brochure/leaflet ” with support.

Make a scheme on the theme: “Making a brochure/leaflet ” with moderate grammatical accuracy

5min

.Lead in — Showing video to determine the topic

What did you understand from showing video?

How do you think what kind of theme will we talk about?

30min

Task 1 —

Match the new words with definitions.

Make a project work using vocabulary.

1.Brochure-      a)design

2.Template-      b)model, texture

3.Margin-         c)mold

4.Graphics-      d)benefit

5.Mockup-       e)pamphlet

Answer: 1-e,  2-c,   3-d,  4-a, 5-b;

Post-reading task

Task-2

Make a brochure.

Task-3 Answer the questions.

1.What is a brochure?

2.What purposes can a brochure serve?

3.Who might a brochure target?

4.What can you do with brochures?

5.How do you plan to make a brochure?

6.How do write My brochure and design your brochure?

Learners make a project work using vocabulary.

Learners make a brochure.

Learners answer the questions

Mutual avaluation

Individual  avaluation

Verbal evaluation

worksheet

Flipchart, markers, glue, different color papers

5m

«FIVE FINGERS».

Home task: Complete the chart about brochure

Saying goodbye

Unit 3: Holidays and Travel

 SA 3

extended talk on a range of general and curricular topics

7.W7 Use with minimal support appropriate layout at text level

for a growing range of written genres on familiar general and

curricular topics

— Identify the position of speakers in an extended talk with some support

— Write a text keeping the layout and format of a given genre

with a little support

5 min

Lead-in:

Teacher asks learners to make a cluster. They have a piece of paper or they can do orally. The central word is Travel.

Teacher can add some words.

Learners make a cluster.

10 min

Learners are given handouts with matching task.

A level Guess the words according the definitions

to travel to a place by plane  ________

to travel to a place by boat or ship_____

to travel by standing by the side of the road  __

to travel to a place on foot_______       ­­­­­­­­­­­­­­­­­­­­­

to travel to a place by car     ______

to travel to a place by bicycle ______

B Level  Match the words and their descriptions:

1. to drive        _________

2. to cycle        _________

3. to sail           _________

4. to walk         _________

5. to fly              _________

6. to hitchhike _________

to travel to a place by plane

to travel to a place by boat or ship

to travel by standing by the side of the road

to travel to a place on foot

to travel to a place by car

to travel to a place by bicycle

Task 1.CD2. Tapescript 2.

Go to the following link to listen to the information:

—      What this talk is about?

—      How many people are in a talk?

—      What preferences do a caller request?

Task 2. Choose the right answer A, B, C or D.

Example:0.What date is flight reservation going to be?

1.    What is the man’s destination?

2.    When is the man’s departure date?

3.    What is the flight number for the second half of his journey?

4.    How long is the man’s layover between flights?

5.    What request did the man make regarding his flight?

WRITING

Task 3. Answer the questions while you are writing.

Teacher should print both examples of handouts for each learner.

Who will you write to?

What is the place like?

Where are you?

What are the people like?

Are you having a good time?

What did you do yesterday?

Where are you staying?

What are you doing tomorrow?

Learners choose the right answer

Learners write a postcard to a friend

5 min

Feedback. The teacher gives comments about learners work  and awards learner.

Home task: wtire the letter about your holiday to your relatives

Saying goodbye

Unit 3: Holidays and Travel

7.R2 Understand specific information and details in texts on a range of familiar general and curricular topics.

7.W6 Link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics.

Realise particular facts and parts in reading passage.

Most learners will be able to:

Raise awareness about cultural diversity through reading and discussion.

Write a text keeping layout and format of a given genre with a little support.

Write topic related vocabulary correctly.

Some learners will be able to:

Connect sentences into paragraphs with basic connectors and linking words with some support.

5 min

Greeting learners. Setting positive atmosphere by asking some ice breaking questions.

Lead-in:

Which festival would you advise tourists to visit in your area? Why?

Learners brainstorm festivals people can go on holiday and discuss how people celebrate them.

30 min

Teacher elicits their knowledge about these festivals

(Where are celebrated? Which festival would you like to visit most/least?)

While-reading

Read the text and mark the sentences True or False.

Peer assessment. Whole class discussion.

Post-reading. Writing

Tell the students that they are going to work individually and assess themselves (what they have learnt from this unit). Pay students’ attention to the assessment criteria.

Enable students to proofread. Teacher provides open class feedback.

Differentiation by pace (extension):

If a student quickly grasps core activity, s/he may draw a map according to the text. Students find out the differences and similarities of Nauryz and Christmas using Venn diagram.

Learners read the text and mark the sentences True or False

Learners should apply learnt material in terms of grammar, vocabulary and linking words.

Mutual avaluation

Individual  avaluation

Verbal evaluation

5 min

I have learnt ….

Now I can …

It was interesting …

It was difficult …

It was unclear …

Home task: wtire the letter about your holiday to your relatives

Saying goodbye

Unit 4: Space and Earth

general and curricular topics

S3 give an opinion at discourse level on a growing range of general and curricular topics

understand the  meaning of a story about environment

Most learners will be able to

speak  about ecological problems

Some learners will be able to

write an essay and tell the class

Convey fantasy ideas including emotions and senses

5 min

Greeting

Dividing the class into group  with the pictures of nature

30 min

Work with a partner . What do you think the video will be  about?

Find out about building sustainably?

Descriptor;

-Works in pairs

— Describes the pictures

Task2 Method «Dubbing»

Watch the video without sound and check your ideas.

Descriptor:

-watches the video without voice

-works with groups and checks ideas

Task3

Method  «Who is quickly?»

Which of the words below do you think you will hear in the video?

Ss do the task

Ss watch the video and find given words

Mutual avaluation

Individual  avaluation

Watch  the video  with sound. Check your answers to exercise 3

Task5. Method “Match the word”

Watch the video again  and match the information.

1 hail stones

2 95%destroyed

3 the wind speed was

4 the solar panels

5 a new and improved

a  of homes and businesses

b Greensburg was created

c  create energy for the building

d the size of tennis balls

e 320km per hour

Task6  Method “Changing station”

Discuss the questions in groups.

1 What are the most common  natural disasters in your  country?

2Are there  any buildings in your  town with solar panels?

3 Do many people have solar  panels on their houses in your  town ?

4Do you think solar panels  are a good idea? Why\Why not?

Ss watch the video

match the sentences with the right column

Ss discuss with group

and answer the questions

Verbal evaluation

5 min

V  — I know…..

—  — …. is not clear to me

+  — …. is new information to me

? – I was surprised at ….

Home task; Ex 6  page48

Saying goodbye

Blanks

Unit 4: Space and Earth

7.L5 recognize the opinion of the speaker(s) in supported extended talk on a range of general and curricular topics

7.S1 use formal and informal registers in their talk on a limited range of general and curricular topics

understand the  meaning of a story about environment

Most learners will be able to

speak  about ecological problems

Some learners will be able to

write an essay and tell the class

Convey fantasy ideas including emotions and senses

5 min

Greeting

Checking up the homework

Dividing the class into group  with the pictures of nature

30 min

save  • worship  • threaten  • survive

• protect  • preserve  • face  • clean up

Several forms of pollution  …………………….. the environment.

2    The local green group  …………………..the beach next Saturday.

3    In ancient times, people  ………………………. a variety of gods.

4    We need to do more  …………………………the environment.

5    Greenpeace is doing a lot  ……………………..whales.

6    Archaeologists are not sure if the monument…………………….. for long.

7    Conservationists are doing everything they can ………… the temple.

8    A number of animal species  …………….extinction unless we do something.

Task 2 Complete the sentences with thecorrect word

cultural  • polluted  • rising  • responsible • melting  • public

1    ……………………. seas worry many islanders.

2    ……………………. ice is putting many seals at  risk.

3    Using  …………………….  transport  can  help  reduce pollution.

4    Stonehenge  and  the  Tower  of  London  are  two ……………………. sites in the UK.

5    The  coast  of  California  has  got  a  lot  of ……………………. beaches.

6    Many  people  believe  that  industries  are……………. for pollution

Task 3 Match the words.

Use six of the phrases from Ex. 5 to complete the sentences.

  1   The Sphinx is a ….. of Egypt.

2    The pollution in the sea and on the beaches is  spoiling many ………… .

3    Car exhaust fumes can damage monuments located along ……………. .

4    Cutting down trees causes ………………… .

5    Many people have difficulty breathing in hot and ………….. .

6    More and more plants and animals are Becoming …………………………..

Ss complete the sentences with thecorrect word

Ss match the words.

Individual  avaluation

Mutual avaluation

Verbal evaluation

5 min

Open the “Magic box” and take one of the stickers.If you make up the sentences, you’ll have the ticket  to the cities.

Home task: Ex 1,2  page 42 Read the text and answer the questions.

Saying goodbye

Unit 4: Space and Earth

7.S1.Use formal and informal registers in their talk on a limited   range of general and curricular topics.

7.L.8understand  supported  narratives  on  a  wide  range  of  general  and  curricular  topics.

Use  formal  and  informal  registers..

Most learners will be able to;

Ask and answer the questions.

Some learners will be able to;

Speak  about  environment  problem.

Identify  the  position  of  speakers  in an extended  talk  with  some  support.

Demonstrate  an  ability   to  organize  and  express  idea  clearly.

5.min

1Teacher  greets  learners.

Making  a  friendly   atmosphere.

Pupils  make  a  circle,  keeps  saying  compliments  to  each  other.

2.Dividing  into  subgroups

Teacher  divides  learners  into  two  group  with  the  method  of  ‘Puzzle’

and  take  their  places

Learners  should  take  picture  clips  and  should  build  up  a  picture  of  mountain  and  hill.

30 min

.

1The sun is bigger than the  planet._______.

2The  earth  is  the  only  planet  with  ice  on  it.________.

3there  are strong winds  on  the  outer  planets.______.

4Jupiter  has  a  moon  with  ice  on  it._______.

5.All  the  asteroids  are  small.________

Task2Match the  problems  to  the solutions  and  make  sentences.

Answer  key; 1/E,2/C,3/A,4/B,5/D..

Descriptor ; match  the  problems  with  solutions.

Task3.Discussion  box.

 Descriptor;  discussions  in  a  group,  make  evaluation  of  classmates  answer

Ss make  sentences

Mutual avaluation

Individual  avaluation

Verbal evaluation

5.min

They  also  make  comments

about  the  lesson  orally.

Home task: Ex: 8 pageb 31 a) Write four things you are going to do this weekend; b) Write five predictions for the future.

Saying goodbye

with  ‘Traffic  lights’  cards.

Unit 4: Space and Earth

7.S1.Use formal and informal registers in their talk on a limited   range of general and curricular topics.

7.L.8understand  supported  narratives  on  a  wide  range  of  general  and  curricular  topics.

Use  formal  and  informal  registers..

Most learners will be able to;

Ask and answer the questions.

Some learners will be able to;

Speak  about  environment  problem.

Identify  the  position  of  speakers  in an extended  talk  with  some  support.

Demonstrate  an  ability   to  organize  and  express  idea  clearly.

5 min

Greeting.

-Good  morning  dear  learners ?

-How are   you?

-What  is  the  day  today ?

-What  is  the  date   today ?

-Who  is  on  duty  today?

-What  about  weather   you  can  say?

-Now  we  begin  our  lesson

On the page

46-47

30 min

Look at the picture. What  do  you  see ?

Task 1. “Brain storm” 

1What   is   the   writer   doing   in  the   text?

A  describing  space  exploration

B   telling  us  why  we  go  into  space

C  encouraging  us  to become astronauts

2 What  does  the  writer  say  in

paragraph   B?

A  Mars  is  too  far  away .

B  It is  easier  to  explore  Mars  than  other planets

C   Mars  is  similar   to  Jupiter.

3 What  does  the  writer  suggest  in

paragraph  C?

A  Only   robots   can  survive  on  Mars.                                                                                                                                           B   Lots  of  countries  are  interested  in  Mars.

C  Scientists  are  already  on  Mars .

4  Why  does  the  writer  say “It  won’t  be easy” in  paragraph  D?

A  Astronauts   do not   want  to  go  Mars.

B  Only  one  astronaut  can  go to  Mars.

C  The  mission  will  take  a  long  time.

Task 2

 “Comprehension check.” Read  the  text   and mark  the   sentences  as  T( true)  or  F (false).

1  The   Sun   is  bigger  than   the planets.——-

2  The  Earth   is the only  planet   with  ice  on  it.———

3  There   are  strong  winds  on  the  outer planets.——-

4  Jupiter  has  a  moon  with  ice  on it .———

5  All  the   asteroids  are  small.——

Read  the  text  again  and,  for  questions  1-4,  choose  the   correct  answer  A B or C

Learners choose  the  correct  answer and marks   the   sentences   T or  F.

Individual  avaluation

Mutual avaluation

5 min

Which  four  planets  comprise: the inner  solar System  (closest  to  the  Sun)? The  outer  solar   system?

Who is  the  first  man  has  flown  names? How  many  planets  on  the  earth?

Home task: write 5 questons by the text

Saying goodbye

Unit 4: Space and Earth

7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics

7.R4 read a limited range of extended fiction and non-fiction texts on familiar and some unfamiliar general and curricular topics

7.R5 deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics

topics

·       identify the name of the planets with the help of mnemonic

Most learners will be able to:

·       complete matching task correctly

Some learners will be able to:

·       use taught information to complete the test while speaking task

use learnt vocabulary from the reading task while speaking in pairs

5 min

Greeting.

Introduce lesson objectives on the board for the lesson to the class.

30 min

Write ‘The Planets’ on the board and ask your class if anyone knows how many planets there are in the solar system. Ask them if they know the names of the planets in English.

Show PPP with the task, and students put the planets on order.

Point out that the clue is a mnemonic— My Very Excellent Mother Just Sent Us Nine Pizzas.

Ask students what they know about Pluto (it’s been reclassified as a dwarf planet or ‘plutoid’). Students share their ideas.

Key: The eight planets that orbit the sun are (in order from the sun): Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, and Neptune. Another large body is Pluto, now classified as a dwarf planet or plutoid.

Pre – Speaking

Put students in pairs. Tell them to discuss what they know about the planets. Now, tell students that they are going to work alone. Then, hand out the worksheet. Working alone, students do exercise.

Peer Assessment: Get each student to swap worksheets with another student. Then, go over the answers (drawing attention to the pronunciation of the planets). Students mark each other’s work and give a total out of eight. Ask students: Who scored the highest?

Speaking

Tell the class to turn to Speaking cards, the quiz. Put students in pairs. Tell them they are going to test each other on what they remember about the planets from the previous task.

Nominate one student from each pair as A and one as B. Monitor and help if it is necessary.

Self-Assessment: When students have finished, get them to look back at the text about planets for the answers and work out their scores. Ask students:  Who did the best?

Students answers the questions.

Students discuss in pairs.

Students should complete matching exercise.

Student A reads out questions 1 to 4 for Student B to answer, then B reads out questions 5 to 8 for A to answer.

Individual  avaluation

Mutual avaluation

Verbal evaluation

Handout The Planets

Speaking Cards

5min

Ask Ss to write a reflection of the lesson.

3 – new words

2 – adjectives to describe the lesson

1 – one activity you like

Home task: repeat words and grammar

Saying goodbye

Learners  write a reflection

Unit 4: Space and Earth

7.S6 begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

7.L1 understand with little support the main points in extended talk on a limited range of general and curricular topics

7.R1 understand the main points in texts on a limited range of unfamiliar general and curricular topics

7.W1 plan, write, edit and proofread work at text level with some support on a range of general and curricular topics  topics

range of written genres

Give an opinion at discourse level on a growing range of

general and curricular topics

Begin to link comments with some flexibility to what others

say at sentence and discourse level in pair, group and whole class

exchanges

Assessment  criteria

-Identify the correct form of a word, appropriate sentence

structure and text layout

-Provide a point of view in conversations and discussions

-Interact in a pair, group and a whole class work presenting

logically connected information with ideas of other people

5 min

Greeting.

-Good morning dear boys and girls

-I’m very glad to see you!

-How are you?

Introduce lesson objectives on the board for the lesson to the class.

Learners answer

30 min

I’m going to show you a video.

Please pay attention.

Video “Energy, let’s save it”

Brainstorming

1 – What is energy?

2-What kind of electronic things do you use at home?

3-Do you save the energy at home?

4-What kind of problems will be if you don’t save the energy?

Mutual avaluation

Task 1. Read the text Is Pluto a Planet? and answer the questions.

Example:0.Is Pluto no longer a planet?   Yes, It is

1. What planet is a full planet

2. Is Pluto the only dwarf planet?

3. How many classes of planets are according to the astronomer?

Task 2. Connect numbers and letters and find the right pictures.

1.Comets

2.Craters

3.Moon

A. It is the largest object you can see in the night sky

B. A small, frozen mass of dust and gas revolving around the sun.

C. They are holes made when a large moving rock hit the moon.

SPEAKING

Task 3. Answer the questions below.

Where are you planning to  travel to? Name the planet?

What will you do if you see  aliens or some unusual  animals?

Learners read the text and answer the questions

Learners connect numbers and letters and find the right pictures

Learners answer the questions

Individual  avaluation

Verbal evaluation

5min

Red-I know material

Yellow-I understand the material

Green-I can use the material

Home task: repeat words and grammar

Saying goodbye

Unit 4: Space and Earth

7R4.read a limited range of extended fiction and non-fiction text on familiar and some unfamiliar general and curricular topics.

7W1.plan,write,edite and proofread work  at text  level with some support on a range of general and curricular topics

Identify the main idea  of the text.

Most learners will be able to:

provide prepared speech to answer a variety of questions at sentences level

Some learners will be able to:

plan and write a short composition using specific information

Assessment  criteria

2.Skim  the extended fiction or non-fiction  texts to identify the general information

3Make a clear plan of writing; Write a text; Check the written draft.

5 min

-Good morning dear boys and girls

-I’m very glad to see you!

-How are you?

-We are fine, thank you.

-What is the weather like today?

-The weather is very good

Learners answer

Verbal evaluation

30 min

Task1.Work  with a partner. Look at pictures and  answer the questions.

1.What do you mean when we say the Moon is ‘full’? 2.Who was the first person to walk on the Moon? 3.What effect does the Moon  have on the Sea?

While-reading.  Method: JIGSAW

Task 2.Read the text. Try to find the meaning of the text.

The Moon.

Objects that orbit planets are called natural satellites or moons. Jupiter has 67 of them,but the Earth has only one –the Moon. Each month,this object, the second brightest in the sky,goes through its phases-from the new moon we can’t see to the shining ball  that we call the full moon.But where  did our nearest neighbour come from?

Scientists  believe that something hit the Earth 4,6 billion years ago. The pieces which broke away then came together to make the Moon. The Moon is much smaller than the Earth and conditions there are  very different : tempetatures can get as high at 127’c and fall as low as -173’c The Moon has little  or no atmosphere to protect it,which means that it’s often hit by asteroids. This explains why the Moons surface has lots of big holes called craters.

On 21^st July 1969,the American astronaut Neil Armstrong became the first person to walk on the Moon. It was one of the great archievements of the 20^th century, but what about the future? We will certainly return to the Moon one day. NASA and the European Space Agency will probably send more astronauts to the Moon over the next twenty years.Such trips might not interest as   many of people as those of the 1960 and 1970s,but it’s exciting to think that there will be some kind of base on the moon-we may even create lunar cities.We definitely won’t live on the Moon all the time,but we might go there for a holiday.

Post-reading .                    

Task 3. Read the task  and answer  the  questions.

1.How many moons has Jupitor got?

2.How hot it it  get on the Moon?

3.How cold does it get on the Moon?

4.Why does the Moon have so many craters? 5.When did the first person walk on the Moon? 6.What do NASA and   European Space Agency plan to do

Learners  read the text and try to find the meaning of the text

Learners read the task  and answer  the  questions

Individual  avaluation

Mutual avaluation

 Verbal evaluation

Pictures

5min

Red-I know material

Yellow-I understand the material

Green-I can use the material

Home task: Write a short composition  about “ Future life”

Saying goodbye

Unit 4: Space and Earth

7.W6 link with little or no support, sentences into coherent paragraphs using a variety of basic connectors on a range of familiar general topics and some curricular topics

7.W2 write with minimal support  about real and imaginary past events, activities and experiences on a growing range of familiar general topics and some curricular  topics

7.W3 write with moderate grammatical accuracy on a limited range of  familiar general and curricular topics

7.UE4 use an increased variety of determiners including neither, either on a range of familiar general and curricular topics

→ understand the main idea of the text

Most learners will be able to

→ answer the question using will and going to

Some learners will be able to

→  write sentences with  grammatical accuracy on a limited range

Assessment  criteria

Demonstrate  the  ability to write grammatically correct sentences on familiar  topics.

5 min

  -Good morning children.

— Good morning teacher!

-How are you?

-We are fine thanks!

— How is the weather today?

-It is sunny.

-How will be the weather tomorrow?

-It will be windy tomorrow.

-Who is on duty today?

-I’m on duty today.

-Who will be on duty tomorrow?

Learners answer

Verbal evaluation

30 min

Brainstorming

1 – What is energy?

2-What kind of electronic things do you use at home?

3-Do you save the energy at home?

4-What kind of problems will be if you don’t save the energy?

Task  1. If you understand what about will be our todays theme let’s read the text  “Eco house”

Teacher:     So tomorrow we’ve visiting the Eco House which I hope you’ll all enjoy . Before our visit we’re going to think about the subject of saving energy and how we can help the environment and look after our planet.

The big question is this: What can we each do at home to help fight climate change?

Rebecca and David have prepared short presentations about the sorts of things we are going to learn about at the Eco House, so Rebecca, you can begin.

Right now we are going to talk about how we are damaging the Earth’s  atmosphere….

Mutual avaluation

5min

Good morning  dear  audience.  I  am  —-from BBC channel. I  am holding  live broadcast  at the 7 th form.  Here they are discussing about  “Energy”. I am going  to ask some questions to pupils.

Home task: to repeat words and grammar

Saying goodbye

Unit 4: The world of work

7.R5 Deduce meaning from context in short texts on a growing range of familiar general and curricular topics

7.W2 Write with minimal support about real and events, activities and experiences on a growing range of familiar general topics and some curricular topics.

7.UE9 Use appropriately a variety of active and passive simple present and past forms and past perfect simple forms

on a range of familiar general

Writes simple and compound sentence forms correctly and demonstrates some variety in length.

Errors in grammar and/or punctuation do not distort meaning.

Shows sustained ability to maintain a conversation and to make relevant contributions at some length.

Uses a range of appropriate vocabulary to give and exchange views on a growing range of general and curricular topics.

Produces extended stretches of language despite some hesitation.

timings

2 min

1.Greeting  2. Lesson objective

35 min

Task 1. Do the matching exercise 1 – 5 while you listen to the recording. Complete the table with the correct place from the box above. Write the correct answer to the question 6.

READING

Task 2. Read the article. Part 1.Read the article again and give answers to the questions.

Write no more than THREE WORDS or A NUMBER.

Example: When will space be a popular place for holiday?     In 2020

1. How many people will be able to stay at the hotel?

2. When will the centre be ready?

3. Where will tourists be able to travel while they are at the center?

4. Where will most of the hotel on the moon be?

Part 2. Read definition of the word from the text. Write it in the given place.

5. a 2-wheeled vehicle that a person rides by pushing on foot pedals _______

6. the large round object that circles the Earth and that shines at night by reflecting light from the sun __________

WRITING

Task 3. Choose one of the topics below.

Topic 1-2. Read the beginning of the story and create your continuation.

What were the problems?

How did you solve them?

SPEAKING

Task 4. You have to work in pairs. Choose one card and discuss the questions.

Card 1. You may use the questions:

1. What are the most interesting places in Astana?

2. Why do people enjoy visiting these places?

3. What is the most exciting place to visit?

4. How does it look like?

5. Why are these places popular among visitors?

6. Would you like to visit Astana again?

Learners read the article and give answers to the questions

Learners read definition of the word from the text

Learners choose one of the topics below and write the essay

Learners answer the questions

2 min

. The teacher gives comments about learners work  and awards learner.

Homework: to repeat words and grammar

Saying goodbye

Unit 4: The world of work

7.S5 Keep interaction with peers to negotiate, agree and organise priorities and plans for completing classroom tasks.

identify the name of the planets

Most learners will be able to:

complete listening correctly

Some learners will be able to:

use taught information to vocabulary task

use learnt vocabulary from the listening task while speaking in groups

timings

5 min

1.Greeting

2. Lesson objective

Dive in:

Ask Ss to name all the planets in our Solar System. Ask them if they believe one day humans will go to live on any of these planets.

Learners answer

Verbal evaluation

30 min

Check the vocabulary. Dictate words from previous lessons. When you finish, tell Ss to compare their spelling. Then choose one S to write their list on the board. Encourage other Ss to call out any corrections necessary.

Listening

Tell Ss that they will hear a formal debate about space exploration. Give each S a copy of the poster. Explain that they must listen to the debate and complete the missing information in the poster.

Self-Assessment: When students have finished, give them right answers and get them to look back and work out their answers.

Answer key:

Space

colonization

planets

Timothy Brown

Sandra Wikins

Ask Ss which speaker is in favor of colonization (Dr.Brown) and who is against it (Dr.Wilkins). Give each S a copy of the Notes page. Explain thet they are going to listen again. This time they must complete the missing information in the notes as if they were a reporter from the local paper. Give Ss a few moments to study the notes and complete any info they can remember. Play the recording.

Tell Ss to compare their answers, and play the recording again if it is necessary. Monitor and help too.

Post-Listening

Divide the class into two halves. Tell one half to list all the advantages of colonizing space and living on other planets. Tell the other half to list all the disadvantages of space colonization. When Ss are ready, mix the groups and have them explain their arguments

Learners listen to the debate and complete the missing information in the poster

Learners complete the missing information in the notes as if they were a reporter from the local paper.

Learners discuss

Learners do the task

Mutual avaluation

Individual  avaluation

Verbal evaluation

Mutual avaluation

Worksheet

5 min

Ask Ss to write a reflection of the lesson.

3 – new words

2 – adjectives to describe the lesson

1 – one activity you like

Homework: to repeat words and grammar

Saying goodbye