Английский язык 7 класс краткосрочные планы на год English grade 7

7. S2 Ask complex questions to get information about a limited range of general topics and some topics.

7. C4 Evaluate and respond constructive to feedback from other.

Most learners will be able to: make  a  dialogue  using  complex  question on  general  and  curricular  topics

Some learners will be able to:  demonstrate their hobby and evaluate  others in  giving  feedback.

-using  complex  questions  makes a  dialogue

— evaluate  others in  giving  feedback..

5min

2min

3min

5min

10min

5min

T: Good morning children!

S: Good morning teacher!

T: How are you today?

T: Who is on duty today?

T: Who is absent today?

Checking home task!  Write a short article for  the  English school  magazine  about  your  hobby.

Write  name of  hobby how  do you do, play it , why  you  live  it.

Brainstorming:  Describe your hobby choosing these pictures.

Ex: Me and my hobbies.

My hobby is shopping. I like to go to supermarkets. Because there are many fashionable clothes and I like wearing fashionable.

T: Pupils, make a circle and divide into two groups choosing cards with the names of hobbies and leisure.  

Hobby: paint, read the historical books, collect stamps, collect the mark of cars.

Leisure: do homework, play football, cooking, writing.

T: Ok, children sit seats by your chosen cards.

I.                   Students  listen and read the text “Paint wars” carefully, then after finishing mark the sentences true or false

T& F

·         Jack plays games of paintball during the week.

·         Jack’s team often wins the games.

·         A game of paintball can take a long time.

·         Paintball is an expensive hobby.

Speaking: Tell the class two reasons why you like/ don’t like each of these hobbies.

For.eg: I like paintball because it’s exciting and fun

             I don’t like paintball because it’s dangerous.

            I don’t like video games because give more time in your life.

TPR

Text book: “students”

Listening and discussion.

5min

5min

Pupils ask and  answers  questions  to  get  information from peers about  their hobbies and   leisure  activities.

Every   student has a list of words:

·         Archery                              jewellery  making

·         Golf                                   playing

·         Kart racing

·         Gardening

·         painting

Example: A: Do you like archery?

B: Not really. I find it difficult.

Task 3. Ask students to choose one new hobby from the  list of “Choosing  a hobby quiz’’ that   they`ll  find it useful in  the   future.  Ask  students  to  describe  the   various   in  their   chosen  hobby.

Example: Doing  knitting  regularly  I  can  make  money  and relive  my stress. And this develops my creativeness.

3min

2min

Tree wish.

Self  and Peer  assessment

Assessment criteria:

Homework:  Ex:9 write  a  short  topic your  hobby.

Stiker

Hand-gliding, model –making,  dancing,  kayaking,  Bungee- jumping, windsurfing, snowboarding,  rock-climbing, collecting seashells

More able students:  listen  and  read.pupils  divide  into  two  group with picture. First  group ‘’Paint wars’ the  second group the  text ‘ Super gaming ‘’ After  finishing  Mark the   sentences  true  or  false.

SPORT

GEOGRAFIA

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Game style lessons  prove to be very  useful

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orindividuals that will inform my next lesson?

7.S2 ask complex questions  to get information  about a limited range of general topics and some curricular topics;

7.UE12 use comparative degree of adjective structures with regular and irregular adjectives on a range of familiar general and curricular topics

explain the formation of degrees of adjectives

choose the correct degrees of adjectives

prove usage of degrees of adjectives

§  discuss the text, ask and share opinions with other groups

§  form and compare the degrees of adjectives

§  explain the main details of the topic with some support

§  create a table of information about hobbies

·         to take care about healthy way of life

·         Geography (regions and cities)

ü  talk about hobbies

Greeting with students.

A brief talk with students.

T: Q1. What does your friend do for fun in his/her free time?

Q2. Why do you think so?

Q3. What useful sides of your hobby can you say?

Increasing students` psychological motivation.

T: Stand in a circle. The first student says the phrase «I believe you can…..» to the second student and the second student says, «Yes, I can» and this continues in the chain circle.

S1: I believe you can do the best in this lesson.

S2: Yes, I can! I believe you can answer all the teacher`s questions.

T:   Look at the pictures and say about them.

S1: I can see the pictures of hobbies.

S2: They are types of hobbies.

T:   Take and name the hobby in the picture and divide them into two groups: winter and summer time hobbies.

Warm up «Catch the Ball»

T: I give you the soft foam ball. The first person takes the ball and must tell short information about his/her hobby and throw the ball to the second person. The second person does the same and throws it on to the next person.

F. ex: S1: My hobby is playing chess. Because it will help me to think widely and solve the problems easily.

Identifying the objectives

T: Do you have any ideas about today`s objectives.

S1: Objectives are connected with hobbies.

S2: Types of hobbies.

Students are introduced with the objectives and learning outcomes.

Ball

Middle

(I, P, G) Brainstorming  Think, Pair, Share

T: Skim the text about hobby statistics and identify the key information.  Choose the main details and compare them with the partner. Then express the opinions in the group and discuss them.  Groups share the conclusion with the other groups.

T: Answer the questions.

1.      What information can you find?

2.      How do you identify them?

3.      What facts do surprise you and your partner?

4.      What contrast ideas do you name?

Questions

Board

T:  Read the text and find out the information about hobbies. Then write them on stickers.  Each group separates the ideas into three categories. And stick them on the board.  You chart the table of hobbies providing the detailed information in a group. Describe the statistic information about hobbies among Kazakhstani young people. The groups explain the ideas.

Ø  A students – name types of hobbies

Ø  B students – reasons of choosing hobbies

Ø  C students – detailed information

Poster

Markers

Stickers

T: Fill in the gaps with degrees of comparison of adjectives.

The first task is a test; students choose the right degree of adjectives from the given answers.

In the second task, students should form the right degree from the adjectives in brackets on their own.

In the third task there are no given adjectives; students should find the suitable adjectives by themselves.

Ø  A students – choose the right degree

Ø  B students – form the necessary degree of adjectives

Ø  C students – put the suitable adjectives

Choose a few students and give each 60 seconds to summarize important concepts that they have covered during the lesson.

Giving smile stickers at the every stages of the lesson.

Self-assessment chart.

Charts

Students collect information about their family`s hobbies and make a report.

Plus/Minus/Delta  (+/-/∆)

ü  finds out the necessary information and speak about it.

ü  answers the questions.

ü  expresses own opinions.

ü  chooses the suitable adjectives.

ü  forms the degrees of adjectives correctly.

Explain the definitions of some hobbies

Some questions and tasks are difficult for less able students:

ü  wait  time

ü  reformulate the questions

ü  giving clues for tasks

ü  support of more able students

More-able students

ü  ask summarizing opinions

ü  give more difficult exercises

Stickers

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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

7.C8 develop intercultural awareness through reading and discussion

To hold a discussion on their favourite hobby from the picture

To practice new words by doing exercises and  discussion

They coped with discussion task very well

5mins

10mins for preparation

12 min for presentation

2mins

Checking for their attendance and homework

Warm up

Group work

Bring a photo showing people doing different types of hobbies. Students in a group choose only one of them and create a poster. They should imagine that they are promoting their chosen hobby by recommending it. They need to put down benefits expressions from the previous lesson.Comparative degree adverb structures with regular and irregular adverbsare essential here too in order to be able to compare one specific hobby with other hobbies in the picture. Then remind them use gestures and high voice if necessary to attract the audience. All members of the group have to take part in the task.

Note: comparative degree adverb structures with regular and irregular adverbs must be revised together before hand.

Group assessment

PPT with photo

Middle

5mins

5mins

2mins

Individual work. They do it on their own.

Complete the sentences with: breathtaking,   bright,  popular,  dive ,returns,  proud.

1. The sport of falconry is ……………………… in Kazakhstan.

2   I am very ……………………… of my country.

3   There is a ……………………… view from the top of the mountain.

4   The eagle always ……………………… to thefalconer.

5   The sun is so ……………………… today that I need sunglasses.

6   Birds of prey ……………………… from highup in the sky.

Grammar revision. Individual work

Fill in the correct comparative forms.

1   Those earrings are  ………………………………….

(nice) than these ones.

2   Ann’s much  …………………………………………..

(beautiful) than Mary.

3   Today is  ……………….. (hot) than yesterday.

4   These shoes are  ……………………………………..

(cheap) than those shoes.

5   Tom’s photos are ……… (bad)  than Mike’s!

6   Kelly is  ………………………………….. (popular)

than Jill in the team.

Self-assessment

Active board

PPT with this example

Descriptor sheet

4mins

Assessment

Self , peer, groupassessment chart

Giving the hometask

Write an email to your English pen-friend

describing your hobby (60-80 words). Use your answers to Ex. 3and the plan. Pay attention to punctuation.

Para 1:   greetings, reason for writing

Para 2:   name of your hobby, how/where you do it, equipment

Para 3:   how your hobby makes you feel

Para 4:   closing remarks

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

What two things went really well (consider both teaching and learning)?

1:

2:

What one thing would have improved the lesson (consider both teaching and learning)?

1:

7.W 8 spell most high-frequency vocabulary accurately for a growing  range of familiar general and curricular topics.                                                                        7.UE15 use infinitive forms after a limited number of verbs and adjectives; use gerund forms after a limited variety of verbs and prepositions on a growing range of familiar general and curricular topics.

ü   use expressions and phrases about hobby and leisure.

ü  spell most high-frequency vocabulary

Most learners will be able to:

ü  write use  infinitive forms after a limited number of verbs and adjectives, gerund forms after a limited variety of verbs and prepositions .

ü  respond constructively on the questions about hobby and leisure

Some learners will be able to:

ü  evaluate and respond constructively to feedback from others.

ü  create a survey about hobby and leisure.

ü  use adjectives, gerund forms and prepositions in their speech.

 Assessment criteria

ü  can make up their  own sentences  about  hobbies/leisure.

ü write infinitive forms and  gerund forms  after a limited variety of verbs and prepositions .

ü  analyze given feedback. Form opinion and give constructive answers to feedback.

Plan

15min

To  present their “ Multi-media presentations”

Group Assessment criteria

·     Learners work in the following directions arrange information:

Group1: Creating a survey about the hobbies/leisure pursuits of either family.

Group2: Creating a survey about the hobbies/leisure pursuits of friends.

Group3: Creating a survey about the hobbies/leisure pursuits of the class or the whole school.

I’LL show the video   about  “Three Gerund Rules” then I”ll  check their understanding.

·         Individual work:

Exercise 1.  Identify the gerunds. Write them on a sheet of paper. (Task for less learners.)

Guide Questions: (Task for more learners)
1. What hobbies does each of the children have?
2. What does Gabriel say about gardening?
3. What does Michael find thrilling?
4. What is your hobby? Why do you enjoy it?
5. Why do you think hobbies are worthwhile?

·    Using “method of fan” learners could reach variety of   questioning techniques.

White sheet

Teach with video httpps://www.youtube.com/watch?v=8nGCRGZFuUQ

Sheet paper

5 min

(2 stars and a wish)

1.positive

2.should improve

3.reccomendation

Descriptor:   A learner

1.uses vocabulary: hobby and leisure time.

2.interacts with peer while collecting information;

3.works cooperatively in a group

stickers

For more able students: can be encouraged to use more difficult writing structures, vocabulary etc. Weaker students can be supported by the teacher when writing, and the complexity of the tasks could be reduced or adapted.

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

What two things went really well (consider both teaching and learning)?

1:

2:

What two things would have improved the lesson (consider both teaching and learning)?

1:

2:

What have I learned from this lesson about the class orindividuals that will inform my next lesson?