Ағылшын тілі пәні бойынша 7 сыныпқа арналған қысқа мерзімді жоспар ENGLISH PLUS оқулығы бойынша

                                                                                         Бекітемін:

Unit: 7.2 Holidays and Travel				School: Zhakyp Akbai
Date: 21.11.2018				Teacher name: Serik Akerke
Grade: 7				Number present: 5		absent:
Theme of the lesson				Finding things
Learning objectives(s) that this lesson is contributing to		7.L5 understand most specific information and detail of supported, extended talk on a range  general and curricular topics 7.S5 keep interaction going in longer exchanges on a range of general and curricular topics
Lesson objectives		All learners will be able to: understand most specific information and detail of supported, extended talk on a range  general and curricular topic
		Most learners will be able to: ·         begin to use most specific information and detail of supported, extended talk on a range  general and curricular topic
		Some learners will be able to: ·         S5 keep interaction going in longer exchanges on a range of general and curricular topics
Language objectives		Prepositions of place and giving directions, present continuous
Previous learning		Present continuous questions
ICT skills		Laptop. Oxford book English Plus
Value links		Cooperation, respect to each other, functional literacy
Cross curricular links		Geography
Intercultural awareness		Doing housework and helping each other
Kazakh culture		Talking about how do our pupils help each other
Pastoral Care		To develop leadership skills       To provide opportunity to work autonomously To create a friendly atmosphere for collaborative work
Health and Safety		Make sure power cords are not a tripping hazard Everyday classroom precautions
Plan
Planned timings	Planned activities					Resources
Beginning 2 minutes 5  minutes	·      Greetings. Greeting learners. Setting positive atmosphere by asking some ice breaking questions. ·      Aims ·      • Learn key phrases for finding things. ·       • Listen to a conversation about finding things. ·      • Practise talking about finding things. ·      Warm-up (2 minutes) ·      • With books closed, ask students if they ever put something in a place and then cannot find it when they need it. ·       • Ask what kinds of things they cannot find. Ask if anyone helps them to find the things. Exercise 1  1.26 • Tell students to look at the pictures carefully and make a note of where things are. • Explain that they are going to listen to sentences which give false information. They should listen and write true sentences. • Check answers by asking students to read out their corrected versions. ANSWERS 2 The clothes are in the wardrobe. 3 The toaster is next to the microwave. 4 The lamp is between the armchairs. 5 The laptop is on the bed. 6 The magazine is in front of the TV. 7 The umbrella is behind the armchair. 8 The bag is under the table.					Call the student back into the classroom. Write on the board the words warm and cold. Explain that other students in the class can call out these words to say whether the person is close to the object (warm) or a long way away (cold). Tell other students that they can make suggestions or ask questions using the key phrases. For example:
Middle 10 minutes	Exercise 2  1.27 Tapescript page 154 • Play the CD, then ask students the question. ANSWERS They are looking for Eva’s history book. Exercise 3  1.27 • Read through the key phrases with the class. • Ask students to translate them into their own language. • Ask students if they can remember who said each of the phrases. • Allow students time to read the questions before listening again. • Ask students to compare their answers in pairs, then check answers with the class. ANSWERS 1 She’s got an exam. 2 They are in the kitchen. 3 In the kitchen. 4 In the microwave. 5 She thinks he is responsible for putting the book in the microwave. Exercise 4  1.28 • Refer students back to the house plan.  • Play the CD once for students to listen to the dialogue and read it. • Students practise the dialogue in pairs. Remind them to swap roles and start again. ANSWERS Students’ own answers. Exercise 5 • Students work in pairs to prepare their own dialogues. • Students practise their dialogues in pairs, then swap roles and practise again. ANSWERS Students’ own answers.					Is this what you’re looking for? No, that’s vnot my pen. Is it on the teacher’s desk? No, it isn’t. Look, here’s a pen! That’s the wrong one. When the student finds the object, make sure they use the correct phrase: Here it is! Repeat the activity with two or three more pairs.
5 minutes	Finished? • Refer fast finishers to the Finished? activity. Ask them to write about two or three students, then compare answers with another fast finisher to guess the identities. Homework:
End 5 minutes						Student’s Book
ADDITIONAL INFORMATION
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Health and safety check
Differentiation is provided by support. Differentiation by pace (extension).			·      Observe learners when participating in discussion. Did each learner contribute to the discussion? If not, why not? (e.g. didn’t understand what to do; not so confident speaking English; not interested in topic; other) ·      Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? (give directions)		Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Reflection Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO? If not, why? Did my planned differentiation work well? Did I stick to timings? What changes did I make from my plan and why?		Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.
Summary evaluation 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 or achievements/difficulties of individuals that will inform my next lesson?