Our mission is to provide the development of highly moral and intellectual individuals and the education of responsible and

active citizens who are willing to change the world for the better
Approved by Seitkadyrov A.S. __________________________

Short-term plan

APD: Developing the ability of asking questions using interactive games

Unit of a long term plan
Education for Future
Date: 6.11.2023
Class: 7 D
Topic of the lesson
Learning objectives(s) that
this lesson is contributing to to peers
Lesson objectives
School: NIS Almaty
Teacher’s name: Bazarbay Guldana
Number present: absent:
Education is the Most Powerful Weapon You Can Use to Change the
World
7.C2 use speaking and listening skills to provide sensitive feedback
7.S3 give an opinion at sentence and discourse level on an increasing
range of general and curricular topics
7.R10 analyze information with some support from various sources
7. UE9 use appropriately an increased variety of present and past
simple forms on a growing range of familiar general and curricular
topics
● Discuss school life using model dialogues

● Give personal opinion and feedback

● Read the texts and get familiar with a school system in the UK
and the USA and compare them.
● Revise present and past simple forms
Assessment criteria
● Learners have met 7.S3 if they make up a dialogue on the
topic School life
on the base of models using topic related vocabulary (5-6)
● Learners have met 7.R10 if they fill in gapped text with
subject-specific words with 85% of accuracy
Compares a school system in the UK and the USA and finds
similarity and difference ( at least 2)

● Learners have met UE9 if they use variety of present and past
simple forms accurately

Values links Self-awareness, honesty, long-life education

Cross-curricular links Art, social science
Plan
Planned timings Planned activities (replace the notes below with your Resources
planned activities)
Beginning Teacher greets SS and checks SS’ attendance
Lead-in
SS match the questions with the school subjects. Then
listen and check. PPT
 10 min SS are introduced a theme of the lesson «Education is the
Most Powerful Weapon You Can Use to Change the
World”. They should try to explain how they understand it.
Firstly they can discuss in pairs, then an open class
discussion.

SS are introduced the lesson objectives and assessment

criteria.

Middle Pre-reading
Teacher draws SS’ attention to the tenses of the verbs:
3 min Present and Past (Incorporating Grammar)
Ss should answer the questions:
1 Where did you study before NIS?
2 Why did you change school?
3 What were your first impressions about new
school?
4 How much homework do you usually get? Do
you think it is too much?

5 min Introducing vocabulary:

T use visual aids: images to introduce new words. For PPT
better understanding they are shown the definitions

Reading Practice- in pairs

10 min Differentiation by task: more able S- Text 1, less able S-
Text 2
Ss need
- to read information about schools in the UK and US
- fill in the gaps using words from the box: self-
assessment

5 min
Assessment criteria:
Learners have met 7.R10 if
● they fill in gapped text with subject-specific words
with 85% of accuracy

Post-reading Discussion- in pairs

Differentiation by task: more able S- Text 1, less able S-
10 min Text 2
Ss need PPT
- Answer the questions;
- Find out the similarity and and difference: Venn
diagramme
Assessment criteria:
Learners have met 7.R10 if
● they compare a school system in the UK and the
USA and finds similarity and difference ( at least 2)

1. What stages is the school system in the UK/the USA

10-15 min divided into?
2. Where do the youngest children go before primary
school in the UK/ elementary school in the USA?
3. How many terms are there in a school year in the
UK/the USA?
***********************************************
********
SPEAKING:
Speaking preparation; in pairs
Ss are given the sentences/lines to arrange in the
appropriate order. Through this exercise, students are
10 min confirming and affirming the content and will be ready to
begin their work (independent practice).
✔ You are going to read the dialogue 1. Two students
are discussing their schools. Put the phrases in the
correct order.
✔ Read the dialogue 2. Put the questions in the gaps
Speaking
- Talk to your partner about your School during 3-4
minutes. Use the dialogues as a model. The following
ideas will help you organize your conversation:
1. Do you like your school?
2. What are the most important rules in your school?
3. Which of them do you want to change?
4. What thing did you most enjoy about the school life in
your country?

T discusses assessment criteria with the students. T

instructs the students that the dialogue should include a
mix of questions and answers, allowing for a natural flow
of conversation between the participants.

• Content and Relevance

• The dialogue focuses on the topic of school life
• All four questions are included in the dialogue.
• Vocabulary
• Speakers use appropriate vocabulary related to
school life (5-7) Grammar
• There are no more than 2 grammar mistakes.
• Length
• There are 8-10 lines of conversation
• Pronunciation and Fluency
• The words are pronounced clearly.
• Students speak fluently without long pauses

Peer-feedback
⮚ Work in groups of 4: 2 pairs listen and assess each
other using checklist

⮚ Provide constructive feedback

 ⮚ SS present their feedback as a class

End Feedback:
5 min 1 Name at least 3 types of schools PPT
2 Tell at least 1 difference between schools in the US and
UK
HOMEWORK: Ex. 1-2 (handouts)
Learn new vocabulary
Additional information
Differentiation – how do you Assessment – how are you Health and safety check
plan to give more support? planning to check learners’
How do you plan to challenge learning?
the more able learners?
Differentiation is achieved Teacher monitors the process Follow safety rules and
through activities and handouts. and gives feedback regulations

Reflection

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?
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 individuals that will inform my next
lesson?