School:

Long-term plan unit: 1 HOBBIES AND LEISURE

Lesson 1
Date: 4.09.2018 Teacher’s name:
CLASS: 7 Number absent:
present:
Theme of the lesson: Welcome to school again! Diagnostic test
Learning objective (s) that • identification of levels for later work
this lesson is contributing to • reinforcement of learning and pupil motivation
• identification of problem areas
All learners will be able to:
Lesson objectives Most learners will be able to:
Some learners will be able to:
7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings
Success criteria 7.6.1.1- use some abstract nouns and complex noun phrases on a limited
range of familiar general and curricular topics;
Value links Cooperation, lifelong learning
Cross curricular links Geography
ICT skills
Previouslearning Themes from the Grade 6 curriculum
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting and
take their places.
Hello, boys and girls! How are you?

Warm up • Books closed. T writes theme park on the board. Checks that Background
students understand that this is a park with lots of rides which The modern
has a particular theme or setting, e.g. Disneyworld in Florida. rollercoaster was
• Students find out which theme parks they have been to and invented by an
what they thought of them American inventor and
businessman called La
Marcus Adna
Thompson. Known as a
Switchback Railyway, it
opened at Coney Island
in New York in 1884.
• T asks students to open their books at page 4. Suggested answers
• Elicits sentences to describe the photo, which shows people • I think that they are
going round the loop of a rollercoaster. Finds out who enjoys excited about the ride,
going on rollercoasters and who dislikes them. Also finds out but they must be scared,
why students hold their opinions. too.
• T gives students a couple of minutes to answer the three • I usually hang out
questions. with my friends after
• Students can then compare their answers in pairs before you school or at the
check answers with the class. weekend. We often
• T tells students that the theme of Unit 1 is the different ways meet at home and play
Practice
that people enjoy themselves. video games.
Sometimes we go to the
cinema.
• The best day out I’ve
ever had is my last
birthday.
My parents took me
and my sister to a
theme park. I got great
presents, too.
For identification of levels for later work, reinforcement of
Diagnostic test learning and pupil motivation, identification of problem areas
students have a 10 minute diagnostic test.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you plan
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 2
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Free time activities
Learning objective (s) 7.1.3.1- respect differing points of view;
that this lesson is 7.1.4.1- evaluate and respond constructively to feedback from others;
contributing to 7.2.1.1- understand with little support the main points in extended talk on a
limited range of general and curricular topics
All learners will be able to:
Most learners will be able to:
Lesson objectives • learn phrases for free time activities
• talk about the free time activities that they enjoy doing
Some learners will be able to:
 Demonstrate respect to people’s opinions using lexical units of
topic vocabulary
Success criteria  Analyze given feedback; Form opinion and give constructive
answers to feedback
 Identify facts and details in extended talks with little support
Value links Labour and creativity
Cross curricular links Handcraft, music, art
ICT skills UsingGoogle sites, MyPortfolio
Previouslearning Free time activities
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting
and take their places.
Hello, boys and girls! How are you?

Warm up Warm-up
• Books closed. T writesfree time activities on the board.
• Puts students into small groups. Asks students to
brainstorm as many different free time activities in their
groups as they can.
• T can make this competitive by telling students that the
group which comes up with the most activities wins.

Listening Answers
T asks students to open their books at page 5. a meet friends b have
• Puts students into pairs to match the pictures with the a party c play
words in the box. computer games d
• Plays the recording for students to check their answers draw pictures e use
and repeat the words. the Internet f watch
• To extend this exercise, asks students to order the free films g read books or
time activities in the box in Exercise 1from most to least magazines h take
favourite. Students can then compare the order of activities photos
Practice with a partner. iplay an instrument j
spend time with your
family
Refers students to the eight incomplete questions. Answers
• Completes the first question as an example and then write 1 play 2 have 3 read 4
the completed question on the board. spend 5 use 6 play
• Asks students to work alone to complete the questions 7 meet8 take
with the correct form of verbs in Exercise 1. Monitors
while students do this. Helps as necessary.
• Checks answers.
 Exercises 1, 2, 3 and 4 on page 3 of the Workbook for
homework.
T asks students to do a survey among their friends and
Homework family members to find out which of the free time activities
on page 5 are the most and least favourite. At the beginning
of the next lesson, students can compare their results in
pairs.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and
to weaker learners by giving questioning in feedback activities video is used no more
them a modified worksheets -through observation in group and end than 10 minutes
in some tasks with greater performance activities -Use water based
support -through formative task pens
-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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 3
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Plans for the long weekend
Learning objective (s) that 7.2.2.1- understand with little support most specific information in extended
this lesson is contributing to talk on a limited range of general and curricular topics;
7.4.2.1- understand specific information and detail in texts on a range of
familiar general and curricular topics;
7.3.6.1- begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges;
All learners will be able to:
Most learners will be able to:
• read an online forum about a long weekend
Lesson objectives
• learn expressions with have
• talk about what people can do in their town on a long weekend
Some learners will be able to:
 Identify the main idea in extended talks with little support
Success criteria  Identify details in a text with little support
 Interact in a pair, group and a whole class work presenting
Value links Kazakh patriotism and civil responsibility
Cross curricular links Geography, ICT
ICT skills Create a new presentation
Previouslearning Holiday activities
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting and
take their places.
Hello, boys and girls! How are you?

Warm up • Books closed. T asks: Do you go out with your friends or

family on public holidays? Where do you go and what do you
do?
• Elicits students’ ideas and write them on the board, e.g.
meetfriends in a café, have a picnic, go for a walk, visit relatives
ordo activities.
Practice 1. Asks students to open their books at page 6. Answer
• Asks students to look at and describe the photos. Helps weaker a weekend in which
students with this by eliciting or teaching the following either the Friday or
vocabulary: open-air swimming pool, concert, museum, the Monday is a
exhibition. holiday
• Reads out the questions.
• Puts students into pairs to ask and answer them.
2 • Asks students to work alone to read the online forum to
check the ideas they came up with in Exercise 1.
• T could then ask students whether they have long weekends in
their country and when the next long weekend is. Stronger
students could say what the next holiday is called and what it
marks.
3. Refers students to the six questions.
• Puts students into pairs and ask them to read the text again and Answers
answer the questions. Asks students to underline phrases in the 1M2S3R4M5S6
text that contain the answers, e.g. in answering the question in R
item 1 students would underline the phrase lunch with my
grandparents, which can be found in the paragraph about
Michele Green.
 • Checks answers. Encouragesstronger students to give as
much detail as possible in their answers.
• Refers students to the information in the FACT! box. Asks
students to say if there are any open-air swimming pools in their
area and what they are like.
4.Books closed. T writes the verb have on the board, then elicit Answers
any expressions that students know using this verb. Students have a good time
may know phrases such as have breakfast, have a drink and have have something to
a bath. drink
• Asks students to open their books at page 6 and find three have a party
expressions with have in the text.
• Checks that students have found the expressions, then go
through the meaning of each. Does this by asking students to use
the context of each expression in the text to determine the
meaning.
T can show this video as either a lead-in or a follow-up to Answers
theLanguage focus 1 lesson. • Very large
VIDEO sandwiches.
1.1 A New York City food tour • No, it serves
• Asks: Do you enjoy going to cafés and restaurants?Put American-style
students into pairs to ask and answer the question. dishes.
• Reads out the information about the video. • Their desserts, e.g.
• Plays the video. frozen hot chocolate
• Students watch it and answer the three questions. or ice creamsundae.
• Checks answers.
• Then asks students to name some of the best cafés
andrestaurants in their town.
• Sees page 137 for further activities you can do with this video.
Homework Exercise 6 on page 4 and Exercises 1, 2, 3 and 4on page 7 of the
Workbook for homework.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and
to weaker learners by questioning in feedback activities video is used no more
giving them a modified -through observation in group and end performance than 10 minutes
worksheets in some tasks activities -Use water based pens
with greater support -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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 4
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Language focus 1 one/ones.
Indefinite pronouns
Learning objective (s) that 7.6.6.1- use a variety of possessive and reflexive pronouns on a growing
this lesson is contributing range of familiar general and curricular topics;
to 7.4.8.1- use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend understanding
All learners will be able to:
Most learners will be able to:
Lesson objectives • learn oneand ones
• learn indefinite pronouns.
Some learners will be able to:
 Apply some abstract nouns and complex noun phrases inthe context
Success criteria  Clarify the meaning of the word in a dictionary or otherdigital
references
Value links Lifelonglearning
Cross curricular links Kazakh, Russian
ICT skills Using PPT
Previouslearning Pronouns
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting
and take their places.
Hello, boys and girls! How are you?

Warm up Books closed. T offers some pens to a student. Ask: Which

one would you like?
• Writes the question on the board and underline the word
one.
• Explains that one is a pronoun and that it is used when we
wish to avoid repeating a noun (in the example one refers to
whichever pen would be chosen by the person offered a
choice of three).
Practice Asks students to open their books at page 7. Answers
• Tells students that the example sentences in the box are Singular object No school
from the text on page 6. on Monday so this
• Asks students to look back at the text and then copy and weekend’s going to be a
complete the sentences. long one!
• Checks answers. Plural object Misha’s
• For further information and additional exercises, students taken some amazing ones
can turn to page 114 of the Grammar reference section. ofourschooltrip
1.3 Refers students to the conversations. To help Answers
weakerstudents, completes the first gap with the class as 1 one 2 one 3 one 4 ones
anexample. 5 ones 6 ones
• Asks students to complete the conversations with one or 7 one8 ones
ones.
• Plays the recording for students to check their answers.
• Asks students to practise reading the conversations in
pairs.
Books closed. T writes the following on the board: I’d like Language note
to live somewhere hot. Refers students to the underlined While one can be used on
word. Explains that it is an example of an indefinite its own, ones cannot. We
pronoun. Elicits that indefinite pronouns are used to refer to can say
 people or things without saying exactly who or what they I’ve got three bars of
are. chocolate. Would you like
• Asks students to open their books at page 7. one? but wecannot say I’ve
• Tells students that the example sentences in the table are got lots of tennis balls.
from the text on page 6. Would you like ones?
• Asks students to look back at the text and then copy and In place of ones, we use
complete the sentences. some or any, e.g. I’ve got
• Checks answers and then read out the information in the lots of tennis balls. Would
Get it right! box. you like some? I haven’t
• For further information and additional exercises, students got any pencils.Have you
an turn to page 114 of the Grammar reference section. got any?
Puts students into pairs to replace the words in bold with an Answers
indefinite pronoun. 2 somewhere 3
• Checks answers. everywhere, anywhere 4
nothing
5 something 6 nowhere
Assessment T can assess pupils during the revision of activity.
Homework Exercises 1, 2, 3, 4 and 5 on page 4 of the Workbook for
homework.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety check
you plan to give more learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video is
to weaker learners by questioning in feedback activities used no more than 10
giving them a modified -through observation in group and end minutes
worksheets in some tasks performance activities -Use water based pens
with greater support -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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 5
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: A radio interview. Adjectives of feeling
Learning objective (s) that 7.2.2.1- understand with little support most specific information in extended
this lesson is contributing to talk on a limited range of general and curricular topics;
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
7.6.3.1 - use a growing variety of compound adjectives and adjectives as
participles;
7.6.12.1- use comparative degree adverb structures with regular and irregular
adverbs on a range of familiar general and curricular topics;
All learners will be able to:
Most learners will be able to:
• listen to a radio interview
Lesson objectives
• learn adjectives of feeling
• practise using adverbs of feeling in a conversation
Some learners will be able to:
 Identify facts and details in extended talks with little support
 Recognize the content of an extended conversation using some
supporting information
Success criteria  Apply the rule for compound adjectives and adjectives asparticiples
in practice
 Apply regular and irregular adverbs andcomparative degree
structures accurately
Value links Labour and creativity, cooperation, lifelong learning
Cross curricular links Kazakh, Russian
ICT skills
Previouslearning Expressing feelings
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting
and take their places.
Hello, boys and girls! How are you?

Warm up Books closed. T puts students into pairs and asks them to
tell oneanother about the best school trip they have been
on.
Practice T asks students to open their books at page 8. Answers
• Refers students to the photos. 1 No, because it was too
• Puts students into pairs to answer the questions. cold.
LISTENING 1.4 Tells students they are going to listen to 2 They were afraid of him.
young people talking about school trips. 3 The Spanish class was too
• Plays the recording for students to check their ideas from difficult.
Exercise 1. Plays the recording again. 4 No, because he was too
• Asks students to listen and work alone to answer the embarrassed when his
questions. teacher started dancing.
• Checks answers. 5 Yes.
6 Because it wasn’t big
enough to get to the table.
Adjectives of feeling. LISTENING 1.5 Answers
Puts students into pairs to match the pictures with the a tired
adjectives in the box. b upset
• Plays the recording for students to listen, checks their c afraid
answers and repeats the words. d bored
 e excited
f angry
g embarrassed
h interested
i surprised
Word stress
1 • Explains that words of more than one syllable carry the
main stress on one of those syllables.
• Asks students to open their books at page 112.
• Refers students to the stress patterns.
• Puts students into pairs and ask them to complete the
table with the adjectives on page 8.

Assessment T can assess pupils during the revision of activity.

Homework Exercises 1, 2, 3 and 4 on page 5 of theWorkbook for
homework.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety check
you plan to give more learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video is
to weaker learners by questioning in feedback activities used no more than 10
giving them a modified -through observation in group and end minutes
worksheets in some tasks performance activities -Use water based pens
with greater support -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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 6
Date: Teacher’s name:
CLASS: Number absent:
present:
Theme of the lesson: Language focus 2 too + adjective, adjective
+ enough
Learning objective (s) that 7.6.3.1 - use a growing variety of compound adjectives and adjectives as
this lesson is contributing participles;
to 7.6.5.1- use questions which include a variety of different tense on a range of
familiar general and curricular topics;
7.6.12.1- use comparative degree adverb structures with regular and irregular
adverbs on a range of familiar general and curricular topics;
All learners will be able to:
Most learners will be able to:
Lesson objectives • learn too + adjective
• learn (not) adjective + enough
Some learners will be able to:
 Apply the rule for compound adjectives and adjectives asparticiples
in practice
 Differentiate between possessive and reflexive pronounsincluding
Success criteria
mine, yours, ours, theirs, hers, his, myself,yourself, themselves
 Apply regular and irregular adverbs andcomparative degree
structures accurately
Value links Lifelonglearning
Cross curricular links Kazakh, Russian
ICT skills
Previouslearning Adjectives and adverbs
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting The teacher greets students; students respond to
greeting and take their places.
Hello, boys and girls! How are you?

Warm up • Books closed. T asks students what they think of the

temperaturein the room and then ask: Is it too hot or too
cold?
• Checks students understanding of too.
Practice T asks students to open their books at page 9.
• Puts the words that students will need to complete the + It was too cold to take off out
sentence on the board. coats.
• Students work alone to copy the sentences into their I was too embarrassed to look.
notebook and complete them.
• Checks answers.
• For further information and additional exercises,
students can turn to page 114 of the Grammar reference
section.
Reads out the example. Answers
• T puts students into pairs to complete the remaining 2 too late to watch 3 too small
sentences with too + adjective + infinitive. Points out to ride 4 too hot to play
that the infinitive must be used with to. We can say It’s 5 too young to join 6 too old to
too cold to swim but not It’s too cold swim. play
• Checks answers.
(not) adjective + enough Language note
3 • Books closed. T writes enough on the board and We use for me/him/her with too
reminds students of how this word is used as a + adjective and (not) adjective
 determiner with nouns, e.g. I’ve got enough time. We + enough, e.g. The Maths test
haven’t got enough milk. was too difficult for me. My
• Tells students that they are going to look at the use of sister likes living in Siberia, but
enough as an adverb, e.g. Are you old enough to drive? it’s not warm enough for me.
• Asks students to open their books at page 9.
• Refers to the example sentences and explain that they
are from the listening on page 8. Puts the words that
students will need to complete the sentence on the
board.
• Students work alone to copy the sentences into their
notebook and complete them.
Checks answers.
• For further information and additional exercises,
students can turn to page 114 of the Grammar reference
section.
Asks a student to read out the example. Answers
• Puts students into pairs and ask them to complete the 2 aren’t old enough 3 is close
remaining sentences with (not) adjective + enough. enough
• Checks answers. 4 isn’t safe enough 5 am not
hungry enough
6 is big enough
T reads out the example. Answers
• Puts students into pairs to order the words to make 2 Have you ever been too tired
questions. to go out?
3 Were you hungry enough to
have a big breakfast?
4 Are you strong enough to
carry a friend?
5 Is your sports team good
enough to win the league?
6 Is your house big enough to
have a party?
Evaluation of the lesson by means of oral feedback
Assessment from students – thumbs up or down.
Teacher asks guiding questions to less able students

Homework Exercises 1, 2, 3, 4 and 5 on page 6 of the

Workbook for homework.
Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check ICT
you plan to give more check learners` learning? links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video is used
to weaker learners by questioning in feedback activities no more than 10 minutes
giving them a modified -through observation in group and end -Use water based pens
worksheets in some tasks performance activities -Health promoting techniques
with greater support -through formative task -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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 7
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: A PunkinChunkin! competition
Learning objective (s) that 7.2.2.1- understand with little support most specific information in extended
this lesson is contributing to talk on a limited range of general and curricular topics;
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
7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings
7.4.7.1- recognize typical features at word, sentence and text level in a range
of written genres
All learners will be able to:
Most learners will be able to:
Lesson objectives • watch a video about a pumpkin competition
• write and talk about an unusual competition
Some learners will be able to:
 Identify facts and details in extended talks with little support
 Recognize the content of an extended conversation using some
supporting information
Success criteria
 Convey fantasy ideas including emotions and senses
 Identify the correct form of a word, appropriate sentence structure
and text layout
Value links Respect and cooperation
Cross curricular links Geography
ICT skills Use a digital video
Previouslearning
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting
and take their places.
Hello, boys and girls! How are you?

Warm up Books closed. T draws a picture of a pumpkin on the Background

board to elicitthe word from the class. Punkin is an informal variant
of the word pumpkin.
Chunkin
is used in the title of the
competition rather than
chucking (aninformal
alternative to throwing) in
order to rhyme with punkin
Practice T asks students to open their books at page 10 and look Background
at Bridgeville is a town in the
the photos. US state of Delaware.
• Puts students into pairs to answer the questions. Delaware
Students is located in the northeast of
may struggle to think of any other uses for pumpkins. If the country, in an area known
necessary, you could suggest some such as play football as the Mid-Atlantic states.
with them, throw them, paint them.
• Checks answers.
• Writes PunkinChunkin on the board and explain that it Answers
is the name of a festival in a place called Bridgeville in 1 mess 2 fun 3 pumpkin 4
the USA. chuck 5 festival
• Reads out the question and then put students into pairs 6 shoot 7 champion
to
 answer it.
• Does not confirm or reject students’ ideas at this point.
Students will check their answers in Exercise 3.
VIDEO 1.2 Plays the video for students to check their
answers to Exercise 2.
Refers students to the words in the box. Checks that they
understand that the verb chuck is an informal word
meaning throw, and that the noun mess refers to an
untidy
place, e.g. Your bedroom is a mess.
• Puts students into pairs to complete the text about the
PunkinChunkin festival with the words from the box.
• Checks answers.

Puts students into pairs to choose the correct answers in Answers

each sentence. 1 Some 2 Some 3 Some
• Plays the video again for students to check their people 4 Some people
answers. 5 Some 6 A lot of

Homework For homework, students make a posterto advertise the

competition they invented inExercise 6.
• T asks students to use their smartphones to research unusual competitions or festivals
online. Examples of festivals that students might research include the Cooper’s Hill
Optional activity Cheese-Rolling and Wake in England, the São João festival in Portugal.
• Students should find out the following information: what the festival is called, what it
celebrates, what visitors to it can do, how long it lasts, and where it takes place.
• Students can tell their partner what they find out.
Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video is
to weaker learners by questioning in feedback activities used no more than 10 minutes
giving them a modified -through observation in group and end -Use water based pens
worksheets in some tasks performance activities -Health promoting techniques
with greater support -through formative task -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?
 School:
Long-term plan unit: 1 HOBBIES AND
LEISURE
Lesson 8
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: April Fools’ Day

Learning objective (s) that 7.4.2.1- understand specific information and detail in texts on a range of
this lesson is contributing to familiar general and curricular topics;
7.4.7.1- recognize typical features at word, sentence and text level in a range
of written genres;
7.4.8.1- use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend understanding
7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about
a growing range of general topics, and some curricular topics
All learners will be able to:
Most learners will be able to:
• read an article about April Fools’ Day
Lesson objectives
• learn about making nouns from verbs
• talk about practical jokes to fool people on April Fools’ Day
Some learners will be able to:
 Identify details in a text with little support
 Identify the correct form of a word, appropriate sentence structure
and text layout
Success criteria  Clarify the meaning of the word in a dictionary or otherdigital
references
 Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Value links Respect, openness
Cross curricular links
ICT skills Using video recorder
Previouslearning Holidays
Plan
Stages of the Planned activities (replace the notes below with your planned Teacher’s notes
lesson activities)
Greeting The teacher greets students; students respond to greeting and
take their places.
Hello, boys and girls! How are you?

Warm up Books closed. T introduces the idea of fooling people by telling

students a story, making them believe it, and then telling them
that he made the story up and that it is not true. This story can be
anything, but it could perhaps be related to English, e.g. the
spelling of English words is to be changed.
• Writes he’s a fool and I fooled you on the board.
Practice Asks students to open their books at page 11 and do the quiz Answers
about April Fools’ Day in pairs. 1b2a3c4c5b
• Asks students to read the article to check their answers to
Exercise 1.
• Tells students that after you have played a joke on someone on
April Fools’ Day and you want them to realise what has
happened, you say April Fool!
• Reads out the information about an Internet search engine joke
in the FACT! box. Asks students which search engine they think
was responsible for the joke. (Answer: Google was the search
engine in question and the service was called Google Nose).
Reads out the example sentence. Reminds students the form of Answers
 verbs, which is formed by adding -ing to the verb, is used when 2 watching films
the noun is the subject of the sentence, e.g. we say Playing jokes 3 Having a party
is popular not Play jokes is popular. Tells students to note the 4 Taking photos
use of a singular rather than plural verb. 5 Playing an
• Puts students into pairs to complete the remaining sentences by instrument
using the -ing form of the words in the box. Reminds students 6 Using the Internet
that verbs ending in -e such as have, take and use, lose the -e in
the -ing form and are spelt having, taking, using.
• To extend the work on the vocabulary, could ask students to
turn to the Vocabulary bank on page 122 and do the exercises for
Explore making nouns from verbs.
Exercise 6 on page 6 of the Workbook forhomework.Asks
students to look up more examples of famousApril Fools’ jokes.
Homework At the beginning of the nextlesson, students can tell each other
the jokes theyfound out about.

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and
to weaker learners by questioning in feedback activities video is used no more
giving them a modified -through observation in group and end performance than 10 minutes
worksheets in some tasks activities -Use water based pens
with greater support -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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 9
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: How do you celebrate your
birthday?
Learning objective (s) that 7.2.2.1- understand with little support most specific information in extended
this lesson is contributing to talk on a limited range of general and curricular topics;
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
7.3.6.1- begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges;
7.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about
a growing range of general topics, and some curricular topics
All learners will be able to:
Most learners will be able to:
• watch teenagers talking about how they celebrate their birthday
Lesson objectives
• listen to a conversation about what to do for a birthday
• practice suggesting ideas and responding to suggestions
Some learners will be able to:
 Identify facts and details in extended talks with little support
 Recognize the content of an extended conversation using some
supporting information
Success criteria
 Interact in a pair, group and a whole class work presenting
 Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Value links Respect, cooperation
Cross curricular links
ICT skills use a search engine to do a simple Internet search for information
Previouslearning Celebrating holidays
Plan
Stages of the Planned activities (replace the notes below with your planned Teacher’s notes
lesson activities)
Greeting The teacher greets students; students respond to greeting and
take their places.
Hello, boys and girls! How are you?

Warm up Books closed. T writesbirthdays on the board. Elicits examples

of
things people usually do to celebrate their birthdays, e.g. havea
party, go out for a meal, go to the cinema, do a group
activitysuch as bowling.
• Tells students how he likes to celebrate his birthday.
Practice VIDEO Answers
1.3 Asks students to open their books at page 12. a Speaker 1, Speaker
• Tells students they are going to watch some teenagers 4, Speaker 6
answering the following question: How do you celebrate your b Speaker 3
birthday? c Speaker 2
• Refers students to the questions. d Speaker 5
• Plays the video.
• Students work alone to answer the questions. They can
compare answers in pairs before you check answers with the
class.
Puts students into pairs to ask and answer the question. Answer
Encourages them to ask additional questions and to develop a They decide to go
conversation. paintballing.
• Asks some students to report back to the class on what their
 partner said.
Listening
1.6 Tells students they are going to listen to Paul and Molly
talking about a birthday celebration.
• Reads out the question.
• Plays the recording.
• Students listen and answer the question.
• Checks answer.
Listening Answers
1.6 Refers students to the phrases in the Useful language box. 1 Where shall we 2
• Checks students’ understanding of the language. What about 3 I’d
• Students can work alone to complete the conversation using the rather
phrases in the Useful language box. 4 How about 5 Why
• Asks stronger students to try to complete the gaps in the don’t we 6 OK, why
conversation without looking back at the phrases in the Useful not?
language box. 7 That’s a great idea!
• Plays the recording for students to check their answers. 8 Let’s
Asks students to find out about places in or neartheir town or
Homework city where they can do similaractivities to the ones which feature
in Exercise 6.Students can share what they find out with apartner
at the beginning of the next lesson.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and
to weaker learners by giving questioning in feedback activities video is used no more
them a modified worksheets -through observation in group and end performance than 10 minutes
in some tasks with greater activities -Use water based pens
support -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?
 School:
Long-term plan unit: 1 HOBBIES AND
LEISURE
Lesson 10
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: An e-mail invitation
Learning objective (s) that 7.5.1.1 - plan, write, edit and proofread work at text level with some support
this lesson is contributing to on a range of general and curricular topics;
7.5.3.1- write with moderate grammatical accuracy on a limited range of
familiar general and curricular topics;
7.5.9.1- punctuate written work at text level on a growing range of familiar
general and curricular topics with some accuracy punctuate written work at
text level on a growing range of familiar general and curricular topics with
growing accuracy
All learners will be able to:
Most learners will be able to:
• read an email invitation
Lesson objectives
• learn about the use of referring words to avoid repetition
• write an email invitation to a friend
Some learners will be able to:
 Plan, write, edit and proofread work at text level
Success criteria
 Use punctuation marks correctly
Value links Respect, cooperation
Cross curricular links Computer studies
ICT skills Writing and reading e-mails
Previouslearning
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting
and take their places.
Hello, boys and girls! How are you?

Warm up Books closed. T writes invitation on the board.

• Asks: What phrases do we use to invite people to do things?
• Elicits some phrases, e.g. Would you like to …? Do you want to …? How about …?
Let’s … Why don’t we …? Also elicits phrases used in responding to invitations, e.g. I’d
love to, I can’t, I’m sorry, OK, why not?
• Puts students into pairs and ask them to practise inviting one another to do things.
Practice Asks students to open their books at page 13. Answer
• Asks students to loo k at the photo, read Sara’s email She’s going to have a meal to
and say what she is planning to do. celebrate the end of the school
• Checks the answer. year.
• T could then ask the class what they think of Sara’s
plans to celebrate the end of the school year.
Reads out the five questions. Answers
• Gives students time to read Sara’s email again. 1 They’re celebrating the end
• Asks students to work in pairs to answer the question. of the school year.
• Checks answers. 2 They’re going to have a
meal at Mario’s Restaurant.
3 They’re going dancing later.
4 They’re meeting at 7 pm.
5 She needs to tell Sara before
Thursday.
Reads out the information in the Useful language Answers
section. 2 exams 3 Sara and her
• Explains that referencing words are used to avoid friends 4 the meal
 repetition and that their use makes a piece of writing 5 restaurant 6 at Mario’s
easier and more enjoyable to read. Restaurant 7 dancing
• Puts students into pairs to say what each of the words 8 Thursday
picked out in in Sara’s email in Exercise 1 refers to.
Helps weaker students with this exercise by completing
the first one with the class as an example.
Reads out the example sentence. Answers
• Puts students into pairs to complete the sentences with 2 We 3 one 4 that 5 there 6
suitable reference words. Students should use the then
example
sentences in Exercise 3 to help them.
• This is a difficult exercise. T could help weaker
students by putting the reference words that are needed
to complete the sentences on the board.
• After T has checked answers, he could go through each
sentence in turn and explain, or elicit, the precise
meaning of each referencing word. In some items the
meaning is clear (e.g. in item 1 it means my homework),
whereas in others it’s less immediately obvious (e.g. in
item 5 there means at the cinema).
PLAN
• Students should do their planning in class. The writing
can either be done in class or at home.
• Tells students they are going to write an email invitation.
Before students plan what they are going to write, brainstorm examples of celebrations,
e.g. anniversaries, parties to celebrate the end of exams or the end of school, weddings.
• Refers students back to the example email in Exercise 1 and the questions in Exercise 2.
Students should use this information when working alone to plan the content of their
emails.
WRITE
• Tells students to use Sara’s email as a model to follow. Also encourages them to add
extra information to their own emails.
• Gives students ten minutes to complete the writing task.
Students should write about 100 words.
• Monitors while students are writing. Helps with grammar and vocabulary as necessary.
CHECK
• Tells students that it is very important that they check their writing in order to look for
ways to improve its content, style and structure.
• Gives students a few minutes to look through their emails
and check them against the points here.
• Collects students’ stories and mark them.
Exercises 1, 2, 3, 4 and 5 on page 8 and Exercises 6, 7, 8, 9, 10 and 11 on page 9 of the
Workbook for homework.
Homework
Asks students to read the following email invitation and complete the accompanying
exercises: http://learnenglishteens.britishcouncil.
org/skills/writing-skills-practice/invitation
Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video is
to weaker learners by questioning in feedback activities used no more than 10 minutes
giving them a modified -through observation in group and end -Use water based pens
worksheets in some tasks performance activities -Health promoting techniques
with greater support -through formative task -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?
 School:
Long-term plan unit: 1 HOBBIES AND
LEISURE
Lesson 11
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: CLIL. Functional zones
Learning objective (s) that 7.4.2.1- understand specific information and detail in texts on a range of
this lesson is contributing to familiar general and curricular topics;
7.4.8.1- use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend understanding
7.1.8.1- develop intercultural awareness through reading and discussion;
7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings
All learners will be able to:
Most learners will be able to:
Lesson objectives • learn about the different zones within a city
• talk about the functional zones in the nearest city
Some learners will be able to:
 Identify details in a text with little support
 Clarify the meaning of the word in a dictionary or otherdigital
references
Success criteria
 Raise awareness about cultural diversity through readingand
discussion
 Convey fantasy ideas including emotions and senses
Value links Labour and creativity, lifelong learning
Cross curricular links Geography
ICT skills use a smartphone to do a simple Internet search for information
Previouslearning
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting and
take their places.
Hello, boys and girls! How are you?

Warm up • Books closed. T writesfunctions on the board and then

asksstudents: What different functions does a city have?
Makes surethat students understand that the word function
refers to theuse or purpose of something.
• Elicits students’ ideas and put them on the board, e.g.cities
provide transport links, are centres for business
andentertainment.
• Tells students that the adjectival form of function is
functional/ˈfʌŋkʃənəl// and ask students to repeat it after you.
Practice Asks students to open their books at page 14 and look at the
photos.
• Explains that zone /zəʊn/ is another word for area.
• Puts students into pairs to do the matching exercise.
• Does not confirm or reject students’ ideas at this point as
they will check their answers in Exercise 2.
Listening Answers
1.7 Tells students they are going to read a text about 1 industrial zone 2 CBD
functional zones in cities to check their ideas from Exercise 1. (central business district)
• Checks answers with the class. 3 residential zone

Asks students to use their smartphones to look online for the Answers
meaning of any words in the box that they don’t know. CBD: shops
• Puts students into pairs and ask them to complete the table banks
 with the words in the box. offices
• Checks answers as well as the pronunciation of the words in skyscrapers
the box. Pays particular attention to warehouses /ˈwɛːhaʊs/ swimming pools
and skyscrapers /ˈskaɪˌskreɪ.pər/. industrial zone: factories
warehouses
residential zone:
schools
parks
Reads out the questions. Answers
• Asks students to read the text again and then put them in 1 residential zone 2 CBD
pairs to answer the questions. Helps weaker students by 3 residential zone
pointing out that the verb in item 4 suggests that more than 4 industrial zone and
one answer is needed here. residential zone 5
• Check answers. industrial zone
Puts students into pairs to identify functional zones in their
nearest city.
• Asks one member from two or three pairs to share their
ideas
with the class.
VIDEO
1.4 An ancient answer
Sees page 144 for activities you can do with this video.
For homework, asks students to write a descriptionof the
different functional zones within theircity. Students should
include the following in thedescriptions: the names of the
Homework zones, number ofpeople living in each zone, what each
particularzone is known for. Collects students’ work in the
next
lesson and check it.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety check
you plan to give more learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video
to weaker learners by questioning in feedback activities is used no more than 10
giving them a modified -through observation in group and end performance minutes
worksheets in some tasks activities -Use water based pens
with greater support -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?
 School:
Long-term plan unit: 1 HOBBIES AND LEISURE
Lesson 12
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Hobbies in Kazakhstan
Learning objective (s) that 7.4.2.1- understand specific information and detail in texts on a range of
this lesson is contributing to familiar general and curricular topics;
7.4.7.1- recognize typical features at word, sentence and text level in a range
of written genres;
7.4.8.1- use familiar and some unfamiliar paper and digital reference
resources with little support to check meaning and extend understanding
All learners will be able to:
Most learners will be able to:
• read an email about popular hobbies in Kazakhstan
Lesson objectives
• answer comprehension questions about the e-mail
• talk about the most and least popular hobbies in the class
Some learners will be able to:
 Identify details in a text with little support
 Identify the correct form of a word, appropriate sentence structure
Success criteria and text layout
 Clarify the meaning of the word in a dictionary or otherdigital
references
Value links Respect and cooperation, lifelong learning
Cross curricular links Computer studies
ICT skills navigate a website, create online survey
Previouslearning
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting The teacher greets students; students respond to greeting
and take their places.
Hello, boys and girls! How are you?

Warm up T elicits some common hobbies and then asks students to Background
talk abouttheir hobbies in pairs. Folk music is the traditional
• Asks two or three students to report back to the class on music of a particular country
thehobbies their partner enjoys doing, e.g. Nurlan likes orgroup of people. The
playingcomputer games, reading fantasy novels and songs that form part of a
swimming. particular folkmusic
tradition are passed from
one generation to the next,
and
the authors of those songs
are usually unknown. The
word folkitself means
people.
Practice • Checks students’ understanding of the following Answers
vocabulary:to note something, warriors. Notes that the 1 a stringed instrument 2 in
noun warriortends to be used for a soldier from the past, streets and parks 3 to be
e.g. Mythologyis full of stories of great battles and good at singing, clever and
warriors. funny 4 three 5 six
• Asks students to work alone to read the text and answer
the
questions.
• Students can compare answers in pairs before T checks
answers with the class.
• To extend the work on the email, puts students into pairs
 and asks them whether have similar interests to Alina.
(Alina enjoys folk music, singing, practising to be an
akyn,watching her country compete at the Olympics, and
doing
judo).
Optional activity • Does a survey to find out which hobbies are the most and least popular with the class.
• Once he has found out the most and least popular hobbies, T elicits reasons from the
class, e.g. I love playing football because it gets me out in the fresh air and keeps me fit. I
don’t like watching TV because it makes me feel tired and lazy.
For homework, asks students to write a response to Alina’s email. They should express
Homework interest in Alina’s hobbies and give their own view about things such as folk music and
watching the Olympic Games.
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety check
you plan to give more learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through questioning and the redirecting of -White board and video is
to weaker learners by questioning in feedback activities used no more than 10
giving them a modified -through observation in group and end minutes
worksheets in some tasks performance activities -Use water based pens
with greater support -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?