Short-term plan
Term 1. Unit 1. Hobbies and Leisure School:
Date: Teacher’s name: Bazarbay G.M.
CLASS: 7 Number present: absent:
Topic of the lesson: Likes and dislikes
APD:
Learning 7.C3 respect different points of view
objectives(s) that this 7.R2 understand independently specific information and detail in short,
lesson is contributing simple texts on a limited range of general and curricular topics
to 7.UE15 use common verbs followed by infinitive verb / verb + ing patterns use
infinitive of purpose on a limited range of familiar general and curricular topics
Lesson objectives
● Listen to others and comment on their speech
● Understand specific information by identifying true/false statements
● Practice using common verbs followed by infinitive verb / verb + ing
patterns
Assessment criteria Learners have met 7.C3 if they comment to other peers with respect
Learners have met 7.R2 if they identify 4 out of 5 statements correctly
Learners have met 7.UE15 if they make correct sentences using verbs followed by
infinitive verb / verb + ing patterns
Value links Respect different points of view
Cross curricular Art and Physical education
links
ICT skills Audio-visual skills
Plan
Planned timings Planned activities Resources
Beginning
3 min T introduces the topic of the unit and the lesson, sets the PPT
lesson objectives. Slide 2-4
Warm-up
5 min Activity “2 truths and 1 lie”
T starts the game, T introduces himself/herself by
stating two truths and one lie about himself/herself. The
statements don't have to be intimate, life-revealing things Slide 5
—just simple hobbies, interests, or past experiences that
make each person unique. The lie can be outrageous and
wacky, or it can sound like a truth to make it harder for
the other participants. Ss have to guess which
statements are true and which statement is the lie. Then
Ss continue the game. One at a time, each person shares
their statements. You can keep score to see who correctly
guesses the most lies, or just play for fun to get to know
one another—it's up to your group.
T introduces the theme of the lesson by displaying Slide 23
Winston Churchill’s quote and encourages students to
agree or disagree with the statement with the help of
expressions on the board (W)
Speed Round
5 min Ss answer questions with the help of their notes on the
board. (W)
Appendix 1
[I] Ss watch the video and answer the questions in Slide 21-22
written.
(formative assessment) Think – pair – share
Ask students to pair up with a classmate and discuss their
10 min answers.
After pairs have had a chance to discuss their answers
amongst themselves, have them share with a larger group
or the rest of the class.
T shows and explains Verb + ing rule
12 min Ss practice grammar using verbs like /enjoy /love / to be keen
on / to be interested in
Ss complete the sentences.
Post-reading
(pair work) Ss in pairs label the pictures using GO /
5 min PLAY / DO / HAVE.
to have a celebration
to go hiking
to do taekwondo
to have a picnic
to play video games
to do a puzzle
to play chess
to go fishing
Reflection
Roll the dice
SS roll the dice and respond to the prompt in PPT.
T introduces the theme of the lesson by displaying Slide 30-31
Winston Churchill’s quote and encourages students to
5 min agree or disagree with the statement with the help of
expressions on the board (W)
Brainstorm Slide 32
10 min Ss come up with their ideas on hobbies and interests. T Appendix 2
helps Ss to recall some unusual activities by giving the
hints, such as “It’s an activity of sitting or lying in the
sun, especially to tan the skin” for “sunbathing”, etc. (W)
Speed Round
Ss answer questions with the help of their notes on the
2 min board. (W)
Slide 33-39
10 min [I] Ss watch the video and answer the questions in
written.
5 min (formative assessment) Think – pair – share
5min Ask students to pair up with a classmate and discuss their
answers.
After pairs have had a chance to discuss their answers
amongst themselves, have them share with a larger group
or the rest of the class.
T shows and explains Verb + ing rule https://
Ss practice grammar using verbs like /enjoy /love / to be keen [Link]/
on / to be interested in blog/how-to-use-
Ss complete the sentences. concept-based-
teaching-in-your-
Optional classroom (for
A teacher can develop an introductory lesson for each concept at the
teachers)
beginning of each term or implement this concept through different
resources providing learners a chance to extract and generalize
about this concept by themselves.
The Concept of Development is introduced to show how different
skills, interests, learners’ inner circle, and socialization can
influence the development of a personality. It is important to
demonstrate through the lenses of this concept that a hobby can help
learners’ social lives and create a bond with others.
The development of social media has changed the world’s
perspective on communication. The traditional ways of
communication have now been replaced by modern ones. Much like
everything, this concept of Development also has two sides. So, the
role of the teacher to help students to demonstrate both.
Ask students:
1. How do you understand the word “development”? What is
development for you?
2. Did you develop your English or you were born with the
ability to speak?
3. Can you give any examples of development that you know?
(cities become bigger, children become adults, learning a
foreign language, people used to ride horses, but now we drive
cars and fly by planes)
4. Can your hobbies help you to develop your personality and
skills?
Explain that Concepts represent ideas that are broad, abstract,
timeless, and universal, and that we are going to explore this
concept this first term.
Reflection
End Feedback
5 min Students provide feedback on what they have learned on
the lesson. Answer the following three questions: Slide 40
1) What do you know now that you haven’t known
before?
2) What did you do well?
3) What would you like to find out more about?
3 min Hometask: Slide 41
Ss do a multiple-choice test on the given text App 3
Additional information
Differentiation – how do you plan to give Assessment – how are Cross-curricular links
more support? How do you plan to you planning to check Health and safety check
challenge the more able learners? students’ learning? ICT links
Values links
Challenge and support for different learners Opportunities for Learners work in groups, apply
are built in through teacher monitoring, formative assessment are skills and knowledge to a
interaction and the format of the tasks and embedded in this lesson. practical and cooperative task,
the lesson. Learners and teacher gain and produce their own
Teacher monitoring: the teacher can help feedback on learners’ materials. All of these lesson
learners with content and language if need abilities to plan, organise, features reflect NIS values as
be, and challenge learners through language, cooperate, respect different suggested in the NIS Trilingual
and the use of learning skills throughout the opinions and solve Implementation Strategy, and
lesson as necessary. problems as they work in correlate with the aims of
Interaction: Group work allows both groups. The designing and critical and creative thinking,
stronger and weaker learners to make solving of definitions and effective communication
contributions at their own language level. It provides evidence of set out in the Subject
also gives weaker learners the chance to learners’ understanding of Programme for G7 English.
prepare answers which address the task content and their ability to
directly and which are linguistically correct. use language to explain it.
Task format: Learners can contribute at
their own language level for this activity, as
it is relatively open-ended.
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about
Were the lesson objectives/learning your lesson.
objectives realistic?
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?
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?