Short term plan: term 2

Unit: 3 Holidays and travel Lesson 25

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Holiday activities: Sports
Learning objectives [Link] understand with little support some of the implied meaning in extended
talk on a limited range of general and curricular topics
[Link] give an opinion at discourse level on a growing range of general and
curricular topics
Lesson objectives Learners will be able to:
- Recognize and use vocabulary for holiday activities and sports.
- Talk about their own experiences and preferences.
- Engage in short conversations about leisure and sports.
Instilling values of the Honesty & Responsibility
program “Adal Azamat” Respect & Cooperation
Care for Environment
Safety & Fairness
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginning Organization moment : The teacher to Flashcards

of the [Link]. assess learners for or pictures
lesson Ask about the weather. their ability. of
Warm up Learners read the given “Good job! sports/holid
Activity: Holiday Brainstorm sentences on the board Well done!” ay activities
Write “HOLIDAY” on the board. and guess the topic and Formative Worksheet
5 min. Ask: “What do you do on share with their ideas. Assessment (matching,
holiday?” and elicit answers. gap-fill, or
Then ask: “What sports do people crossword)
play or watch during holidays?” Remember and Audio
Write student ideas on the board recognize the main (optional)
(e.g., swimming, hiking, skiing, vocabulary. Good job! or short
cycling, volleyball, football). video clip
Presentation about
Activity: Introduce Vocabulary holidays/sp
Show or display pictures and teach orts
vocabulary: Board,
🏄‍♂️surf, swim, dive, play beach markers
volleyball, hike, ride a bike, ski,
go camping, go fishing, play
tennis, go sailing, go horse riding,
play football.

Middle of Learners match the Descriptor:

Ex:1 P:29 pictures to the sport.
the lesson Draw Ss' attention to the pictures - match the pictures
10 min Three sports do not to the sport
(1-12) and ask various Ss to read match. Total: 3 point
out the extreme sports (a-o). ANSWERS
Elicit which sports match which 1d
 pictures. 2a
Play the recording. Ss listen and 3g
check their answers. 4c
Play the recording again for Ss to 5i
repeat chorally or individually. 6h
Honesty & Responsibility: When 7e
we plan a holiday, we must be 8b
honest about what we can afford 9f
and responsible with money. For 10 I
example, not wasting money or 11 j
hiding costs from family. 12 k
Task for less motivated learner

Descriptor:
- list the sports
under the headings
Total: 3 point
12 min
Ex: 2 P: 29 Learners list the sports
Write the headings on the board under the headings.
and elicit answers from Ss around Check with your partner
the class for which sports go
under which heading. ANSWERS
Ss copy the completed lists into water: white-water
their notebooks. rafting, snorkelling,
Respect & Cooperation: When canoeing, white-water
working in pairs or groups, kayaking
students should listen to each air: bungee jumping,
other’s ideas respectfully, showing hang gliding, skydiving,
that being an adal azamat means
valuing others’ opinions. base jumping
land: snowboarding,
rock climbing,
skateboarding, Descriptor:
motocross, mountain - use the adjectives
biking, ice climbing, to discuss
13 min sand boarding Total: 4 point
Ex: 3 P: 29
Read out the adjectives in the list Learners use the
and ask two Ss to read out the adjectives to discuss.
example exchange. Then Ss ANSWERS
discuss in pairs the sports in Ex. 1. A: I like snorkelling.
Monitor the activity around the B: So do I. It's exciting./I
class and then ask some pairs to don't. It's tiring.
ask and answer in front of the A: I don't like canoeing.
class. B: Neither do I. It's very
Care for Environment: Choosing tiring./I do. It's
places like mountains, lakes, or challenging.
cities responsibly, and discussing A: I like mountain
how an honest citizen protects biking..
nature and follows rules when B: So do I. It's
traveli challenging./I don't. It's
expensive.
A: I don't like motocross.
B: Neither do 1. It's very
expensive./I do. It's
 thrilling.
End of FEEDBACK Ss show their knowledge according to the Poster
the lesson Ask: lesson Success
5 min “What new words did you learn Ss evaluate each other and encourage
today?” classmate with phrases like:
“Which activity would you like to Well done!
try on your next holiday?” Brilliant!
Homework Good job!
Write 5 sentences about your last I like it!
holiday and the activities you did.
OR: Design a poster titled “My
Dream Sports Holiday” and
include at least 6 activities.
 Short term plan: term 2

Unit 3 Holidays and travel Lesson 26

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Reading: An Unforgettable Experience
Learning objectives [Link] give an opinion at discourse level on a growing range of general and
curricular topics
[Link] understand the main points in texts on a limited range of unfamiliar
general and curricular topics
Lesson objectives Learners will be able to:
- Read and understand a short text about an unforgettable experience.
- Identify key information and main ideas..
- Talk about their own unforgettable experiences.
Instilling values of the Respect and Modesty
program “Adal Azamat” Honesty
Responsibility
Respect for Privacy
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Worksheets

ng of [Link]. Learners read the given assess learners for (true/false,
the Ask about the weather. sentences on the board their ability. comprehens
lesson Warm up and guess the topic and “Good job! ion
Lead-in Discussion share with their ideas. Well done!” questions,
Activity: “What’s your Formative vocabulary
unforgettable experience?” Assessment tasks)
5 min Ask students:
“What does ‘unforgettable’ mean?” Board,
“Can you tell me one unforgettable Remember and projector or
day in your life?” recognize the main pictures
Write key emotion words on the vocabulary. Good job!
board (excited, scared, happy,
nervous, surprised).
Brief pair discussion
Ex:1 P:30
Middle
Ask Ss to look at the title of the Descriptor:
of the
lesson blog and the picture. Ask Ss to Pupils look at the title of - look at the title of
describe what they see. (I can see a the blog and the picture. the blog
10 min
young woman; I think she's Kate. ANSWERS - describe the
She's on safari in the jungle. I can Kate is writing about an picture what they
also see a parrot and a jaguar. She unforgettable experience see
looks thrilled.) Ask Ss to guess she had in the jungle. Total: 3 point
what Kate is writing about.
Elicit answers from Ss around the
class.
 Play the recording. Ss listen and
follow the text in their books and
find out if their guesses were
correct.
Respect and Modesty: Teach
students that being an Adal Azamat
means appreciating success but not
showing off or judging others by
wealth.

12 min Ex: 2 a P: 30 Pupils read the text and Descriptor:

Explain the task and give Ss some complete the sentences. - read the text and
time to complete it. ANSWERS complete the
Check Ss' answers by asking 1 has just got back from sentences
various Ss to share their sentences a safari in the Amazon Total: 3 point
with the class. 2 boat
3 the riverbank
Honesty: Encourage students to 4 Bali
share real and thoughtful ideas, not 5 the culture and way of
just copy others or make life in Bali
exaggerated statements. 6 travel abroad

13 min Ex: 2 b P: 30
Allow Ss some time to read the text Pupils answer the Descriptor:
and answer the questions. Check Ss' question. - read the text
answers around the class. ANSWERS - answer the
1 Kate is in Brazil. question.
Responsibility: Remind them that 2 Because it is the only
even famous people should use their Total: 4 point
way to get through the
wealth responsibly — for example, huge rainforest easily.
helping others or caring for the 3 She saw fish, birds,
environment. monkeys and a jaguar.
4 Because he was
interested after reading
Kate's description.
5 Because it has changed
him. He got to know a
lot of people and learned
about a completely
different culture and way
of life.
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Homework classmate with phrases like:
Write a short paragraph (6–8 Well done!
sentences) titled “An Brilliant!
Unforgettable Experience in My Good job!
Life”. I like it!
Use at least 5 new vocabulary
words from the lesson.
 Short term plan: term 2

Unit 3 Holidays and travel Lesson 27

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Experiences
Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about a
growing range of general topics, and some curricular topics
[Link] develop with some support coherent arguments supported when
necessary by examples and reasons for a limited range of written genres in
familiar general and curricular topics
Lesson objectives - practise new vocabulary
- present vocabulary for
- write a comment to a blog
Instilling values of the Honesty
program “Adal Azamat” Responsibility
Respect
Fairness
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Flashcards

ng of [Link]. assess learners for or slides
the Ask about the weather. Learners read the given their ability. with
lesson Warm up sentences on the board “Good job! experience-
Activity: Have you ever...? Game and guess the topic and Well done!” related
Write on the board: Have you ever... share with their ideas. Formative images
? Remember and Assessment Worksheet
5 min → e.g. “Have you ever ridden a recognize the main (matching,
horse?” vocabulary. gap-fill,
Students stand up and ask each speaking
other questions about experiences. prompts)
If “Yes,” they share when/where. Good job! Board,
(Purpose: Activate schema and set markers,
the context.) projector
Presentation
Activity: Teach and Elicit
Vocabulary
Show pictures of different
experiences.
Ask: “What are they doing?” →
elicit vocabulary.
Write words on the board and
model pronunciation.
Highlight meaning and form.
Mini-check:
Ask: “Is climbing a mountain
exciting or boring?”
Middle Ex:3 P: 31 Pupils choose the correct Descriptor:
of the Give Ss time to complete the task. word - choose the correct
lesson Elicit answers from Ss around the ANSWERS word
7 min class 1 compares Total: 2 point
Honesty: Encourage students to 2 time
complete the task on their own, not 3 mouth
by copying others — being truthful 4 dense
in their learning shows adal azamat 5 alive
qualities.
Pupils look at the Descriptor:
10 min Ex: 4 P: 31 pictures. Discuss, as in - look at the
Read through the list of activities the example. pictures. Discuss,
and check Ss' understanding. ANSWERS as in the example.
Explain the task and choose two Ss A: Have you ever ridden Total: 3 point
to read out the example. a camel?
Give Ss time to complete the task in B: No, never. What
closed pairs. about you?
Monitor the activity around the A: Yes, I have. I've
class and then ask some pairs to ask ridden a camel in Egypt
and answer in front of the class. A: Have you ever tried
Responsibility: Remind students an extreme sport?
that checking their own answers and B: No, never. What
understanding the grammar rule about you?
helps them take responsibility for A: Yes, I have. I've tried
their progress. bungee jumping once

10 min Ex: 5 P: 31 Pupils think of the most Descriptor:

Ask Ss to work in pairs and ask and memorable travel - think of the most
answer about each other's experience in your life. memorable travel
experiences using the questions ANSWERS experience in your
provided. What it was: camping life
Monitor the activity around the trip Total: 3 point
class. When it was: last
Ask various Ss to share their summer
experiences with the class. Where you were: New
Respect: When discussing answers, Zealand
they should listen to classmates’ Who was with you: my
explanations and show respect, even friend, Adam
if their answers differ. What happened: went
camping; enjoyed
scenery
How you felt: alive

8 min Ex: 6 P: 31 Pupils use your answers Descriptor:

Explain the task and give Ss time to in Ex 5 to post a - think of the most
complete it. comment memorable travel
ANSWERS Total: 2 point
Ask various Ss to share their
Hi Kate!
answers with the class
Fairness: Highlight that everyone Great blog! Sounds like
learns at a different pace, and a true you had an amazing time
adal azamat supports classmates in the Amazon. I guess
who need help without giving away my most memorable
answers experience was the time
I went to New Zealand. I
went there last summer
with my best friend
Adam. We went
camping in the
 countryside. I really
enjoyed the amazing
scenery. Overall, it was a
memorable experience.
I've never felt so alive!
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit 3: Holidays and travel Lesson 28

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Use of English, Present perfect
Learning objectives [Link] write with minimal support about real and imaginary past events,
activities and experiences on a growing range of familiar general topics and
some curricular topics
[Link] use a variety of simple perfect forms to express recent, indefinite and
unfinished past on a range of familiar general and curricular
Learners will be able to:
- present the present perfect (affirmative and negative)
- present past participles
- practise the present perfect
Instilling values of the Honesty
program “Adal Azamat” Respect
Responsibility
Perseverance
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Flashcards or

ng of [Link]. assess learners for slides (with
the Ask about the weather. Learners read the given their ability. regular and
lesson Warm up sentences on the board “Good job! irregular
Activity: Have you ever…? Game and guess the topic and Well done!” verbs)
Write “Have you ever…?” on the share with their ideas. Formative
board. Remember and Assessment Worksheet
3 min Ask questions: recognize the main (gap-fill,
“Have you ever ridden a horse?” vocabulary. sentence
“Have you ever eaten sushi?” transformatio
Students answer and move if “Yes.” n, speaking
(fun kinesthetic start). Good job! prompts)
Elicit examples from students:
“Yes, I have.” / “No, I haven’t.” Board,
Presentation markers
Activity: Grammar discovery
Show 2 sentences:
1 I went to Paris last year.
2 I have been to Paris.
Ask:
“Which one says when?”
“Which one says ever in life?”
→ Highlight form and use on the
board.
Middle Ex:1 P:32 Pupils read the theory. Descriptor:
of the Ss close their books. Present the Say the examples in your - read the theory
lesson present perfect. Say: I have language. Total: 3 point
10 min travelled abroad. Write it on the ANSWERS
board. Underline I have travelled I've been here for ...
and explain that this verb is in the I've just got back...
present perfect. Explain that we use I've visited...
have/has and the past participle of I've never seen...
the main verb to form the I've never felt...
affirmative. Explain that we use this I've never been...
tense to talk about actions which I've put
started in the past and continue to
the present, experiences in the past
and actions which happened at an
unstated time in the past.
Honesty: Encourage students to
complete the word classification
honestly, without simply copying
others’ answers before checking
with the audio.
7 min Ex: 2 P: 32 Pupils match the verbs to Descriptor:
Explain the task. Ss match the verbs the past participles - match the verbs to
to the past participles. ANSWERS the past participles
Check Ss' answers, then elicit which 2gl Total: 2 point
are regular and which are irregular 3j I
Respect: During pronunciation 4al
practice, they should listen quietly, 5eR
wait their turn, and avoid laughing 6bl
at others’ pronunciation mistakes. 7i I
8dl
9hR
10 f R
Ex: 3 P: 32 Pupils use the verbs in Descriptor:
10 min Explain the task and allow Ss some the list in the present - use the verbs in
time to complete it. perfect to complete the the list in the
Check Ss' answers around the class. sentences.
Responsibility: Remind students present perfect
ANSWERS
that checking meanings in a - complete the
1 have visited
dictionary and practising sentences.
2 has flown Total: 3 point
pronunciation carefully shows
responsibility for their own 3 has learnt/learned
learning. 4 have taken 7 have gone
Task for less motivated learner S has won
6 have tried
Complete the sentences

1. I __________ (visit) the

park many times.

2. She __________ (see) a lion

at the zoo.

3. We __________ (eat) ice

cream today.

4. They __________ (play)

basketball this week.
8 min Pupils look at the table Descriptor:
(Students fill in with “have/has + p and complete the - use the verbs in
sentences. the list in the
ast participle”) ANSWERS present perfect
2 hasn't gone - complete the
3 have run sentences.
Ex: 4 a P: 32
Explain the task and allow Ss some 4 haven't tried Total: 2 point
time to complete it. 5 hasn't run
Check Ss' answers around the class. 6 have slept
Perseverance: Highlight that being
an Adal Azamat means trying their
best — even if pronunciation is
difficult, they should keep
practising.

End of FEEDBACK Ss show their knowledge according to the Poster

the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit: 3 Holidays and travel Lesson 29

Teacher name:

Date:
Grade:7 Number present: absent:
Lesson title Use of English: Asking about experiences
Learning objectives [Link] use appropriate subject-specific vocabulary and syntax to talk about a
growing range of general topics, and some curricular topics
[Link] use a variety of simple perfect forms to express recent, indefinite and
unfinished past on a range of familiar general and curricular
Lesson objectives Learners will be able to:
- practise the present perfect (interrogative and short answers)
- present time expressions used with the present perfect
- practise the present perfect with just Explain the task and read out the
example
Instilling values of the Honesty and Responsibility
program “Adal Azamat” Respect and cooperation
Creativity and fairness
Critical thinking
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Flashcards or

ng of [Link]. Learners read the given assess learners for images of
the Ask about the weather. sentences on the board their ability. activities
lesson Warm up and guess the topic and “Good job! (travel, food,
Lead – In share with their ideas. Well done!” sports, etc.)
Activity: Have You Ever...? Quick Remember and Formative
Fire recognize the main Assessment Worksheets
5 min Write on the board: “Have you vocabulary. (dialogue
ever…?” completion,
Ask a few fun questions to model: pair
“Have you ever eaten pizza for interview,
breakfast?” Good job! gap-fill)
“Have you ever seen a dolphin?”
Students stand up — if they answer Board,
“Yes, I have,” they move to another projector,
spot. markers
(Purpose: introduce the structure in
Pupils ask and answer
a fun, natural way.)
ANSWERS
2 A: Have your parents
Ex:6 P:33 ever eaten snails? Descriptor:
Explain the task and read out the B: Yes, they have./No, - read out the
 example exchange with a S. they haven't. example
Ss ask and answer in pairs. Monitor 3 A: Has your best friend - ask and answer
the activity around the class and ever broken his/her leg? Total: 3 point
then ask some pairs to ask and B: Yes, he/she has./No,
answer in front of the class. he/she hasn't.

Middle Honesty and Responsibility 4 A: Has your teacher

of the (Adaldyq, Jawapkerşilik) ever sung in class?
lesson Students are encouraged to give B: Yes, he/she has./No,
10 min truthful explanations of why they he/she hasn't.
chose each answer instead of 5 A: Have you ever met
copying from others. a famous actor?
B: Yes, I have./No, I
haven't.
6 A: Have your friends
ever been on a roller
coaster?
B: Yes, they have./No,
they haven't.
7 min Ex: 7 P: 33 Descriptor:
Ask various Ss to read out the Pupils read the - read the
examples. Then, elicit the L1 examples. Say them in examples
equivalents. your language Total: 2 point
Respect and cooperation: When
working in pairs or groups, students ANSWERS
listen to and respect their Students own answer
classmates’ ideas about correct
word order.
Pupils write sentences Descriptor:
10 min Ex: 8 P: 33 using already or yet - write sentences
Explain the task and read out the ANSWERS using already or yet
example. 2 Kanat hasn't collected Total: 3 point
Ss complete the task. his train ticket yet.
Check Ss' answers around the class 3 Kanat has already
Creativity and fairness: If they found his boots.
invent information, they do so 4 Kanat hasn't bought a
respectfully and fairly — ensuring new jacket yet.
their answers are kind and 5 Kanat hasn't checked
appropriate. the weather forecast yet.
Task for less motivated learner 6 Kanat has already
booked a hotel room.
Match
8 min
Match sentences with the correct
word:

1. I haven’t finished my
homework ___ .

2. She has eaten lunch ___ .

3. I have lived here ___ 2018.

4. He has finished his project

___ .

(Answers: 1-yet, 2-already, 3-since, Pupils use the phrases Descriptor:

4-just below and just to write - use the phrases
 Ex: 9 P: 33 sentences below and just to
Ss complete the task. ANSWERS write sentences
Check Ss' answers around the class. 2 He has just received Total: 2 point
Critical thinking: Students analyse some bad news.
the examples and think 3 He has just won the
independently to decide which competition.
sentences show actions happening 4 They have just run a
now or regular habits. marathon.
5 We have just lost our
passports.
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What does ‘ever’ mean?” Ss evaluate each other and encourage
5 min “How do we answer ‘Have you classmate with phrases like:
ever…?’” Well done!
Homework Brilliant!
Write 5 questions starting with Good job!
“Have you ever…?” and answer I like it!
them.
 Short term plan: term 2

Unit 3 Holidays and travel Lesson 30

Teacher name:

Date:
Grade: 7 Number present: absent:
Lesson title Reading: Travelers’ tales
Learning objectives [Link] understand with little support some of the implied meaning in extended
talk on a limited range of general and curricular topics
[Link] give an opinion at discourse level on a growing range of general and
curricular topics
[Link] understand specific information and detail in texts on a range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
- predict the content of a text
- read for specific information
- consolidate new vocabulary
Instilling values of the Responsibility
program “Adal Azamat” Honesty
Respect
Cooperation
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Short

ng of [Link]. assess learners for reading text
the Ask about the weather. Learners read the given their ability. “Travelers’
lesson Warm up sentences on the board “Good job! Tales” (two
Activity: My Travel Story and guess the topic and Well done!” or three
Show pictures of different share with their ideas. Formative short travel
destinations (beach, mountains, Assessment stories)
5 min city). Worksheets
Ask students: (vocabulary
“Have you ever travelled to another +
city or country?” Remember and comprehens
“What was your favourite trip?” recognize the main Good job! ion tasks)
Write a few key travel words on the vocabulary.
board: trip, journey, adventure, Board,
explore, experience, travel, flight, markers,
hotel. pictures of
(Aim: activate prior knowledge and travel
interest.) destination
Middle Pupils look at the Descriptor:
Ex:1b P:34 pictures.
of the Direct Ss' attention to the pictures. - observe the
lesson ANSWERS pictures
Elicit Ss' guesses as to what the
10 min I see snakes and a -identify what the
story can be about and what they suitcase in the pictures. story can be about
think happened to the traveller. I think the story is about Total: 3 point
Respect and empathy: Students snakes. Perhaps a
listen to each other’s guesses traveller hid snakes in
respectfully and value everyone’s his luggage on a flight.
opinions without criticism or
laughter.

Ex: 2 P: 34
7 min Pupils read the text and Descriptor:
Allow Ss some time to read the text for questions choose the - read the text
and answer the questions. correct answers. - choose the correct
Direct Ss to the Word List to look ANSWERS answers.
up the meanings of the words in the 1C
Check these words box. Total: 2 point
2B
Check Ss' answers around the class 3C
Honesty: Learners give their own 4B
genuine ideas rather than copying 5A
others’ answers.
Descriptor:
Pupils choose the correct - choose the correct
Ex: 3 P: 35 item. Check your answer
8 min item. Check your
Explain the task. Ss complete the in the text.
task and check their answers in the answer in the text
ANSWERS
text 1 about (para 1) Total: 2 point
Responsibility: Students stay 2 of (para 1)
focused on the task and participate 3 in (para 3)
actively by giving thoughtful 4 with (para 5)
answers.

Ex: 4 P: 35 Descriptor:
10 min Pupils fill the gaps. - fill the gaps
Consolidate new vocabulary Give ANSWERS
Ss time to complete the task, then - complete the task
1 missed Total: 3 point
check Ss' answers around the class. 2 lost
Cooperation: During pair or class 3 board
discussion, students take turns 4 break
speaking and encourage each other S import
to share. 6 take
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “Which traveler’s story did you like Ss evaluate each other and encourage
5 min most?” classmate with phrases like:
“What kind of traveler are you – Well done!
adventurous or careful?” Brilliant!
Homework Good job!
Write your own short “Traveler’s Tale”
I like it!
(6–8 sentences).
Use at least five travel words from the
lesson.
 Short term plan: term 2

Unit 3: Holidays and travel Lesson 31

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Everyday English: Inviting – Accepting / refusing
Learning objectives [Link] understand with little support some of the implied meaning in extended
talk on a limited range of general and curricular topics
[Link] understand the main points in texts on a limited range of unfamiliar
general and curricular topics
[Link] give an opinion at discourse level on a growing range of general and
curricular topics
Lesson objectives Learners will be able to:
-Use common expressions to invite, accept, and refuse politely.
- Take part in short dialogues using natural conversational English.
- Understand the difference between formal and informal invitations.
Instilling values of the Responsibility
program “Adal Azamat” Honesty
Respect
Cooperation
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Flashcards

ng of [Link]. assess learners for or dialogue
the Ask about the weather. their ability. strips
lesson Warm up Learners read the given “Good job!
3 min Activity: Class discussion sentences on the board Well done!” Worksheet
Ask: and guess the topic and Formative (gap-fill,
“When do people invite others?” share with their ideas. Assessment matching,
“What do you usually say when a role-play
friend invites you?” cards)
Write “Inviting,” “Accepting,” and
“Refusing” on the board and elicit Board,
examples from students. Remember and Good job! markers
(Purpose: activate background recognize the main
knowledge.) vocabulary.
Presentation— Dialogue and
Discovery
Activity: Listening or Reading a
Model Dialogue
Example:
A: Hi, Sara! Would you like to go
to the park this afternoon?
B: I’d love to, but I have to do my
homework. Maybe tomorrow?
A: Sure! Let’s go tomorrow after
school.
Middle Ex:1 P:36 Pupils read the dialogue. Descriptor:
of the Ask some Ss to read the sentences Answer the question - read the dialogue
lesson aloud. what is the dialogue - answer the
10 min Play the recording. Ss listen and about? question
follow the text in their books and ANSWERS Total: 3 point
answer the question in the rubric. The dialogue is about the
Responsibility: Students carefully two friends' plans for the
read the text and identify glossary weekend.
words accurately, showing
responsibility for completing the
task correctly.
Pupils read the dialogue
7 min Ex: 2 P: 36 again. Answer the Descriptor:
Allow Ss time to read the dialogue question. What is Kairat - read the dialogue
again and answer the question in the going to do next again
rubric weekend? - answer the
Honesty: Learners do their own ANSWERS question
work, circling glossary words Kairat is going sailing Total: 2 point
without copying from others, with his dad in Kolsai
showing integrity in learning. Lakes.

10 min Ex: 3 P: 36 Pupils find sentences in Descriptor:

Read out the phrases. Refer Ss back the dialogue which - find sentences in
to the dialogue and elicit the mean. the dialogue
synonymous ones from various Ss ANSWERS Total: 3 point
around the class. Why don't you join me?
Respect: When a classmate reads - Why don't you come
aloud, students listen attentively and with me? We can ask
show respect for their peer’s effort. them together. - Let's ask
them together, then.
That's a good idea. - That
8 min Ex: 5 P: 36 sounds great Descriptor:
Ask Ss to work in pairs, take roles - listen and read the
and read out the dialogue. Pupils listen and read the dialogue
Monitor the activity around the dialogue. Take roles and - take roles
class and ask some groups to read read it aloud. Total: 2 point
out the dialogue in front of the ANSWERS
class. Students own answer.
Explain the situation.
Cooperation: Students help each
other understand new vocabulary
and discuss meanings politely.
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What can you say to invite a Ss evaluate each other and encourage
5 min friend?” classmate with phrases like:
“How can you say ‘no’ politely?” Well done!
Homework Brilliant!
Write a short dialogue (6–8 lines) Good job!
between two friends inviting each I like it!
other to do something.
Use at least one invitation, one
acceptance, and one refusal
phrase.
 Short term plan: term 2

Unit 3 : Holidays and travel Lesson 32

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Across cultures: My amazing travels
Learning objectives [Link] give an opinion at discourse level on a growing range of general and
curricular topics
[Link] understand specific information and detail in texts on a range of
familiar general and curricular topics
[Link] develop with some support coherent arguments supported when necessary by
examples and reasons for a limited range of written genres in familiar general and
curricular topics
Lesson objectives Learners will be able to:
- give a short response showing their opinion, agreement or disagreement
- identify the intended audience
Instilling values of the Respect
program “Adal Azamat” Responsibility
Honesty
Cooperation
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to World map

ng of [Link]. assess learners for or globe
the Ask about the weather. Learners read the given their ability.
lesson Warm up sentences on the board “Good job! Pictures of
Activity: Predicting from Pictures and guess the topic and Well done!” famous
and Title share with their ideas. Formative landmarks
Show pictures from the reading text Assessment Worksheet
5 min (e.g., Eiffel Tower, Great Wall of Remember and (comprehen
China, Pyramids). recognize the main sion +
Ask: vocabulary. speaking
“What do you think this text is tasks)
about?” Good job!
“What kind of experiences might Board,
the traveler have?” projector
Elicit vocabulary like adventure,
explore, culture, sightseeing.

Middle Ex:1 P: 37 Pupils look at the Descriptor:

of the Direct Ss' attention to the pictures pictures in the blog. - look at the
lesson and elicit Ss guesses as to what they ANSWERS pictures in the blog.
10 min show (a cockroach race, a Kumis Where do people race - answer the
alu competition). Ask Ss what, if cockroaches? (Brisbane) question
anything, they know about these Where do people play Total: 3 point
activities. kumis alu? (Kazakhstan)
Elicit a variety of questions for Why do you do these
what Ss would like to know about sports? (for fun)
them from S around the class and
write three of them on the board.
 Play the recording. Ss listen and
follow the text in their books and
check if they can answer their
questions.
Respect and curiosity: Students
show interest in different
destinations and natural places,
appreciating Kazakhstan’s beauty
and cultural diversity.

10 min Ex: 2 P: 37
Read for specific information Pupils read the text and Descriptor:
Allow Ss some time to read the text mark the statements true, - read the text
and mark the statements. false or doesn’t say. - mark the
Direct Ss to the Word List to look Correct the false statements
up the meanings of the words in the sentences. Total: 3 point
Check these words box. ANSWERS
Check Ss' answers and then elicit 1T
corrections for the false statements 2 DS
from Ss around the class. 3 DS
Responsibility: Learners listen 41
carefully and read attentively to Kumis alu is still popular
understand and answer correctly, in Kazakhstan.
showing commitment to their
learning.
Task for less motivated learner
Complete the sentences

1. Last summer, I __________

(visit) Almaty.

2. I __________ (see)
mountains and lakes.

3. I __________ (try)
traditional food.
Pupils answer the Descriptor:
7 min 4. I liked it because question. - answer the
__________. ANSWERS question.
I think I would like to Total: 2 point
Ex: 3 P: 37 attend the kumis alu
Consolidate information in a text game because it looks
and express a personal opinion like lots of fun and I
Ask various Ss to say which event don't like cockroaches at
they would like to attend and why all.
Honesty: Students share what they Descriptor:
truly know about the places and Pupils collect - collect
8 min give genuine answers during class information about an information about
discussion. annual event you have annual event
attended in your country. Total: 2 point
Ex: 4 P: 37 ANSWERS
Write about an annual event in Name: Nauryz
Kazakhstan Place: all over
Ss work in groups and collect Kazakhstan
information from the Internet, What people do: dress in
encyclopaedias or other reference traditional clothes, go to
 books and write a paragraph about concerts, eat a special
an annual event from Kazakhstan. meal called 'Nauryz
Ask various groups to read their kozhe, make wishes for a
paragraphs to the class. happy year
Cooperation: They help classmates
understand new words (e.g.,
destination, rafting, peak) and work
together respectfully during
comprehension checking.
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What makes travel amazing?” Ss evaluate each other and encourage
5 min “What can we learn from other classmate with phrases like:
cultures?” Well done!
Homework Brilliant!
Write a short paragraph (6–8 Good job!
sentences) about your real or I like it!
dream travel.
Use at least four new vocabulary
words from the lesson.
 Short term plan: term 2

Unit 3 : Holidays and travel Lesson 33

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Across curriculum: Up in the Clouds
Learning objectives [Link] give an opinion at discourse level on a growing range of general and
curricular topics
[Link] understand the main points in texts on a limited range of unfamiliar
general and curricular topics
[Link] punctuate written work at text level on a growing range of familiar general
and curricular topics with some accuracy
Lesson objectives Learners will be able to:
- To introduce the topic; to discuss clouds and weather in Ss' own country
- To listen and read for specific information.
Instilling values of the Love for Home and Family
program “Adal Azamat” Respect for Language and Culture

Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : Learners read the given The teacher to Pictures or
ng of [Link]. sentences on the board assess learners for slides of
the Ask about the weather. and guess the topic and their ability. different
lesson Warm up share with their ideas. “Good job! cloud types
Sky Watch! Well done!”
Activity: Observation and Remember and Formative Short
Discussion recognize the main Assessment science text
5 min Show a picture of different skies vocabulary. about
(sunny, cloudy, stormy). clouds
Ask students:
“What can you see in the sky?” Worksheet
“Do you like cloudy or sunny Good job! (vocabulary
weather?” +
Elicit the word “clouds” and comprehens
discuss their importance. ion)
(Purpose: activate background
knowledge and curiosity.) Board,
projecto

Middle Ex:1 P:38 Pupils look at the Descriptor:

of the Ask Ss to look at the photographs photographs of clouds. - take the quiz
lesson of clouds and read the questions. Which are most - choose the correct
10 min Give Ss time to think about their commonly seen in your answer
answers country? What is the Total: 2 point
Elicit Ss' answers from around the weather like when you
class. see them?
 Love for Home and Family ANSWERS

By reading and discussing the poem All these types of clouds

“My Home,” students reflect on the shown in the photos are
importance of appreciating their common in my country.
homes and families. Usually, when there are
clouds like the ones in
the first photo, the
weather is rainy. When
the clouds look like the
ones in the second photo,
the weather is cool and
windy. And when the
clouds are like the ones
in the third photo, then
the weather is fine.
Descriptor:
10 min Ex: 2 P: 38 Pupils listen to and read - answer the
Play the recording. Ss listen and the text. Then label the question
follow the text in their books. photographs (A-C) with - tell your partner
Give Ss time to label the photos the name of the cloud. Total: 2 point
with the correct name of the cloud. ANSWERS
Elicit Ss' answers from around the 1 stratus clouds
class. 2 cirrus cloud
Respect for Language and 3 cumulus clouds
Culture
Paying attention to pronunciation
and reading aloud clearly helps
students show respect for their
language and pride in learning.

10 min Ex: 3 P: 38 Pupils read the text again Descriptor:

Explain the task. and choose the correct - collect
Give Ss time to read the text again, option. information
the questions 1-4 and the answer ANSWERS another lake
choices. 1B Total: 2 point
Check Ss' answers. 2B
Honesty and Accuracy 3A
By completing the phrases correctly 4A
using the words in the box, students
learn the importance of being
careful and truthful in their work.

10 min Ex: 4 P: 38 Pupils look out of the Descriptor:

Explain the task and allow Ss time window. What clouds - collect
to answer the questions in pairs. can you see? What does information
Invite some pairs to share their that tell you about the another lake
answers with the rest of the class. weather? Discuss with Total: 2 point
Respecting classmates’ answers and your partner.
taking turns to speak reflects adal ANSWERS
azamat — fairness, honesty, and A: Right now, the sky is
cooperation. dark with grey heavy
clouds that cover the
whole sky. It's a cold
winter day, after all.
B: You're right. These
low clouds are called
 stratus clouds.
A: Yes, that's true. This
means that the weather is
rainy.
B: Exactly. It also means
that the weather will
continue like this for a
while.
End of FEEDBACK Ss show their knowledge according to the Poster
the Quick oral quiz: lesson Success
lesson “Which cloud looks like cotton?” Ss evaluate each other and encourage
5 min (Cumulus) classmate with phrases like:
“What happens when clouds are too Well done!
heavy?” (It rains.) Brilliant!
“What are clouds made of?” (Tiny Good job!
drops of water.) I like it!
Reflection:
“What did you learn about clouds
today?”
Homework
Draw three types of clouds and
label them.
Write 5 sentences about how clouds
form and why they are important.
 Short term plan: term 2

Unit 3 : Holidays and travel Lesson 34

Teacher name:
Date:
Grade:7 Number present: absent:
Lesson title Writing: An informal email giving news
Learning objectives [Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
[Link] link with little or no support, sentences into coherent paragraphs using
a variety of basic connectors on a range of familiar general topics and some
curricular topics
Lesson objectives Learners will be able to:
- Identify the structure and language of an informal email.
- Write an email to a friend giving recent personal news.
- Use correct greeting, closing, and linking expressions.
Instilling values of the Honesty and Responsibility
program “Adal Azamat” Respect and Cooperation
Empathy and Understanding
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Example

ng of [Link]. assess learners for email (on
the Ask about the weather. their ability. slide/works
lesson Warm up Learners read the given “Good job! heet)
Chatting with a Friend sentences on the board Well done!”
Activity: Think–Pair–Share and guess the topic and Formative Writing
Ask: share with their ideas. Assessment frame or
5 min “When was the last time you wrote template
a message or email to a friend?” Remember and
“What kind of news did you share?” recognize the main Board,
Elicit short examples (e.g., new pet, vocabulary. markers
school trip, holiday). Good job!
Explain that today’s lesson is about
writing such an email in English.
Middle Ex:1 P: 39 Pupils look at the email. Descriptor:
of the Scan a text for specific information Answer the question. - look at the email
lesson Ask Ss to scan the text briefly and ANSWERS - answer the
10 min identify the author and recipient of Laura is sending the question
the email as well as the author's email to Marzhan. Laura Total: 3 point
location. is in London.
Students complete the mini-
dialogues carefully using the correct
words, showing honest effort and
responsibility for accurate
communication.

Ex: 2 P: 39 Descriptor:
13 min Read for cohesion and coherence Pupils complete the - complete the
Explain the task and allow Ss some email with phrases. email with phrases
time to read the email and complete ANSWERS Total: 4 point
the task. 1d
Play the recording for Ss to listen 2f
and check their answers. 3c
Respect and Cooperation 4e
When students compare answers or 5b
practise dialogues in pairs, they 6a
show respect for their partners’
ideas and listen politely, reflecting
fair and ethical interaction.

12 min Ex: 3 P: 39 Pupils replace the words Descriptor:

Revise subject/object pronouns and in bold with - replace the words
possessive adjectives subject/object pronouns in bold
Go through the Study Skills box or possessive adjectives. Total: 3 point
and explain the task. ANSWERS
Ss complete the task. Check Ss' 1 They -
answers around the class. 2 him
Empathy and Understanding 3 her
Through practising real-life mini- 4 her
dialogues, students learn to listen,
respond kindly, and express
themselves clearly — qualities that
support respectful communication
in society.
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What kind of news did you enjoy Ss evaluate each other and encourage
5 min reading?” classmate with phrases like:
“Why is it important to write to Well done!
friends?” Brilliant!
Homework Good job!
Write another informal email to a I like it!
foreign pen friend telling them
about your school, hobbies, or plans
for the weekend.
 Short term plan: term 2

Unit 3 : Holidays and travel Lesson 35

Teacher name:
Date:
Grade:7 Number present: absent:
Lesson title Edutainment
Summative assessment for unit “Holidays and travel”
Learning objectives [Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
[Link] link with little or no support, sentences into coherent paragraphs using
a variety of basic connectors on a range of familiar general topics and some
curricular topics
Lesson objectives Learners will be able to:
- Understand what responsible travel means.
- Recognize good and bad tourist behaviour.
- Use vocabulary about travel, environment, and culture
Instilling values of the Honesty and Accuracy
program “Adal Azamat” Perseverance and Responsibility
Respect for Learning
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Pictures of

ng of [Link]. assess learners for tourists and
the Ask about the weather. their ability. travel
lesson Warm up Learners read the given “Good job! destinations
Travel Talk sentences on the board Well done!” Worksheet
Activity: Picture discussion and guess the topic and Formative (vocabulary
Show 2–3 pictures: share with their ideas. Assessment + discussion
5 min 1 A tourist feeding wild animals. tasks)
2 A group cleaning up a beach. Remember and Board,
3 People damaging a monument. recognize the main projector
Ask: vocabulary.
“Who is being responsible? Who is Good job!
not?”
“What should travellers do?”
Write key words on the board:
protect, respect, help, recycle, care.
(Purpose: activate prior knowledge
and interest.)
Middle Ex:1 P: 40 Pupils do the quiz to find Descriptor:
of the Explain the task. Ss read and choose out. Use A (Always), B - read and choose
lesson the right answer for them. (Sometimes) or C the right answer
5 min Ss compare their answers with a (Never). - do the quiz to find
partner. ANSWERS out
Invite Ss to share their answers with I think the quotation Total: 4 point
the rest of the class. means that a good
Direct Ss' attention to the box under traveller does not
the quiz to check their results remove anything from
Honesty and Accuracy the places they go to.
 By completing the phrases correctly Some people try and
using the words in the box, students carry off things to
learn the importance of being remember their trip, but
careful and truthful in their work. this spoils it for the next
person. Also, a good
traveller is careful not to
damage the places they
go to.
5 min Ex: 3 P: 40
Explain the task. Allow Ss some Pupils do the quiz. Mark Descriptor:
time to read the sentences and the sentences T (true) or - do the quiz
decide whether each one is true or F (false). - write true or
false. ANSWERS faalse
Perseverance and Responsibility 1T Total: 3 point
Completing language exercises with 2T
attention and effort promotes 3 F-It borders five
responsibility for learning and countries.
persistence in solving problems — 4 F-They have
key traits of an Adal Azamat. cockroach races every
January 26th.
5 F-It is in Australia
6T
5 min Ex: 4 P: 40
Explain the task and allow Ss time Pupils look at Module 3 Descriptor:
to look through the module and and write a T/F quiz of - write a T/F quiz
think of quiz items in pairs. your own. of your own
Ss swap their quizzes with another ANSWERS -complete the task
pair and do it and then report back 1 Hang-gliding is done in Total: 3 point
to the class. water. (F - It is done in the
Respect for Learning air.) -
Following instructions and using 2 Land sports include rock
climbing and motocross.
the correct vocabulary shows
(T)
respect for the learning process 3 You can see monkeys
and for the teacher’s guidance. and jaguars on safari in the
Amazon Rainforest. (T)
20 min Summative assessment for unit 4 You break the law if you
“Holidays and travel” don't declare something
extra in your luggage. (T)
5 The winner of kumis alu
is the one who grabs the
most towels. (F - The
winner is the one who
grabs the most
handkerchiefs.)
6 Caviar is extremely
expensive. (T)
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What kind of news did you enjoy Ss evaluate each other and encourage
5 min reading?” classmate with phrases like:
“Why is it important to write to Well done!
friends?” Brilliant!
Homework Good job!
Write another informal email to a I like it!
foreign pen friend telling them
about your school, hobbies, or plans
for the weekend.
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 36

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Environmental problems
Learning objectives [Link] recognise the opinion of the speakers in supported extended talk on a
range of general and curricular topics
[Link] give an opinion at discourse level on a growing range of general and
curricular topics
Lesson objectives Learners will be able to:
- Identify and describe common environmental problems.
- Use vocabulary to talk about causes and effects of these problems.
- Express opinions on how to protect the environment.
Instilling values of the Responsibility and Independence
program “Adal Azamat” Honesty and Accuracy
Cooperation and Respect
Perseverance and Effort
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : Learners read the given The teacher to Flashcards
ng of [Link]. sentences on the board assess learners for or images of
the Ask about the weather. and guess the topic and their ability. environmen
lesson Warming up share with their ideas. “Good job! tal problems
Picture Talk: What’s Wrong? Well done!” Worksheet
Activity: Show 3–4 pictures: Formative (matching,
1 A city full of smoke Remember and Assessment gap-fill,
5 min 2 A dirty river recognize the main speaking
3 A forest being cut down vocabulary. prompts)
4 A beach with rubbish
Ask: Board,
“What do you see?” Good job! markers,
“Is this good or bad for nature?” projector
Elicit words like dirty, rubbish,
smoke, trees, pollution.
Introduce the topic:
“Environmental Problems.”
(Purpose: activate interest and
prior knowledge.)

Middle Ex:1 P:41

of the Present vocabulary about problems Pupils listen and repeat. Descriptor:
lesson with our planet Answer the question. - listen and repeat
10 min Play the recording with pauses for ANSWERS - answer the
Ss to repeat chorally and/or Students own answer. question
individually. Total: 3 point
Check Ss pronunciation and
intonation.
Students say the phrases in
 Kazakhstani
Responsibility and Independence
By using dictionaries to check
meanings, students show
responsibility for their own
learning
10 min Ex: 2 P: 41 Pupils match the Descriptor:
practise vocabulary about problems sentences to the - match the
with our planet problems in the pictures. sentences to the
Explain that the phrases (1-6) show ANSWERS problems
either causes or ways of solving the A1 Total: 3 point
problems (A-F). B2
Ask Ss to match the solution/cause C6
to each problem. D3
Give Ss time to complete the task. E4
Check answers around the class. FS
Honesty and Accuracy
Matching prepositions correctly
demonstrates attention to detail
and truthfulness in work
Descriptor:
7 min Ex: 1 P: 28 WB Pupils match the pictures - match the pictures
Explain the task. Allow Ss some to the problems. to the problems
time to match the pictures to the ANSWERS Total: 2 point
problems. 1c 2e 3d 4b 5a
Alternatively, you may allow Ss to
review the module and find the
relevant information. Check Ss'
answers.
Cooperation and Respect
Working in pairs promotes team
spirit, mutual respect, and kind
communication Pupils complete the
sentences with the verbs
8 min Ex: 2 P: 28 WB in the correct form Descriptor:
Explain the task and allow Ss time ANSWERS - complete the
to look through the module and 1 threaten sentences with the
Complete the sentences with the 2 is going to clean up/is verbs
verbs in the correct form. cleaning up Total: 2 point
Perseverance and Effort 3 worshipped
Drilling pronunciation and 4 to protect
repeating until correct fosters 5 to save
discipline, patience, and 6 will survive
commitment to improvement 7 to preserve
8 will face
End of FEEDBACK Ss show their knowledge according to the Poster
the “Which environmental problem lesson Success
lesson worries you the most?” Ss evaluate each other and encourage
5 min “What can you do to protect classmate with phrases like:
nature?” Well done!
Homework Brilliant!
Write 6–8 sentences about Good job!
environmental problems in your I like it!
town.
Use at least five new words from
today’s lesson.
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 37

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Reading: Monuments in danger
Learning objectives [Link] understand the main points in texts on a limited range of unfamiliar
general and curricular topics
[Link] give an opinion at discourse level on a growing range of general and
curricular topics
Lesson objectives Learners will be able to:
- Understand the causes and effects of damage to world monuments.
- Read for gist and specific information.
- Discuss ways to protect historical places.
- Use environmental and cultural vocabulary in context.
Instilling values of the honestly
program “Adal Azamat” respect
responsibility
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to

ng of [Link]. assess learners for
the Ask about the weather. their ability.
lesson Warm up “Good job!
Guess the Monument! Learners read the given Well done!”
Show photos of 3–4 famous sentences on the board Formative
monuments (e.g., the Pyramids, the and guess the topic and Assessment
5 min Great Wall, the Colosseum). share with their ideas.
Ask:
“Do you know this monument?” Remember and
“Where is it?” recognize the main
“Why is it important?” vocabulary. Good job!
Then ask:
“Can these monuments be
destroyed or damaged?”
Introduce the lesson title:
Monuments in Danger.
Write on the board: pollution, time,
people, weather → What do these
have in common? (They can all
damage monuments!)
Middle Ex:1 P:42 Pupils answer the
of the a) Introduce the topic and elicit question
lesson prior knowledge ANSWERS
13 min Elicit any monuments Ss know of Students own answer
from their own country that are
threatened by pollution.
 b) Direct Ss' attention to the Pupils look at the Descriptor:
pictures and elicit questions about pictures in the text. - look at the
the places from Ss around the class Write three questions pictures
and write three on the board. about these places - write three
Play the recording. Ss listen and ANSWERS questions
follow the text in their books and old are these Total: 4 point
check if they can answer the placesStonehenge5,000
questions years old Temples early
Responsibility 12th century many
By reading titles, observing photos, people visit them each
and scanning texts for information, year?
students practise independent Stonehenge800,000the
learning and show responsibility Temples600,000 are they
for understanding before listening. in danger Stonehenge
visitors traffic pollution
temples the weather
vegetation and tourists

12 min Ex: 2 P: 42 Pupils read the text and Descriptor:

Read for specific information answer the question - Pupils read the
Allow Ss some time to read the ANSWERS text
texts and answer the questions. 1 5,000 years old - answer the
Go through the Check these words 2 Possibly as a place for question
box with Ss and tell them to look up sun worship - we don't Total: 3 point
the meanings of any words they know.
don't know. 3 Visitors have damaged
Check Ss' answers it and the stones are
Honesty and Accuracy threatened because of
Scanning the text carefully to find traffic pollution.
correct names helps students value 4 Wet, humid weather,
truthfulness and accuracy, which vegetation and tourists
are important traits of an Adal are damaging the
Azamat. temples.
5 Yes, they are because
600,000 tourists come to
see them every year.
6 Conservationists
10 min Ex: 3 P: 42
Consolidate and expand on Pupils answer the Descriptor:
information in a text question - read the text
Allow Ss time to read the text again ANSWERS - answer the
and prepare their answers. Elicit 1 I didn't know how old question
answers to the questions from the two places are and Total: 3 point
various Ss around the class. what is causing the
Cooperation and Respect for damage to these places.
Peers 2 I would like to visit the
Sharing ideas in class discussions temples of Angkor Wat.
encourages politeness, active They look very
listening, and fair participation, interesting and there is a
helping students become more lot to see./I would like to
ethical communicators. visit Stonehenge. It looks
very beautiful and
mysterious
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 38

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Vocabulary: Environmental problems
Learning objectives [Link] recognise the opinion of the speakers in supported extended talk on a
range of general and curricular topics
[Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
Lesson objectives Learners will be able to:
- Recognize and use vocabulary related to environmental problems.
- Identify causes and effects of common environmental issues.
- Talk about solutions to protect the environment.
Instilling values of the Responsibility and Diligence
program “Adal Azamat” Honesty and Accuracy
Respect and Cooperation
Perseverance and Effort
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Pictures or

ng of [Link]. assess learners for flashcards
the Ask about the weather. Learners read the given their ability. of
lesson Warm up sentences on the board “Good job! environmen
5 min Brainstorm: What’s wrong with the and guess the topic and Well done!” tal problems
Earth? share with their ideas. Formative
Show 3–4 pictures of environmental Assessment Worksheets
problems: Remember and (matching,
Smoky city → air pollution recognize the main gap-fill,
🌊 Dirty river → water pollution vocabulary. discussion)
🌲 Deforested land → deforestation
Melting ice → global warming Board,
Ask: projector,
“What do you see?” Good job! markers
“Is it good or bad for nature?”
“What problems can you name?”
Elicit students’ ideas and write key
words on the board.
Introduce the topic: Environmental
Problems.
Middle Ex: 4 P: 43 Pupils match the Descriptor:
of the Present vocabulary for problems to the solutions - match the
lesson environmental problems and and make sentences problems
8 min solutions ANSWERS - make sentences
Explain the task and read out the 1E Total: 2 point
example. 2C
Ss complete the task. Check Ss' 3A
answers. 4B
Responsibility and Diligence 5D
When students use examples in
 context to deduce grammar rules,
they take responsibility for their
own learning instead of simply
memorizing.

10 min Ex: 5 P: 43 Pupils complete the Descriptor:

Allow Ss two minutes to complete sentences. - complete the
the task. Ss can look up the ANSWERS sentences.
meanings of any verbs they are 1 become Total: 3 point
unsure of in the Word List. 2 rise
Check Ss answers. 3 dry
Honesty and Accuracy 4 melt
Checking and correcting their own 5 be
sentences encourages honesty in 6 damage
self-assessment and accuracy in 7 survive
communication. 8 preserve
Task for less motivated learner
Complete the sentences

1. We should __________
trees.

2. We should not __________

in the streets.

3. Factories can cause

__________.

4. Dirty rivers cause

__________.

8 min (Answers: plant, litter, air pollution, Descriptor:

water pollution) Pupils listen to an - understand
announcement on a specific
Ex: 6 P: 43 university radio station. information and
listen for specific information (gap- complete the gaps. detail
fill); to understand specific ANSWERS - complete the gaps
information and detail of extended 1 (a) talk Total: 2 point
talk 2 Albert
Explain the task. Go through the 3 Monday
announcement with Ss and ask them 4 pollution
to predict the content of the 5 3/Three
recording. Elicit what word is
missing in each gap (noun, number,
etc).
Play the recording. Ss list
Respect and Cooperation
Working together to compare
answers and read them aloud
promotes respect for others’
10 min viewpoints and collaborative Descriptor:
learning. Pupils use the text to - use the text to
prepare your speech prepare your
Ex: 7 P: 43 ANSWERS speech
Give a speech on Stonehenge and Hello. Thank you for -answer the
the problems it faces having me here today. question
 Explain the task and allow Ss two We all know that Total: 3 point
minutes to formulate their answers. Stonehenge and other
Ask some Ss to tell the class about ancient sites are in
Stonehenge and its problems danger. Stonehenge is a
Perseverance and Effort 5,000-year-old
Understanding grammar rules monument full of
through discovery requires focus mystery and beauty.
and persistence, which nurtures Unfortunately, visitors
discipline — another mark of an have damaged it over the
Adal Azamat. years. Today, it faces
problems because of
traffic pollution. Please
help in our campaign to
move busy roads and car
parks away from the site
to help it survive for
another 5,000 years.
Thank you
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 39

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Use of English: Will
Learning objectives [Link] link with little or no support, sentences into coherent paragraphs using
a variety of basic connectors on a range of familiar general topics and some
curricular topics
[Link] use a growing variety of future forms including present continuous
with future meaning on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
- Use will correctly to talk about the future.
- Make predictions, promises, and spontaneous decisions.
- Ask and answer questions using will.
Instilling values of the Respect for Nature, Responsibility, and Honesty
program “Adal Azamat” Honesty, Responsibility, and Respect for Nature
Responsibility, and Perseverance
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Board,

ng of [Link]. assess learners for markers
the Ask about the weather. Learners read the given their ability. Worksheets
lesson Warm up sentences on the board (gap-fill,
What’s Your Future? and guess the topic and “Good job! sentence
Write on the board: share with their ideas. Well done!” completion,
“In 2050, people will live on Mars.” Formative speaking
5 min Ask students: Assessment cards)
“Do you agree? What will the Remember and Flashcards
future be like?” recognize the main with verbs
Elicit a few ideas: vocabulary. or situations
“Cars will fly.”
“Robots will help people.”
“There won’t be any paper books.”
Introduce the topic: Talking about Good job!
the Future with “will.”

Middle Ex:1 P:44

of the Present the future simple (will)
lesson Ss close their books. Present the
8 min future simple. Say: I'm thirsty. I will
drink some water, and Next summer
he will go on holiday. Write them
on the board. Underline I will drink Descriptor:
Pupils read the table. Say
and he will go and explain that - read the table
the examples in your
these verbs are in the future simple. - Say the examples
language.
Explain that we use will + the base in hour language
ANSWERS
form of the main verb to form the Total: 2 point
Student’s own answer
affirmative. Explain that we use this
tense to talk about on-the-spot
 decisions and predictions.
Speaking honestly about your future
intentions demonstrates adal
azamat — being fair, truthful, and
responsible in communication.
10 min Ex: 2 P: 44 Pupils use the verbs to Descriptor:
Practise will for predictions about complete the sentences - complete the
the future with predictions sentences with
Explain the task and allow Ss some ANSWERS predictions
time to complete it. 1 will disappear - use the verbs
Check Ss' answers around the class. 2 will dry up Total: 3 point
Sharing predictions honestly and 3 won't lose
listening to others’ ideas reflects 4 will become
adal azamat — fairness, honesty, 5 will rise
and respect for others’ opinions. 6 won't have
Task for less motivated learner 7 will travel
8 will have
Complete the sentences

1. I __________ (will) watch a

film tonight.

2. She __________ (will) ride

a bike tomorrow.

3. We __________ (will) help

our parents this weekend.

4. They __________ (will) go

swimming.
10 min Pupils write sentences Descriptor:
(Students fill in with “will + verb”) using the phrases in - write sentences
brackets as in the using the phrases
Ex:3 P: 44 example Total: 3 point
Explain the and read out example ANSWERS
Allow Ss two to complete various 2 I'll take an umbrella.
Ss read out the answers the class 3 I'll help you.
Responsibility, and Perseverance. 4 I'll give you a lift
Show perseverance, even if the 5 I show you.
task is challenging — an honest 6 I'll explain it (to you).
student keeps trying to improve.
7 min Pupils look at the
picture. Use the verbs to Descriptor:
Ex: 4 P: 44 write the responses. - look at the picture
practise will for on-the-spot ANSWERS - use the verbs to
decisions 1 I'll answer it. write the responses
Explain the task and allow Ss some 2 I'll lend you some. Total: 2 point
time to complete it. 3 I'll hoover it
Check Ss' answers around the class. -
Respect, and Responsible.
Encourage them to show respect by
keeping quiet while others are
listening.
End of FEEDBACK Ss show their knowledge according to the Poster
the “What new words or grammar did you lesson Success
lesson learn today?” Ss evaluate each other and encourage
5 min “When do we use ‘will’?” classmate with phrases like:
 Homework Well done!
Write 6–8 sentences about your future Brilliant!
using will or won’t. Good job!
Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 40

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Use of English: making prediction
Learning objectives [Link] use with some support style and register appropriate to a limited
variety of written genres on general and curricular topics;
[Link] use present continuous forms for present and future meaning and past
continuous on a range of familiar general and curricular
Lesson objectives Learners will be able to:
- Use will and won’t to make predictions about the future.
- Form affirmative, negative, and interrogative sentences with will.
- Express and discuss opinions about future events.
Instilling values of the honesty, responsibility, and diligence
program “Adal Azamat” independently and honestly
patiently and honestly
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Flashcards or

ng of [Link]. assess learners for pictures (e.g.,
the Ask about the weather. their ability. robots,
lesson Warm up Learners read the given weather,
Future or Fantasy? sentences on the board “Good job! flying cars)
Show pictures (e.g., robots, electric and guess the topic and Well done!”
cars, space travel, cities in 2100). share with their ideas. Formative Worksheets
5 min Ask: Assessment (gap-fill,
“What do you think will happen in multiple
the future?” choice,
“Will robots help people?” writing task)
“Will people live in space?” Remember and
Elicit answers and write them on recognize the main Board,
the board under “Predictions”. vocabulary. projector
Introduce the topic: Making Good job!
Predictions.

Middle Ex:5 P:45 Pupils use the words to Descriptor:

of the Practise making predictions about write sentences. - use the words to
lesson the future Compare with a partner write sentences
10 min Explain the task and read out the ANSWERS - compare with a
examples. Ss use the prompts and I think there won't be partner
their own ideas to make sentences. traffic jams. Total: 3 point
Ss compare their answers in pairs, I think there won't be
then ask some Ss to share their any schools.
answers with the class. I think people will have
Honesty and Responsibility. robots in their houses. pupils are
Through this grammar activity, I think houses will be evaluated by
encourage honesty, responsibility, under the ground or collecting vitamins
and diligence — qualities of an under the water
Adal Azamat.
Ex: 6 P: 45 Pupils read the table. Say Descriptor:
Practise will and going to the examples in - read the table
Explain the task. Kazakhstan - say the examples
Ss complete the task. Check Ss' ANSWERS in Kazakhstan
answers. 1 will cook Total: 3 point
Work independently and honestly, 2 are going to see
without copying others’ sentences. 3 will send
4 will have
5 are meeting
6 are going to fall

Ex:7 P: 45 Pupils complete the Descriptor:

Practise making predictions based sentences with will, be - complete the
on visible evidence going to or the present sentences
Explain the task and allow Ss some continuous form of the - use will, be going
time to complete it. verb in brackets to or the present
Check Ss' answers around the class. ANSWERS continuous
Carefulness and Responsibility. 2 He is going to eat Total: 3 point
Being responsible means checking spaghetti.
their answers and understanding 3 She is going to make a
why they are correct. salad.
4 He is going to fall off
the ladder.
5 They are going to play
tennis.
6 They are going to
clean the room
Ex: 8 P: 45
Practise asking about future plans & Pupils look at the Descriptor:
intentions pictures. Write sentences - look at the
Explain the task and read out the ANSWERS pictures
example. 2 A: Are your parents - write sentences
Allow Ss some time to form the going to travel abroad Total: 3 point
questions and answers with their this year?
partners. B: Yes, they are./No,
Ss complete the task. Ask various they aren't.
Ss to read out their answers to the 3 A: Are you going to
class. see U2 in concert this
Saturday?
B: Yes, I am./No, I'm
not.
4 A: Is your dad going to
sell his car soon?
B: Yes, he is./No, he
isn't.
5 A: Are you going to
visit Madrid this
summer?
B: Yes, I am./No, I'm
not.
6 A: Are your friends
going to stay at a
summer camp
End of FEEDBACK Ss show their knowledge according to the Poster
the “What new words or grammar did you lesson Success
lesson learn today?” Ss evaluate each other and encourage
5 min “When do we use ‘will’?” classmate with phrases like:
Homework Well done!
Write 6–8 sentences about your future Brilliant!
using will or won’t. Good job!
Example:
I like it!
In the future, I will be a doctor.
I will help sick people.
I won’t forget my friends.
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 41

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Reading: Mission to Mars
Learning objectives [Link] understand with little support the main points in extended talk on a
limited range of general and curricular topics
[Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
[Link] understand the main points in texts on a limited range of unfamiliar
general and curricular topics
Lesson objectives Learners will be able to:
- Read and understand a text about space missions and life on Mars.
- Identify main ideas and specific details.
- Use and understand vocabulary related to space and technology.
- Express opinions about space travel.
Instilling values of the honestly
program “Adal Azamat” respect
responsibility
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Text:

ng of [Link]. assess learners for “Mission to
the Ask about the weather. their ability. Mars”
lesson Warm up Learners read the given (teacher’s
Space Brainstorm sentences on the board “Good job! copy or
Show a picture of Mars or an and guess the topic and Well done!” worksheet)
astronaut. share with their ideas. Formative Pictures of
5 min Ask students: Remember and Assessment Mars,
“What can you see?” recognize the main astronauts,
“What do you know about Mars?” vocabulary. rockets
“Do you think people can live there Worksheets:
one day?” true/false,
Write their ideas on the board under multiple
the heading “What we know about choice,
Mars.” Good job! vocabulary
Introduce the lesson topic: Mission tasks
to Mars Board,
projector
Middle Ex: 1b P: 46 Pupils answer the Descriptor:
of the Discuss the solar system question. - answer the
lesson Read the questions aloud. ANSWERS question
12 min Explain/Elicit the meaning of inner There are eight planets in Total: 3 point
(closest to the centre) and outer our solar system. Inner:
(closest to the outside) and explain Mercury, Venus, Earth,
that the first four planets are part of Mars Outer: Jupiter,
 the inner solar system and the last Saturn, Uranus and
four planets are part of the outer Neptune
solar system.
Ask Ss to look at the picture and
elicit the
Respecting classmates’
contributions during discussion
reflects adal azamat — fairness,
listening carefully, and valuing
others’ ideas.

13 min Ex:2 P: 47
Predict the content of a text; to read
for gist
Read out the title: 'Mission to Mars'.
Explain the word mission - (an
expedition into space.)
Write the following names on the
board; Yuri Gagarin, Vostok 1,
Baikonur Cosmodrome, Neil
Armstrong, Opportunity, Curiosity,
NASA. Ask Ss if they know how Pupils answer the Descriptor:
these names are connected with question. Listen and - answer the
space exploration. read to check question
Play the recording. Ss listen and ANSWERS - listen and read to
read to check. Yuri Gagarin was the check
Respecting classmates’ first man in space. He Total: 4 point
contributions during discussion was a Russian pilot.
reflects adal azamat — fairness, Vostok 1 was his
honesty, and appreciation for spacecraft. Baikonur
others’ ideas. Cosmodrome is in
Task for less motivated learner Kazakhstan. It is the
place where the Russians
Complete the sentences launch rockets into
space. Neil Armstrong
1. We live on __________. was the first man on the
Moon. He was
2. The Earth is the American. 'Opportunity'
__________ planet from the and 'Curiosity' are
Sun. American Mars rovers.
They are robots with
3. The Earth has __________, wheels that drive around
air, and land. Mars, NASA is an
American organisation in
4. We must __________ our charge of the US space
planet. program

10 min (Answers: Earth, third,

water/plants/animals, take care of)

Ex:3 P: 47
Read for specific information
Explain the task.
Ask Ss to read the questions and the
answer choice and give them time
to read the text again and complete
the task. Pupils read the text again Descriptor:
 Check Ss' answers around the class. and for question choose - read the text
Conclusion during the lesson some the correct answer. - choose the correct
tasks differentiated by outcomes of ANSWERS answer
the students and by their abilities. 1A Total: 3 point
Listening to classmates’ 2B
explanations and respecting 3B
different abilities reflects adal 4C
azamat — fairness, respect, and
cooperation in a learning
community.
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What is the mission to Mars?” Ss evaluate each other and encourage
5 min “What problems are there on classmate with phrases like:
Mars?” Well done!
“Do you think people will really go Brilliant!
to Mars?” Good job!
Reflection: I like it!
“What did you learn about space
and the future today?”
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 42

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Listening
Learning objectives [Link] understand with little support the main points in extended talk on a
limited range of general and curricular topics
[Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
Lesson objectives Learners will be able to:
- compose and participate with fluency in dialogues, conversations,
discussions and debates using a range of vocabulary, grammar and linking
devices
- respond to classroom instructions and accurately interpret what should be
done
-write a coherent paragraph /short text stating and explaining an idea/argument
Instilling values of the Perseverance and Effort
program “Adal Azamat” Cooperation and Respect
Honesty and Accuracy
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to

ng of [Link]. assess learners for
the Ask about the weather. their ability.
lesson Warming up Learners read the given
Where are you from? sentences on the board “Good job!
How old are you? and guess the topic and Well done!”
What color is it? share with their ideas. Formative
3 min How many students are Assessment
there in class?
What day of the week
today?
Remember and
Lead – In recognize the main
vocabulary.
Good job!

Middle Ex:4 P:47 Pupils explain the words Descriptor:

of the Ask Ss to identify the words in bold in bold. Use your - explain the words
lesson give them time to look them up in a dictionaries or digital in bold.
12 min physical or online dictionary or reference resources. - use your
infer their meanings from the text. ANSWERS dictionaries or
Check Ss' answers. board (v); to get onto a digital reference
Honest Citizen. After students vehicle, (usually a ship Total: 3 point
complete the sentences using the or aeroplane)
correct words, discuss how being attention (n): serious
honest and responsible helps thought and interest
scientists and citizens care for our given to something
planet and explore space dosest (adj): nearest
truthfully and safely. extremely (adv): to a
great extent, far more
than normal
explore (v): to look
around an unknown
place and find out about
it
10 min Ex: 5 P: 47
Llisten for specific information Pupils listen to a radio Descriptor:
Ask Ss to read the questions. show about the solar - listen to a radio
Play the recording. system and mark the show
Ss listen and mark the sentences as sentences. - mark the
true or false according to what they ANSWERS sentences.
hear. 1T Total: 3 point
Check Ss' answers. 2F
Honest Citizen. After checking 3T
answers, discuss with students how 4T
being accurate and truthful with 5F
numbers and information reflects
the qualities of an Adal Azamat.

13 min Ex:6 P: 47 Pupils listen again and Descriptor:

Read the Study Skills box aloud and take notes under the - listen again
explain that this tip will help Ss to headings. - take notes under
complete the task successfully. ANSWERS the headings take
Ask Ss to write the headings in their the Sun - at the centre, notes under the
notebooks. biggest object, headings
Play the recording again. Have Ss everything moves around Total: 4 point
make notes and then check their it
notes on the board. inner - closest to Sun,
Honest Citizen. being an Adal smallest, rocky surface -
Azamat means giving credit to the Mercury: ice, Venus,
right person and being truthful Earth: unusual, water
about who did an action and ice, Mars: ice outer -
big balls of gas, not solid
surface, stormy places -
Jupiter: huge storm,
Neptune: winds faster
than 1000 mph moons -
outer planets: over 10
moons each, Jupiter: 67,
not all empty as Earth's
Moon, one moon has sea
with ice on top asteroids
like planets, smaller,
move around Sun
 between Mars and
Jupiter, others further out
than Neptune, dwarf
planets (4 big asteroids
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 43

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Everyday English: Making suggestions
Learning objectives [Link] understand with little support the main points in extended talk on a
limited range of general and curricular topics
[Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
[Link] link with little or no support, sentences into coherent paragraphs using
a variety of basic connectors on a range of familiar general topics and some
curricular topics
Lesson objectives Learners will be able to:
-Use expressions for making, accepting, and rejecting suggestions.
- Interact in short dialogues about what to do in free time.
- Pronounce and use polite intonation when making suggestions.
Instilling values of the Honesty and Accuracy
program “Adal Azamat” Perseverance and Responsibility
Respect for Learning
Cooperation and Support
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Dialogue

ng of [Link]. Learners read the given assess learners for cards or
the Ask about the weather. sentences on the board their ability. printed role
lesson Warm up and guess the topic and plays
Free Time Chat share with their ideas. “Good job!
Show pictures of weekend/free-time Well done!” Pictures of
activities (park, cinema, beach, Remember and Formative social
5 min etc.). recognize the main Assessment activities
Ask: vocabulary. (cinema,
“What do you usually do on park,
weekends?” museum,
“Who do you go out with?” etc.)
Write answers on the board. Whiteboard
Introduce the topic: Making / projector
suggestions — how we invite Good job!
people to do something. Worksheet
Middle Ex:1 P:48 (gap-fill,
of the Present situational language matching,
lesson Play the recording for Ss to listen speaking
7 min and repeat chorally and/or prompts)
individually. Check Ss'
 pronunciation and intonation Pupils listen and repeat. Descriptor:
Honesty and Accuracy ANSWERS - listen and repeat
By completing the phrases correctly Students own answer Total: 2 point
using the words in the box, students
learn the importance of being
careful and truthful in their work.
10 min Ex: 2 P: 48 Pupils listen and read to Descriptor:
Listen for specific information find out. Answer the - listen and read to
Read the rubric aloud. question. find out
Play the recording. Ss listen and ANSWERS - answer the
follow the dialogue in their books. They decide to help the question.
Elicit what the speakers decide to school build a Total: 3 point
do. greenhouse
Perseverance and Responsibility
Completing language exercises with
attention and effort promotes
responsibility for learning and
persistence in solving problems —
key traits of an Adal Azamat.

10 min Ex:3 P: 48 Pupils find phrases in the Descriptor:

Learn synonymous phrases dialogue - find phrases in the
Read out the phrases. Refer Ss back ANSWERS dialogue
to the dialogue and elicit the Take a look at this. - Total: 3 point
synonymous ones from various Ss Look at this!
around the class. Why don't we take part?
Respect for Learning - Why don't we join in?
Following instructions and using That's OK with me. Sure.
the correct vocabulary shows I have something to do. -
respect for the learning process I'm afraid I can't. Is 9:30
and for the teacher’s guidance. OK with you? - How
about meeting at 9:30?

8 min Ex:4 P: 48 Pupils say the sentences Descriptor:

Consolidate situational language in Kazakh - say the sentences
through translation ANSWERS in Kazakh
Elicit the Kazakhstani equivalents Students own answer Total: 2 point
for the sentences in Ex. 1 from
various Ss around the class.
Cooperation and Support
When students help each other or
check answers together, they
practice kindness, respect, and
teamwork, which build a fair and
caring classroom environment.
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 44

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Across cultures: Endangered species
Learning objectives [Link] read a limited range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topi
[Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
Lesson objectives Learners will be able to:
- Read and understand a text about the snow leopard and its endangered
status.
- Identify reasons why snow leopards are endangered.
- Learn about cultural and environmental connections in Central Asia.
Instilling values of the Perseverance and Effort
program “Adal Azamat” Cooperation and Respect
Honesty and Accuracy
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Text about

ng of [Link]. Learners read the given assess learners for the snow
the Ask about the weather. sentences on the board their ability. leopard
lesson Warming up and guess the topic and
Show pictures of different wild share with their ideas. “Good job! Photos or
animals (tiger, elephant, snow Well done!” video clips
leopard, eagle). Remember and Formative of snow
5 min Ask: recognize the main Assessment leopards in
“Where do these animals live?” vocabulary. Central
“Which of them are endangered?” Asia
Show a photo of a snow leopard.
Ask: World map
“Do you know this animal?” (to locate
“Where can we find it?” the animal’s
Write the topic on the board: Good job! habitat)
Endangered Species: The Snow Worksheets
Leopard. (vocabulary
comprehens
ion,
discussion)
Middle Ex:1 P:50 Pupils look at the Descriptor:
of the Introduce the topic and predict the pictures. Write two - look at the
lesson content of the text reasons why you think pictures
10 min Direct Ss' attention to the pictures these animals are Total: 3 point
and elicit a variety of guesses for endangered
reasons why these animals may be ANSWERS
endangered from Ss around the deforestation and
class. Write two on the board. overfishing/overhunting
Play the recording. Ss listen and
follow the text in their books and
check if their guesses were correct.
Being thoughtful about endangered
animals reflects adal azamat —
fairness, care, and respect for life.

12 min Ex: 2 P: 50 Pupils read the text and Descriptor:

Read for specific information mark the sentences. - read the text
Ask Ss to read the statements 1-5 ANSWERS - mark the
and then allow Ss some time to read 1F sentences
the text and mark their answers. 2 DS Total: 3 point
Check Ss' answers. 3F
Go through the Check these words 4T
box with Ss. 5 DS
Read aloud the Famous quotation
and explain/ elicit what it means. (It
is important to value and conserve
wildlife.)
Valuing and protecting animals
demonstrates adal azamat —
fairness, respect, and care for all
living beings.

13 min Ex:3 P: 50 Pupils collect Descriptor:

Collect information about an information about an - collect
endangered animal and present it in endangered animal in information about
the form of a comment posted to a your country or in an endangered
blog another country under animal in your
Ask Ss to work in groups and look the headings. country
for information on the Internet, or in ANSWERS Total: 4 point
encyclopaedias/other reference Name: the Kazakhstan
books and write it under the Blind Mole-Rat (Spalax
headings in their notebooks. Tell Ss uralensis)
they may add a picture if they want Where it lives: In
to. Kazakhstan
Ss then use this information to write What it looks like: Like
a short paragraph about the animal a large rat, but with tiny
to post as a comment on Assel's eyes covered with skin;
blog. big front teeth used to
Ask various groups to present their dig.
animals to the rest of the class. Why it is endangered
Writing respectfully and sharing overgrazing, winter,
knowledge about endangered droughts
animals demonstrates adal azamat
— fairness, honesty, and care for
other living beings.

End of FEEDBACK Ss show their knowledge according to the Poster

the Ask: lesson Success
lesson “What did you learn about snow Ss evaluate each other and encourage
5 min leopards today?” classmate with phrases like:
“What can you do to protect Well done!
animals?” Brilliant!
Students share one new fact or idea. Good job!
Homework I like it!
Write a short paragraph (6–8
sentences):
“How can we protect the snow
leopard?”
Use new vocabulary from the
lesson.
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 45

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Across curriculum: The Ozone layer
Learning objectives [Link] read a limited range of extended fiction and non-fiction texts on
familiar and some unfamiliar general and curricular topi
[Link] begin to link comments with some flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
Lesson objectives Learners will be able to:
- Understand what the ozone layer is and why it is important.
- Identify the causes and effects of ozone layer damage.
- Use key scientific and environmental vocabulary in English.
Instilling values of the Responsibility and Diligence
program “Adal Azamat” Honesty and Accuracy
Respect and Cooperation
Perseverance and Effort
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Diagram or

ng of [Link]. assess learners for picture of
the Ask about the weather. Learners read the given their ability. the Earth’s
lesson Warm up sentences on the board atmosphere
Sun and Protection and guess the topic and “Good job!
Show a picture of the sun and share with their ideas. Well done!” Worksheet
Earth. Formative with
5 min Ask: Remember and Assessment vocabulary
“What protects us from the strong recognize the main and
sunlight?” vocabulary. comprehens
“What happens if the sun is too ion
strong?” questions
Introduce the topic: The Ozone
Layer — Our Invisible Shield Flashcards
Explain simply: Good job! (sun, Earth,
“The ozone layer is a part of the ozone layer,
Earth’s atmosphere. It protects us pollution,
from the sun’s harmful rays.” factory)

Ex:1 P:50 Pupils write three

Descriptor:
Introduce the topic, elicit prior questions. Read through
- write three
knowledge and predict the content and see if you can
questions
of the text answer your questions
- write three
Read the title aloud and elicit if Ss ANSWERS
questions
know anything about the hole in the I know that the hole in
- answer your
ozone layer. Elicit a variety of the ozone layer is over
questions
question the Antarctic What is
Total: 3 point
Middle on the topic from various Ss around ozone? Ozone is a gas.
of the the class and writ three of them on Why is the ozone layer
lesson the board. important? It filters out
10 min Ss read through the text then elicit the harmful rays of the
which of the questions on the board sun.
they can now answer. When did we find out
Listening to classmates’ ideas and about the hole in the
valuing different perspectives ozone layer? the 1980s.
reflects adal azamat — fairness,
respect, and honesty in discussions.

10 min Ex: 2 P: 50 Pupils read the text and Descriptor:

Read for lexico-grammatical complete the gaps with - read the text
structure (open cloze) the correct missing - complete the gaps
Allow Ss some time to read the text words Total: 3 point
carefully and think of an ANSWERS
appropriate word for each gap. 1 It
Have Ss look up the meanings of 2 In
the words in the Check these words 3 in
box and then check Ss' answers. 4 to
Answering honestly and 5 will
acknowledging when help is needed 6 and
reflects adal azamat — fairness, 7 lot
honesty, and respect for learning. 8 but

10 min Ex:3 P: 50 Pupils listen to and read Descriptor:

Summarise/paraphrase information the text. - listen to and read
in a text ANSWERS the text.
Play the recording. Ss listen and The ozone layer is a Total: 3 point
follow the text in their books. Then layer of gas that protects
ask Ss to close their books. us from the harmful rays
Ask various Ss around the class to of the sun. In the 1980s,
talk about the hole in the ozone scientists found a hole in
layer in front of the rest of the class. it. They found out that
Sharing accurate information chemicals caused the
respectfully reflects adal azamat hole
— fairness, honesty, and respect for
knowledge and classmates.
End of FEEDBACK Ss show their knowledge according to the Poster
the Ask: lesson Success
lesson “What did you learn today?” Ss evaluate each other and encourage
5 min “How can you protect the ozone classmate with phrases like:
layer?” Well done!
Homework Brilliant!
Write 6–8 sentences: Good job!
“How can we protect the ozone I like it!
layer?”
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 46

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Writing; An essay stating a problem and offering solutions
Learning objectives [Link] understand supported narratives on a wide range of general and
curricular topics
[Link] understand the main points in texts on a limited range of unfamiliar
general and curricular topics;
[Link] plan, write, edit and proofread work at text level with some support on a range
of general and curricular topics;
Lesson objectives Learners will be able to:
- Identify the structure of a problem-solution essay.
- Use linking words and phrases for problems and solutions.
- Write a short essay (80–100 words) describing a problem and suggesting
solutions.
Instilling values of the Honesty and Accuracy
program “Adal Azamat” Perseverance and Responsibility
Respect for Learning
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Model

ng of [Link]. Learners read the given assess learners for essay
the Ask about the weather. sentences on the board their ability. (handout or
lesson Warm up and guess the topic and projection)
Problem Brainstorm share with their ideas. “Good job! Essay plan
Write on the board: “What Well done!” template
problems can we see in our world Remember and Formative Useful
5 min or city?” recognize the main Assessment phrases
Elicit answers (pollution, traffic, vocabulary. sheet
littering, plastic waste, stray (problem &
animals, etc.). solution
Ask: expressions)
“Which of these problems are Board and
important for young people?” markers
“Can we do something to solve Good job!
them?”
Lead in: “Today we will learn how
to write an essay about a problem
and offer solutions.”
Middle Ex:1 P:51 Pupils look at the text. Descriptor:
of the Introduce the topic, predict the Read and answer the - look at the text
lesson content of the text and read for question - answer the
10 min confirmation ANSWERS question
Elicit what the text is about (smog The text is about the Total: 3 point
in the city). problem of smog in the
Allow Ss two minutes to read city and what we can do
through the text and check their to solve it.
answers.
Respecting classmates’ predictions
and contributions reflects adal
azamat — fairness, honesty, and
appreciation for others’ ideas.

12 min Ex: 2 P: 52 Pupils read the essay. Descriptor:

Read and complete a table Copy and complete the - read the essay
Explain the task and ask Ss to copy table with information - copy and
the table into their notebooks. from the text. complete the table
Allow Ss two minutes to read the ANSWERS with information
text again and complete the table. Total: 3 point
Go through the Check these words
box with Ss and ask Ss to look up
the meaning of any words they don't
know.
Check Ss' answers.
Sharing answers respectfully and
acknowledging correct information
reflects adal azamat — fairness,
honesty, and respect for knowledge
and classmates.

13 min Ex:3 P: 52 Pupils listen to someone Descriptor:

Listen for specific information and talking about of rubbish - listen to someone
ideas in towns and cities and talking about of
Play the recording. Ss listen and answer the questions rubbish
answer the questions and collect ANSWERS Total: 4 point
ideas for the writing task to follow. 1 We are running out of
Check Ss' answers around the class. places to put our rubbish.
Respecting classmates’ 2 It makes our lives
contributions and sharing ideas unpleasant when there is
fairly reflects adal azamat — rubbish on the streets, in
honesty, fairness, and cooperation. the parks and in the
rivers.
3 We can start recycling
programmes and
organise clean-up days.
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!
 Short term plan

Unit 4 Space and Earth lesson 47

School:
Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Summative control work for the 1st term
Learning objectives [Link] Understand with some support most of the detail of an argument in
extended talk on a limited range of general and curricular topics
[Link] Understand the detail of an argument on a growing range of familiar
general and curricular topics, including some extended texts.
[Link] Write with minimal support about real and imaginary past events,
activities and experiences on a growing
range of familiar general topics and some curricular topics.
[Link] Respond with some flexibility at both sentence and discourse level to
unexpected comments on a growing range of general
Lesson objectives Learners will be able to:
(assessment criteria) - Understand with some support most of the detail of an argument in
extended talk
Instilling values of the Honesty and Accuracy
program “Adal Azamat” Perseverance and Responsibility

Stages/ Teachers actions Students actions Assessment Resources

Time
Beginning Greeting. Teacher
5 min T tells the class to make groups of 2. Learners read the controles the
Warm up: given sentences on process, gives
the board and guess feedback and
the topic and share asks additional
LISTENING with their ideas. questions if it’s
Task. Do the matching exercise nessasery.
1 – 5 while you listen to the Teacher
recording. Complete the table evaluate pupils
with the correct place from the with phrases
box above. like:
Write the correct answer to the “Good job!
questions 6.CD3. Tapescript2. Well done!”
Formative
Assessment
Middle READING Learners read the Descriptor:
35 min Task. . Read the article. definition and write - read the text
Part 1. the word from the - write the word
Read the article again and give text from the text
answers to the questions. Write no Amswers: Total: 5 point
more than THREE WORDS or A
NUMBER.
Example: When will space be a
popular place for holiday? In 2020
1 How many people will be able to
stay at the hotel?
 2 When will the centre be ready?
3 Where will tourists be able to travel
while they are at the centre?
4 Where will most of the hotel on the
moon be?
Part [Link] definition of the word
from the text. Write it in the given
place.
WRITING Learners choose one Descriptor:
Task. Choose one of the topics of the topics below. - write the
below. words
Topic 1. Read the beginning of the Total: 5 point
story and create your continuation.
Topic 2. Read the beginning of the
story and create your continuation.
SPEAKING Learners choose one Descriptor:
Task. You have to work in card and discuss the - choose one
pairs. Choose one card and questions card
discuss the questions. You Total: 2 point
have one minute to prepare
and 2-3 minutes to talk.

End FEEDBACK Ss show their knowledge according to Poster

5 min Learners provide feedback on what the lesson
they have learned at the lesson. Ss evaluate each other and encourage
Ex: P: classmate with phrases like:
Home task: Well done!
Write the days Brilliant!
Good job!
I like it!
 Short term plan: term 2

Unit 4 SPACE & EARTH Lesson 48

Teacher name:
Date:
Grade: 7 Number present: absent:
Lesson title Edutainment
Learning objectives [Link] Give an opinion at discourse level on a growing range of general and
curricular topics
[Link] Write with minimal support about real and imaginary past events,
activities and experiences on a growing range of familiar general topics and
some curricular topics.
Lesson objectives Learners will be able to:
- Talk about ways to protect the environment in daily life.
- Use vocabulary related to the planet, recycling, and pollution.
- Work collaboratively on creative eco-projects (poster, slogan, quiz).
Instilling values of the Perseverance and Effort
program “Adal Azamat” Cooperation and Respect
Honesty and Accuracy
Plan

Stages / Teachers actions Students actions Assessment Resources

Time criteria

Beginni Organization moment : The teacher to Pictures /

ng of [Link]. assess learners for short video
the Ask about the weather. their ability. about
lesson Warm up pollution
Show a big picture of Earth. Ask: Learners read the given “Good job! and nature
“What do you see?” sentences on the board Well done!” Flashcards
“What do you love about our and guess the topic and Formative (recycle,
5 min planet?” share with their ideas. Assessment rubbish,
Elicit words: trees, rivers, animals, trees,
air, people, home. Remember and animals,
Write them on the board. recognize the main Earth)
Then ask: vocabulary. Board,
“What problems does our planet projector
have?” (pollution, litter, Art supplies
deforestation, plastic waste). Good job! or paper for
Explain: “Today we will learn how group work
to take care of our planet — and (poster or
have fun while learning!” quiz game
cards)
Middle Ex:1 a P:52
of the Ddiscuss the values presented in the Pupils look at the
lesson module picture. Answer the
12 min Ask Ss to work in pairs. question
Direct Ss back to p. 46. How many ANSWERS
planets do we know that humans The planet in the picture Descriptor:
can live on? (Only the Earth.) is Earth. The flames men - look at the picture
Ss discuss the picture and caption the planet is getting very - answer the
with their partners. Monitor the hot, probably from question
activity around the class. Elicit global warming. Total: 3 point
answers from various Ss. We can't move to
 another planet. Mars and
Venus are too hot or cold
for humans to live on.
There isn't anywhere else
except Earth - as the text
says. This means if we
can't live on the Earth,
humans will die out.
And all other species as
well.

13 min Ex: 1b P: 52 Pupils look at the list of Descriptor:

Make suggestions on how to protect places. Choose two and - look at the list
specific environments tell the class how to - Choose two and
Read out the list of environments. protect them for future. tell the class
Ss research/brainstorm how the ANSWERS Total: 4 point
specified environments are spoiled Rivers: We can have
and think of examples. laws to prevent pollution
Ss think how these problems could and people throwing
have been avoided. rubbish into them. We
Elicit suggestions from around the can have clean-up
class. Inform the Ss of other ideas programmes. We can set
they may have missed. speed limits for boats.
Forests: We can have
laws to prevent logging
and deforestation. We
can protect them from
acid rain.
Beaches: We can stop
big hotels being built on
the beach.
We can have protected
areas and clean-up
programmes. Towns &
cities: We can have cycle
lanes and better public
transport. We can have
more parks. We can
preserve old buildings,
and stop new buildings
like skyscrapers being
built in historic places.

10 min Ex:3 P: 52 Pupils do the quiz. Mark Descriptor:

Test knowledge learnt in the modu the sentences. - do the quiz. Mark
Explain the task. Allow Ss some ANSWERS the sentences..
time to read questions and mark the 1 F (No one knows what Total: 3 point
sentences as true or f it is.)
Alternatively, you may choose to 2T
allow Ss to back through the 3 T (It is too cold for
module and find the answer humans.)
If the answer is False, Ss should 4F
suggest the co answer. 5T
Check Ss' answers around the class. 6 F (They live in the
Unity and solidarity Yangtze River.)
Ability to build positive 7T
relationships with others and 8T
 contribute to public life
End of FEEDBACK Ss show their knowledge according to the Poster
the Learners provide feedback on what lesson Success
lesson they have learned at the lesson. Ss evaluate each other and encourage
5 min Ex: classmate with phrases like:
Home task: Well done!
Brilliant!
Good job!
I like it!