| Long-term plan unit: 3 HOLIDAYS AND TRAVEL | School: gymnasium 11 |
| Lesson 7 |
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| Date: | Teacher’s name: Daulenova Nargiz |
| CLASS: 7 | Number present: | absent: |
| Theme of the lesson: New Zealand |
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| Learning objective (s) that this lesson is contributing to | 7.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics 7.4.5.1- deduce meaning from context in short texts on a growing range of familiar general and curricular topics 7.3.4.1- respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics 7.3.3.1- give an opinion at discourse level on a growing range of general and curricular topics |
| Lesson objectives | All learners will be able to: |
| Most learners will be able to: • read about the people, landscape, sports, art and education system in New Zealand. • talk about a country of their choice. |
| Some learners will be able to: |
| Success criteria | Identify details in a text with little support Figure out the content of a short text with some support Read the given fiction or non-fiction text and identify the general information Provide a point of view in conversations and discussions |
| Value links | Kazakh patriotism and civil responsibility |
| Cross curricular links | Geography, history |
| ICT skills | Conduct online research |
| Plan |
| Stages of the lesson | Planned activities (replace the notes below with your planned activities) | Teacher’s notes |
| Greeting
| The teacher greets students; students respond to greeting and take their places. Hello, boys and girls! How are you? | Background New Zealand is an island country in the Pacific known for its extraordinary scenery, sheep farming and rugby team. European colonisation, which began in the seventeenth century, undermined the Maori culture of the islands. New Zealand was under British rule from 1840, and, despite becoming independent in the 20th century, still has the British monarch as its head of state. The country owes its name to Dutch cartographers, who named it Nova Zeelandia after the province in the Netherlands. This was later anglicised by the British explorer James Cook. |
| Warm up | Books closed. T writes New Zealand on the board. Elicits what students know about that country. If students struggle to think of anything, T could mention Peter Jackson’s Lord of the Rings and The Hobbit trilogies, which were filmed in New Zealand. |
| Practice | 1 • T asks students to open their books at page 37 and look at the photos. • Puts students into pairs to answer the question. Checks answers. |
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| 2 • T gives students time to read the presentation about New Zealand. • Students can compare answers in pairs before T checks answers with the class. • T reads out the information in the FACT! box and then asks: What animals are there in your country in large numbers? (sheep) | Answers Maori culture and customs are important in New Zealand. |
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| 3 • T reads out the five headings and then ask students to match them with the paragraphs. • T helps students do this exercise by encouraging them to think of key words to look out for in each paragraph which might link to the headings, e.g. when looking for the paragraph that matches with the title Education, students might expect to find words such as school, teacher, exams, classroom. • Puts students into pairs to do this exercise. Checks answers. | Answers 2 E 3 C 4 B 5 A |
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| 4. Explore interesting adjectives • T reads out the example sentence. • Asks students to work in pairs to look in the text to find the adjectives to complete the remaining phrases. Checks answers. | Answers 2 amazing 3 spectacular 4 popular 5 striking |
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| 5 • T reads out the example sentence and then asks students to work alone to use the adjectives from Exercise 4 to describe their own country.• Students can compare their sentences with a partner. • Asks some students to report back to the class on how their partner described their country. To extend the work on the vocabulary, T could ask students to turn to the Vocabulary Bank on page 124 and do the exercises for Explore interesting adjectives. |
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| Optional activity
| • If there is an Internet in the classroom, T asks students to go online and research places in New Zealand. They can look at this website: http://www.newzealand.com/uk/destinations/ • Students should look for a place in New Zealand that they would like to visit. They can tell their partner about the place and why they would like to go there. |
| Your turn
| 6 • T reads out the three questions and the example sentences. • Gives students time to think of a country to make notes about (students should choose a country that they are both interested in and know something about). • Students work alone to make notes about the country they choose. 7 • T puts students into pairs to ask and answer the questions from Exercise 6. • Students can share what they know about the country their partner chose to make notes about. To extend this work, students can do some research into their country online. |
| Homework
| Exercise 6 on page 26 of the Workbook for homework. Students could make a poster presentation about the country they chose to make notes about in Exercise 6. They can then present this to a partner (a different one to the one they worked with in Exercise 7) at the beginning of the next lesson. |
| Additional Information |
| Differentiation - how do you plan to give more support? How do you plan to challenge the more able learners? | Assessment - how are you planning to check learners` learning? | Health and safety check ICT links |
| More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support | -through questioning and the redirecting of questioning in feedback activities -through observation in group and end performance activities -through formative task
| -Health promoting techniques -Breaks and physical activities used. -Points from Safety rules used at this lesson. |
| REFLECTION
| Answer the most relevant questions to reflect on your lesson. Were the lesson objectives/learning objectives realistic? What did the learners learn? What did/didn’t you like? What was difficult? |
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