Long term planning for 9th grade

Form IX (I term) MEDIUM TERM PLAN

68 hours

I term

2014 y

The theme

Date

Learning

Objectives/Outcomes

Activities &

Teaching Method

Assessment

Differentiation

Resources

& Homework

Unit I.

Step One

Talking about you

(2 hours)

03.09.2014

04.09.2014

Review and discuss what they learned about sickle cell anemia;

learn about other genetic disorders; and

create a poster presentation to teach about a disorder

Identify several professions in the healthcare field

Identify characteristics of effective healthcare providers

Consider if any of the occupations covered in class are appropriate paths for them

Greetings and introductions.

Talking about dislikes.

Talking about the results of the past events, in the present time

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning.

Extension:

Write some evidence that there

are forces working in the classroom. Draw a diagram to

show that.

Support:

Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book.

Resources:

Optional (for fancy decorating):
Newspaper
A metallic gold pen
Small flowers
Wax paper
A cheese grater
Old crayons
An iron

Homework:

1. Ex: 3. On page 11

2. Ex: 9. On page 14

Step Two

Health habits

(2 hours)

10.09.2014

11.09.2014

1. The children will demonstrate how they can be active by jumping, hopping, stomping, running, etc.

2. The children can differentiate between moving actively and calming down.

3. The children can correlate moving and being active with a healthy body.

Interviewing

Talking about the places they have visited.

Talking about towns and Kazakhstan cities.

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning.

Extension:

Write an explanation to

describe what is happening when items are placed in

water and the Newton meter

reads differently

Support:

Help pupils to see

what happens to the Newton meter and elastic band when the item goes into the water.

Resources:

Homework:

1.Ex: 7 on page 18

2. Ex: 11 on page 19

Step Three

To be or not to be a vegetarian?

(2 hours)

17.09.2014

18.09.2014

What is vegetarianism? Veganism? Why are many drawn to these diets? Is it healthy to avoid meat? In this lesson, students create vegetarian menus for fictional characters, then analyze them for nutritional content.

What does a balanced vegetarian diet look like? Divide students into groups, and instruct them to create a fictional character, specifying sex, age, height, weight and activity level. Groups then plan a full day of vegetarian (or vegan) meals and snacks for their character, like breakfast, lunch, an afternoon snack and dinner, including quantities.

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the

pages. To talk over

the questions with the teacher and answer them verbally before writing the answers

in their book.

Resources:

Handout 1

Friendship Song

Handout 2

A Friend Is...

http://www.learningforlife.org

/exploring-resources/99-720/x08.pdf)

Homework:

1.Ex: 5 (B) on page 21

2. Ex: 11 on page 24

Step Four

Are you fit?

(2 hours)

24.09.2014

25.09.2014

Learn the health benefits of losing and/or managing weight.

2. Learn safe ways for staying active and keeping fit.

3. Learn meal-planning tips to cut empty calories and extra fat out their diets.

4. State or write one fitness goal following the lesson.

Exchanging ideas

Giving advice

Expressing

Opinions

Interviewing

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning.

Extension:

Support:

Pupils to be helped

to read and understand the

pages. To talk over

the questions with the teacher and answer them

verbally before

writing the answers

in their book

Resources:

http://www.developingteachers.com

Homework:

1.Ex: 3 on page 25

2. Ex: 5 on page 26

Step Five

Alternative medicine

(2 hours)

01.10.2014

02.10.2014

1)Alternative medicine is the collection of all the knowledge, skills and practices based on age-old theories or experiences. It is aimed at preventing, diagnosing, improving and treatment any form of illness.

2)Alternative medicine has evolved in different regions of the world over a long period of time. It includes yoga, acupuncture, and some of the practices invented by common people.

Writing little to a pen-friends

Expressing opinions

Drawing diagrams

Respecting one’s opinion

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning.

Extension:

Add a different

variable to the

experiment and

ask the pupils to

predict the

outcome.

Support:

Use mixed ability

groups so that

there is adequate

support for some pupils

Resources:.

http://penfriends.cambridgeenglish.org/joinpenfriends.php

Homework:

1.Ex: 4 on page 27

2. write an essay “Alternative medicine”

Options test

Active vocabulary

(2 hours)

08.10.2014

09.10.2014

Students will use context to identify the meanings of unfamiliar words

Giving advice

Talking about pen – friends

Expressing opinions

Writing letters

Self assesment

Extension:

Add a different variable to the experiment andask the pupils to predict the outcome.

Support:

Use mixed ability groups so that there is adequate

support for some pupils.

Resources:.

http://www.quia.com/quiz/3179221.html

Homework:

Be ready all the grammar materials

Unit II.

Step One

What do you do for fun?

(2 hours)

15.10.2014

16.10.2014

to read extensively and study a text related to the Unit theme

• to scan for specie c information and read for detail

• to practice dictionary skills

• to understand words in context

• to focus on collocation of specie c items

• to review and practice past simple and past

perfect (active and passive)

• discussion

Walk around the class and talk to other students about sleeping.

Change partners often. Sit with your first partner(s) and share your findings.

In pairs / groups, decide which of these topics or words from the article are

most interesting and which are most boring.

Use the following three-point rubric to evaluate students' work during this lesson.

Extension:

I will be available

to answer questions that

pupils might have regarding extra

aspects of this subject.

Support:

Some pupils will work with the teacher while

others will use peer

support as a method of

reinforcement.

Resources:

http://www.discoveryeducation.com

Homework:

Ex: 11 on page 38

2.Ex:15.16

on page 41

Step Two

Watching TV

(2 hours)

22.10.2014

23.10.2014

Identified 2 potential long-term health problems that are associated with excessive TV watching

Identified one effective strategy for minimizing the time infants, toddlers, and children spend watching television each day.

Discuss Favorite Family TV Show

Plant Demonstration

Read Book

Statistics/Recommended Hours

Health Issues

Conclusion

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some evidence that there

are forces working in the classroom. Draw a diagram to

show that.

Support:

Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book

Resources:

Free Presentations in PowerPoint format for K-12 Science 

Homework:

1.Ex: 9 on page 45

2. Ex: 12 on page 47

Step Three

1.Art

2. Conclusion control test for I term

^29.10.2014

^30.10.2014

Develop their drawing ability

Know the key art movements.

Learn the color theory

To explore mixed media

Improve figure drawing.

Or simply to improve painting skills.

Students walk around the class and talk to other students about art galleries. Change partners often and share your findings.

In pairs / groups, decide which of these topics or words from the article are most

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Homework:

Write 6 sentences on the topic: Are boys and girls so different?

Review

Form IX MEDIUM TERM PLAN

II term

2014 y

Step Four

Parties

Step five

Are you a web user?

12.11.2014

13.11.2014

Use the strategy of connecting to prior knowledge to make sense of text

Sequence story events

Identify and produce rhyme

Associate the letter Ee with the short vowel sound /e/

Technology is defined as "any invention, including tools, machines, materials, techniques, and sources of power, that makes people's work easier."

The history of technology really begins in prehistoric times.

Identify a suitable study site for students, either on or near school grounds. (A current or future Schoolyard Habitats location makes an excellent studysite). Study sites should potentially provide habitat for at least

4 to 7 different species.

Describe another location inthe community familiar tothe students. Provide photographs, maps, or diagrams if needed. Ask them what theywould include in a survey ofthat site.

2. Give students the results ofanother survey (perhapscompleted by another classfor another site), and askthem to suggest a plan toimprove habitat quality atthat site.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Tools for observing wildlife:

field guides, binoculars,

hand lenses (optional)

Habitat worksheets

Homework:

Ex: 9 page 53

Ex: 7 page 54

Unit III

Step one

Primary, secondary school

19.11.2014

20.11.2014

The learner will:

a)to teach pupils to read the text about a school uniform in Great Britain and give the main idea of the text

b)to educate pupils to ethics

c)to develop pupils skills and habits in completing the chart, in doing different level task, to fill a diagram, to answer the questions.

to enrich pupils’ vocabulary knowledge;

to develop their reading, speaking and writing skills;

to teach them to be well-mannered and well-educated pupils

Two points: Students created mostly legible, complete KWLQ charts that showed some thought and comprehension of scientific classification; successfully researched the answer to one or two questions;

One point: Students created illegible or incomplete KWLQ charts that lacked thought and comprehension of scientific classification; were unsuccessful in researching answers to any questions;

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

http://nmml.afsc.noaa.gov/education/taxonomy.htm
http://anthro.palomar.edu/animal/default.htm
http://homeworktips.about.com/library/weekly/aa101999.htm
http://library.thinkquest.org/11771/english/hi/biology/taxonomy.shtml

Homework:

Ex: 9 page 59

Ex: 13, 14 page 62

Step two

A typical day at school

26.11.2014

27.11.2014

to teach pupils the importance of learning the English language

to develop pupils’ oral speech

to consolidate pupils’ grammar knowledge.

improvement of speech (dialogic monologue form) and grammatical skills (numerals: cardinals, ordinals, fractions, years, arithmetic): Activation of lexical skills, learning to audition in order to understand the general content.

Words connected with learning languages.

Describing photos

Discussion work

Solving problems

Matching

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Test papers, worksheets

Homework:

Ex: 8, 9 page 65

Ex: 13, page 66

Step three

Learning languages

03.12.2014

04.12.2014

• To enlarge pupil’s vocabulary, to pay attention to their pronunciation

• To develop pupil’s skills of reading, writing, listening and speaking speech

• To develop to interest to English language

students can express their opinion about relationships and happiness, use the

vocabulary specific for the language area.

I. organization moment

II. phonetic drill

III. checking up homework

IV. new materials

V. giving the homework

VI. conclusion

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book

Resources:

Blackboard, flashcards, pictures, books, photos, felt tips, pens, sheet of paper, copybook, school kitchen, kitchen utensils, oven, butter, white and brown sugar, eggs,vanilla, flour, salt, chocolate chips, bowl, cup.

Homework:

Ex: 6 page 68

Ex:13.14 page 70

Step four

If I were a millionaire

10.12.2014

11.12.2014

Familiarity with the new lexical material on the subject;

• development of independence, creativity, quick thinking;

• The development of respect for the traditions of the school, teachers;

• development of verbal skills relating to (speak, translate, write);

•concomitant problem - hidden control of formation of verbal skills.

Tutorial «World Class» Level 3, chart, audio dialogue «First day at camp», write words on the board, cards, posters, puzzles and humorous story.

• Study a recorded tape relaxing music

• Crossword

• Cards to work on board

• Individual assignments, handouts

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some evidence that there

are forces working in the classroom. Draw a diagram to

show that.

Support:

Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book

Resources:

www.nap.edu.au/_Documents/PDF/2012%20Marking%20Guide.pdf

Whiteboard

Markers

Homework:

Task 2 page 75

Ex: 8 page 79

Step five

Choosing schools

17.12.2014

18.12.2014

• Educational: updated knowledge and skills of speech on the passed material theme "Peace professions."

• Developing: the development of logical and associative thinking, the ability to organize and synthesize the knowledge acquired.

• Educational: fostering a culture of communication, the development of cognitive activity.

Using a variety of resources, determine what your own personal attributes are through reference to given learning preferences/ style guides. Reflect on this and produce a comparative list of your own attributes and skills that you think an employer would value.

OR

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Increasing Recipe Worksheets- Answer KeyPumpkin Seed SnackCurious George Banana Bread Recipe

Homework:

Ex: 6 page 84

Ex: 14. 15 page 86

1.Conclusion control test for II term

2.Review

24.12.2014

25.12.2014

• Practical: the formation and development of skills monologues; activation of vocabulary; Listening unknown text with subsequent filling of the table; expansion of vocabulary; activation of grammatical skills in writing (subjunctive), the ability to write an essay.

Interpret your learning style from given web references. Develop a list of personality attributes and skills that an employer would value, ensure that you provide evidence to support your choices.

Review

Form VI MEDIUM TERM PLAN

III term

2015 y

The theme

Date

Learning

Objectives/Outcomes

Activities &

Teaching Method

Assessment

Differentiation

Resources

& Homework

Unit IV

Step one

Job description

Step two

The most important things in a job

14.01.2015

15.01.2015

1. Reading - identify problems on the title text, and to isolate the semantic information. Ask questions to the text: the task to implement the student's creative analysis of the text, to be able to generate meaningful valuable question that involves communication and understanding speech tasks partner. Preparing for dialogue.

2. Listening - recognition of specific words, phrases, structures; preparation for the role-playing game.

3. Work in pairs - use lexical and grammatical units in a particular situation

Developmental aspect: the development of imagination, skill to express their point of view, personal attitude to the problem posed; ability to argue their statement to define and formulate their own solutions to problems.

Educational aspect: education tolerant attitude of students to each other, the ability to cooperate and ability to communicate.

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

TABLE SETTING AND ETIQUETTE STUDY GUIDE

TABLE SETTING WORKSHEET

Table Setting and Etiquette PowerPoint

Table Setting Worksheet Key

Homework:

Ex:12 page 91

Step three

A part time job

21.01.2015

•Practice writing a letter of application.

Updating of lexical knowledge of students in the study of the topic.

• Develop the capacity of the distribution of attention to the conjecture; to compare and contrast (speech units in the native language and English).

• Learn to draw conclusions from what we heard.

• Be able to plan their utterance.

• Parenting tolerant attitude to the opinion of other students, the ability to work in a group.

1.Explain the aims of the lesson using the learning outcomes on Info Sheet (1).

2.Explain that we need to write many different types of letter in out lifetime e.g. applying for jobs, personal letters to friends, seeking information, complaining about goods etc.

3.Explain that this letter is about applying for a part time job. Brainstorm types of part time jobs that students may have already applied for. Them amongst the group of students.

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

In order to differentiate the task for higher-level students, the teacher could provide this

version of the text instead as it does not indicate which phrases should be replaced.

Resources:

http://willyou.typewith.me/

Homework:

1.Ex: 12 page 96

2.Ex:19 page 98

Step four

Jobs of the future

22.01.2015

• Updating of lexical knowledge of students in the study of the topic.

• Develop the capacity of the distribution of attention to the conjecture; to compare and contrast (speech units in the native language and English).

• Developing the ability to logical exposition of the contents of the utterance.

• Learn to draw conclusions from what we heard.

• Be able to plan their utterance.

• Parenting tolerant attitude to the opinion of other students, the ability to work in a group.

1. Improving skills monologues on the topic;

2. Skills training expressive reading of the poem and the activation of lexical skills on "Hobby", "Family", "Title";

3. Development of grammatical skills (tenses of verbs).

Fostering a culture of communication students, ability to cooperate, tolerant towards each other, forming personal position in the choice of profession using recommendations from friends, teachers, relatives, the formation of self-responsibility.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Homework:

Ex: 16, 17 page 103

Ex:27page 106

Step five

Job interview

28.01.2015

29.01.2015

•To develop students’ listening comprehension and speaking skills.

•To develop students’ vocabulary.

•To develop students’ communication skills.

•To develop students’ skills to analyze and make decisions.

•To help students find out a little more about the procedure of applying for a job.

•To encourage students to use British and American websites for self-studies.

•to revise Jobs vocabulary;

•to revise making up sentences with defining relative clauses;

•to practice using multi-part verbs and collocations;

•to watch and comment on interviews;

•to practice giving advice for interviews;

•to practice using the language of Job interviews;

•to practice making and asking polite questions;

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped to read and understand the pages. To talk over the questions with the teacher and answer them verbally before writing the answers in their book

Resources:

http://www.heart.org/HEARTORG/Educator/FortheClassroom/Elementary

Homework:

1 Ex: 7 page 109

2 Ex: 15 page 112

Unit V

Step one

Dream vacation

04.02.2015

05.02.2015

1. SWBAT read short texts and speak about their dream vacation, expand/shrink a sentence.

2. To get Ss to speak and listen to one another, cooperate to achieve an objective, move around with a purpose, develop critical thinking skills.

3.To teach to be creative, tolerant, respect Ss’ Motherland.

The students take one piece of the cut postcards (pictures) and join them going around the class to make a group.

Ask Ss to read short texts about dreams and think about their dream vacation.

Ask Ss to write their ideas and then tell them to his/her partner.

Ask the partner to speak to the whole class about his/her partner’s dreams

Small Group: Now have students check the predictions they made with their group in

the Pre-Listening Activity. Did they make correct predictions? Can they choose the

correct answers now?

Individual: Hand out a Cloze Dialogue. Have learners individually complete the

dialogues. You can hand out a Dialogue template for any learners who want to write

their own after they complete the Cloze Dialogue.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Homework:

1.Ex: 8 page 117

2.To write an essay

Step two

London

Step three

Trains

11.02.2015

12.02.2015

• To develop students’ listening skills

• To develop students’ speaking skills

• To build on students’ cultural knowledge

Students will understand the following:

1.Railroads function to various degrees in different parts of the country as a means of travel.

2.Good consumers compare costs and benefits of traveling by various means.

In this lesson students practice vocabulary of famous places in London, listen to a light-hearted recording

of a guided tour on an open top bus in London, check their comprehension, and then do a speaking activity

based on the listening.

After the activity and discussion, quiz students about appropriate strategies for dealing with stress. You might pose specific situations and have students suggest appropriate responses. Alternatively, students might role-play appropriate responses to stressful situations

Extension:

I will be available

to answer questions that

pupils might have regarding extra

aspects of this subject.

Support:

Some pupils will work with the teacher while

others will use peer

support as a method of

reinforcement

Resources:

http://www.educationworld.com/a_tsl/archives/03-1

Homework:

Ex: 8 page 121

Ex: 10 page 125

Step Four

Enjoy your flights

Step Five

Tours you will never forget

18.02.2015

19.02.2015

• Educational: education personality traits, intelligence; development of collectivist qualities students - feeling "dependent responsibility"; education of individual behaviors in the process of interaction with people.

• Cognitive: learning speech etiquette, broaden their horizons, stimulate students' interest in English-speaking countries, their traditions and customs.

• Educational: development of practical skills; ability to activate the lexical items and grammatical structures in speech; development of memory and independence; improving language skills.

• Increase educational interest in the English language, to instill interest in travel;

• develop the ability to logical exposition, to guess, to develop the ability to carry out productive and reproductive speech acts, to develop communication skills;

• master the lexical material and broaden their horizons on "Journey";

• create lexical and grammatical skills of speaking, teaching ability to build statements in the model.

In assessing student work, check to see that the following was accomplished:

Students contributed to the discussion of positive behaviors.

Students created reasonable consequences for those who need more time to develop the behaviors.

A written list of class rules was formed from their responses.

The classroom pictures clearly show them participating in a positive way, and students are able to verbally communicate that to their peers.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Homework:

Ex: 6 page 129

Ex: 9 page 130

Unit VI

Step one

Movies

25.02.2015

26.02.2015

- To enrich student's knowledge about our country and its sightseeing.

- To develop their abilities in reading, listening and understanding.

- To bring up students to be patriots of their country, to love their own national cultural heritages.

-To develop students grammar skills and habits of oral speech;

-To develop interest in learning English, to improve their pronunciation skills;

-To develop students skills and habits in dialogue and monologue speech through asking questions;

The type of the lesson: presentation
Methods of the lesson: explaining, question - answer
Visual aids: interactive board, pictures, cards, book

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Exercise and Diabetes. Educational Handout. St. Mary’s Hospital, Athens, GA. June 2001

Homework:

Ex: 8 page 132

Ex: 5 page 134

To learn by heart new words

Step two

Famous actors and

actresses

Step three

Music keeps me happy!

04.03.2015

05.03.2015

- to improve speaking abilities of pupils through discussing;

- to fix their knowledge in grammar;

-to enlarge vocabulary of the pupils

- to develop in outlook of the pupils;

- to train their memory;

- develop communicative skills

- to bring-up the skill of communication;

- to bring-up the pupils’ respect to their individuality;

- to teach pupils to love the foreign languages;

In England, going to the cinema is one of the most popular leisure activities.

Most towns have a cinema, usually one with several screens. These cinemas

show all the big films from Hollywood in the USA, and a much smaller number

from other countries. However, there are many festivals which show films that

may normally not be shown at cinemas. The festivals last for several days and

show many films. This plan is based on information about two festivals in

England

• Cut out the words and definitions so each is on its own piece of paper.

• Give each student a word or two.

• Distribute the definitions around the class.

• The students then find the definition(s) for their word(s).

• Feed back to the board, be sure to check and drill the pronunciation.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Test papers, worksheets

Homework:

Ex: 7.8 on page 139

Ex: 12.13 on page 143

Step four

Brilliant violin soloist

Step five

Theatres

11.03.2015

12.03.2015

to check pupils’ knowledge; to teach to make up a story on a topic ; to develop the oral language, to equip with knowledge, skills, habits; to equip pupils with correct techniques of independent study/seat/solitary work; to stimulate interest, to develop memory, intellect, creative thinking ; to broaden pupils’ outlook; to foster a love for the beautiful.

conversation , creative method, visual teaching , method of the repetition, active method

lesson imparting and consolidating fresh knowledge

- develop the skills of oral speech on the topic “Music”;

- to organize the discussion on the topic “Music”;

- to work out previously entered words in the speech of students;

- to improve listening skills.

Extension

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

http://www.educationworld.com/a_tsl/archives/03-1

Homework:

Exercises: 3.4

Page 144

Exercises: 8

Page 146

1.Conclusion control work for III term

2. Review

18.03.2015

19.03.2015

Educational - teaching work in groups, in pairs, to develop creative interest and to enhance cognitive process of the student- deeper understanding of their native culture, to support the tendency of students to creative perception of the teaching process, to promote patriotism.

-knowledge of students on the topic “Theatre”;

-to acquaint students with the history of the Bolshoi Theatre

- to activate the work of each student.

Systematization, generalization and solidify the material. Training speaking (Dialogic and monologist speech), the ability logical presentation skills, expanding your vocabulary, improve the techniques of reading and the ability to use additional literature, the use of computer

• to develop vocabulary skills;

• to develop skills of listening with retrieving specific information and detailed understanding of the content;

• to develop thinking, logical guess, imagination when learning a foreign language;

• to develop skills screening reading.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in

Resources:

http://www.puzzlesolver.com/puzzle.php?id=5

http://www.raft.net/ideas/Nail%20Puzzle.pdf

Homework:

Exercises: 11

Page 150

Exercise: 7 page 153

Form VII Medium term plan

IV term

2015y

The theme

Date

Learning

Objectives/Outcomes

Activities &

Teaching Method

Assessment

Differentiation

Resources

& Homework

Unit VII

Step one

Mass

media

01.04.2015

02.04.2015

1. Development and updating of lexical knowledge on the subject of “MASS MEDIA”.

2. Systematization of knowledge on the subject.

3. Development of skills of oral Dialogic and monologue speech.

4. The development of interest in learning a foreign language due to the unique opportunities of ICTs.

5. Generalization and systematization of knowledge about the formation and use of the Passive Voice

Educational goals:

the development of the initiative of students of thinking, General learning skills;

development of skills to summarize the teaching material.

Educational aims:

to promote the independence of the account by

formation of skills of interpersonal communication

Educational goals: formation of linguistic competence;

• Effective Group Skills Checklist (Handout #3)

• Anecdotal Record Sheet (Appendix A)

• Production Crew Checklist (Appendix D)

• Media Log Checklist (Handout #1)

• Technical Production Rating Scale (Handout #4)

• 'Anti-Bullying' Video Production Rubric (Handout #6)

Resources:

Real postcards &

stamps

Visual help to

understand new

vocabulary:

postcards.

Homework:

Exercises: 3

Page 155

Review

Step two

Information technology

Step three

Newspapers

08.04.2015

09.04.2015

Modern technology has benefited human beings by increasing production of goods and services, reducing the amount of labor needed to produce these goods and services, and providing higher living standards.

Technology has also had negative effects on society—environmental pollution, depletion of natural resources, unemployment, and the creation of ethical

The students will then use their activity sheet to try to align their group so that the light travels through all of the index cards and lights up the light bulb that is drawn on the last index card. Enrichment Activities: Allow students to experiment with the cards and or mirrors (if

available) to find other ways to get the flashlight beam to light up the index card.

Students will be assessed throughout the activity on their participation as well as

on their activity sheet.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally

Resources:

laser pointer, hair spray, large index cards, crayons or markers,

scissors, flashlight, activity sheet

Homework:

Exercises: 7.8

Page 159

Exercises: 8

Page 161

Step four

Television

15.04.2015

16.04.2015

1. Vocabulary on the topic.

2. Learn to extract information from the text.

3. Learning to build a reasoned statement.

1) learn to perceive and understand the text “Advantages and disadvantages of TV”; to check understanding through discussion of

To engage students in active speech activity, with the use of previously acquired knowledge, abilities and skills

Affective – The student will discuss a specific reason why email is important in the 21st Century. The student will be able to discuss the

Resources:

slides (Presentation)

Exercises: 10

Page 163

Step five

Internet

22.04.2015

23.04.2015

1. To develop a skill of reading with a total coverage of content.

2. To develop their language guess.

The student will be able to create an effective email lesson plans. The student will also be able to create a sample email and identify ways that emails are beneficial to classrooms.

the text and the implementation of a number of proposed tasks;

2) learn to read texts problematic content, to highlight the main idea and the main parts;

3) teach students to Express their point of view, using new lexical units.

To develop critical and logical thinking in the problem statement, the ability argued to speak.

To develop skills of writing an essay.

lesson plan and provide examples. The information that the student discusses will be planned, displayed and presented as a presentation

Homework:

Exercises: 7

Page 165

Unit VIII

Step one

Save the nature

29.04.2015

30.04.2015

• Socio-cultural aspect - meeting students with environmental organizations in Britain, their activities for nature protection, environmental education.

•Training aspect - improving the skills of monologue and dialogue speech, improving listening skills unknown text and text drawing on a video with the extraction of basic information, control of grammatical skills in the use of speech passive voice in the present tense

• Enhance and consolidate vocabulary in speech and students in different types of control.

• The development of memory and logical thinking.

• Education of respect for nature and its inhabitants.

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Test papers, worksheets

Homework:

Ex: 14 page 170

Ex: 26 page 173

Step two

The earth 1

06.05.2015

1. To develop listening, writing, speaking skills, the ability to give opinion on the giving theme.

2. To help students to realize that they can protect the environment and should do something to solve the problems of pollution.

• Somatization lexical material on the topic «How do you treat the Earth? »

• to train students in the use of words and expressions to the lesson, to train in the use of the passive voice sentences;

• to train students to develop the skills monologue and dialogue speech, listening skills information;

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

• familiarize students with new information about the ecology of cognitive character of his native land;

•draw a conclusion about what the nature of assistance we can provide; it is worth and what not to do, not to harm the ecology;.

Resources:

Handout: Guilty Pleasures Viewing Guide: Dancing in Tokyo (PDF file)

Homework:

Exercises: 7

Page 174

Exercises: 17

Page 177

Step three

The earth 2

07.05.2015

• ability to generate creative use of familiar speech material in new situations;

• students practice in speech on the topic;

• practice of students in the listening text;

• students practice in reading;

• create a culture of attention and speech

• nurture love and respect for nature,

• civilized person

• moral relation to any phenomena in any field.

• develop skill phonetic hearing;

• develop students' ability to perform monologue statements;

• the development of memory, attention, thinking, activity and diligence.

• communicative-based learning;

• Development of cognitive interests;

• Health-technology;

• method of projects.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Homework:

Exercises: 8

Page 180

Exercises: 14

Page 181

Step four

Garbage disposal

13.05.2015

14.05.2015

- formation of lexical and grammatical skills of speaking,

- development of skills of oral monologue and Dialogic speech.

Developmental tasks:

- development of the ability to develop RAM,

- development ability to speak English,

- development of the capacity for logical presentation of the material.

Educational task:

- formation of careful and frugal attitude to the nature,

- forming willingness to help nature

Students, look at these landscapes. The world we live in is really wonderful: blue oceans, seas and rivers, mountains, hills, fields and valleys. We live surrounded by this beauty. But the situation isn’t the same in different parts of our planet. At this picture you can see Elba. One of the most beautiful rivers in Europe is dying. That is the result of people’s action. There are a lot of places like that in the world. The nature faces a great threat. That’s why people who take care of our planet have established the 22 of April as a special day around the world-Earth Day. It’s the day for people to learn what they can do to protect the planet.

1. The beginning of the lesson. Introductory word of the master.

2. Speech warm up.

3. To activate skills dialogical speech on the subject.

4. Improving skills monologist through protection of presentations on the topic.

5. Summing-up of the lesson.

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

Homework:

Exercises:17

Page 186

Exercises:21

Page 187

Step five

1.Let’s think of the future

(1 hour)

2.Conclusion control test for IV term

(1 hour)

20.05.2015

21.05.2015

• Educational aspect: systematization, generalization and solidify the material on the topic. Fixing

• Developmental aspects: the development of personal activity, students develops the ability to analyze, generalize and form their own conclusions.

• The psychological aspect: the joy of labor, creating a situation of success.

• Educational aspect: to teach students to respect the environment, to foster a proactive stance to shaping the needs and skills of cooperation and mutual assistance.

To introduce this activity, start by showing some flashcards of

clothes. You can use – to remember some words about professions, to give information about professions;

– to develop thinking, understanding, memory, oral speech, reading, writing, listening skills;

– to bring up love and interest to the subject, respect to each other;

To help students to choose their professions for the future..

Observations and

oral questioning

Written comments

on children’s work

Written work and

discussion.

Evaluation of

lessons in planning

Extension:

Write some

evidence that there

are forces working

in the classroom.

Draw a diagram to

show that.

Support:

Pupils to be helped

to read and understand the pages. To talk over

the questions with the teacher and answer them verbally before

writing the answers in their book

Resources:

• Clothes’ flashcards

• Tommy’s flashcard

• Cardboard sheets with the following pictures: princess’s

crown, pirate’s hat, witch’s hat, clown’s hat.

• A real clown’s hat, a big tie and a red clown’s nose.

Homework:

Exercises: 13.14

Page 193