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Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 3 Holidays and travel (Indirect speech: say and tell)		School:
Date:		Teacher name:
CLASS:		Number present:	absent:
Learning objectives(s) that this lesson is contributing to	7.C8 develop intercultural awareness through reading and discussion 7.UE17 use subordinate clauses following think know believe hope, say, tell use subordinate clauses following sure, certain; use defining relative clauses with which who that where on a growing range of familiar general and curricular topics
Lesson objectives	All learners will be able to:
	• Read a travel brochure about adventure holidays in Kazakhstan. • Talk about holidays and travel. • Learn and practise using indirect speech. • Learn how to use say and tell with indirect speech.with support
	Most learners will be able to:
	Read a travel brochure about adventure holidays in Kazakhstan. • Talk about holidays and travel. • Learn and practise using indirect speech. • Learn how to use say and tell with indirect speech.with little support
	Some learners will be able to:
	Read a travel brochure about adventure holidays in Kazakhstan. • Talk about holidays and travel. • Learn and practise using indirect speech. • Learn how to use say and tell with indirect speech.Without support
Previous learning	basic forms for inviting accepting and declining
Plan
Planned timings	Planned activities			Resources	Teacher Notes
Beginning the lesson	Warm-up (3–4 minutes) • Divide students into pairs and ask them to tell each other about their last holiday: where did they go, who with, how long did they stay, what did they do, etc. • Ask a few students to describe their partner’s holiday. • Tell the class they are going to read a travel brochure about adventure holidays in Kazakhstan.			Class CD

Main Activities

New theme

Exercise 1 $ 2.14

• Ask students if they recognise any of the places shown.

• In a weaker class, pre-teach the following words and

phrases: destination, rafting, peak.

• Ask students to read the text, then play the recording.

• Check answers as a class.

ANSWERS

They choose camel riding in the steppe.

Tapescript $ 2.14 See Teacher’s Book page 143

Optional activity: Reading

Dictate these questions to the class, or write them on the

board.

1 Can people do winter sports in Shymbulak in March? (Yes, they can. There is snow from November until May.)

2 How many languages do the Sharyn tour guides speak? (They speak three languages: Kazakh, Russian and English.)

3 How long is the camel ride in the steppe? (It lasts one hour.)

4 What is the name of the largest mountain range in Central Asia? (Tien Shan.)

5 Who can climb the Khan Tengri? (Only experienced climbers can go up the Khan Tengri.)

Communicative competence

This activity will help to improve students’ reading and writing skills.

Exercise 2 $ 2.14

• Explain the task.

• Play the recording again and ask students to write the names of the people.

ANSWERS

1 Henry 2 Serik 3 Kate 4 Tanya 5 Serik 6 Tanya

Exercise 3

• Draw students’ attention to the words in blue in the sentences in exercise 2.

• Read the rules and check understanding.

• Point out that said and told are the past simple forms of say and tell and that both verbs are irregular. Elicit or explain that the two verbs have the same meaning, but

are used in different ways.

ANSWERS

1 tell 2 Say 3 tell

Exercise 4

• Explain the task.

• Students complete the table in pairs.

ANSWERS

1 Present simple 2 Past simple 3 Present continuous 4 Past continuous

When we report what someone else said, we change the present simple to the past simple and the present continuous to the past continuous.

Exercise 5

• Explain the task and ask students to do it individually.

ANSWERS

1 He said (that) he often went climbing.

2 She said (that) she was good at snowboarding.

3 They told Boris (that) they were taking the train to Semey.

4 You said (that) you lived in Petropavl.

5 He told Dana (that) he was going home.

Exercise 6

• Divide students into pairs and explain the task.

• Circulate and monitor, listening for correct use of tenses,

say and tell.

Ending the lesson

Ask learners what the most interesting/ difficult part of the lesson was.

Name two words you practiced today.

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?

Cross-curricular links
Health and safety check
ICT links Values links

monitor less able learners in group work and support through further modelling, prompting and drilling

monitor oral production and pronunciation in performed dialogues

cross-curricular links: languages [differences between English and L1]

ask more able learners to read and highlight any errors In the dialogues of other pairs

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Answer the most relevant questions from the box on the left about your lesson.

Lesson plan

LESSON: Module 3

Finding things

School:

Date:

Teacher name:

CLASS:

Number present:

absent:

Learning objectives(s) that this lesson is contributing to

7.L5 understand most specific information and detail of supported, extended talk on a range general and curricular topics

7.S5 keep interaction going in longer exchanges on a range of general and curricular topics

Lesson objectives

All learners will be able to:

• Learn key phrases for finding things.

• Listen to a conversation about finding things.

• Practise talking about finding things..with support

Most learners will be able to:

• Learn key phrases for finding things.

• Listen to a conversation about finding things.

• Practise talking about finding things..with little support

Some learners will be able to:

• Learn key phrases for finding things.

• Listen to a conversation about finding things.

• Practise talking about finding things..Without support

Previous learning

basic forms for inviting accepting and declining

Plan

Planned timings

Planned activities

Resources

Teacher Notes

Beginning the lesson

Warm-up (2 minutes)

• With books closed, ask students if they ever put something in a place and then cannot find it when they need it.

• Ask what kinds of things they cannot find. Ask if anyone helps them to find the things.

Class CD

Main Activities

New theme

Exercise 1 $ 1.26

• Tell students to look at the pictures carefully and make a note of where things are.

• Explain that they are going to listen to sentences which give false information. They should listen and write true sentences.

• Check answers by asking students to read out their corrected versions.

ANSWERS

2 The clothes are in the wardrobe.

3 The toaster is next to the microwave.

4 The lamp is between the armchairs.

5 The laptop is on the bed.

6 The magazine is in front of the TV.

7 The umbrella is behind the armchair.

8 The bag is under the table.

Exercise 2 $ 1.27 Tapescript page 154

• Play the CD, then ask students the question.

ANSWERS

They are looking for Eva’s history book.

Exercise 3 $ 1.27

• Read through the key phrases with the class.

• Ask students to translate them into their own language.

• Ask students if they can remember who said each of the phrases.

• Allow students time to read the questions before listening again.

• Ask students to compare their answers in pairs, then check answers with the class.

ANSWERS

1 She’s got an exam.

2 They are in the kitchen.

3 In the kitchen.

4 In the microwave.

5 She thinks he is responsible for putting the book in the microwave.

Exercise 4 $ 1.28

• Refer students back to the house plan.

• Play the CD once for students to listen to the dialogue and read it.

• Students practise the dialogue in pairs. Remind them to swap roles and start again.

ANSWERS

Students’ own answers.

Exercise 5

• Students work in pairs to prepare their own dialogues.

• Students practise their dialogues in pairs, then swap roles and practise again.