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Summary evaluation 
What two things went really well (consider both teaching and learning)? 
1: 
2: 
What two things would have improved the lesson (consider both teaching and learning)? 
1:  
2: 
What have I learned from this lesson about the class or achievements/difficulties of 
individuals that will inform my next lesson? 

10 
№ 4 сабақ жоспары 
Subject: Physics 
Lesson Plan:  
 
Date:  
Grade: 9 
Number of students:  
Long-term plan 
unit 
Oscillations and Waves 
Theme of the 
lesson 
Resonance in Simple Harmonic Motion  
Previous 
learning 
Learn, understand and apply mathematical sinusoid description of SHM. 
Learning 
objectives  
Students apply their knowledge and understanding of SHM to different types of 
pendulums and oscillatory objects. Recognise and understand resonance in 
SHM. 
Lesson 
objectives 
Students are able to solve problems on different oscillatory objects and 
recognise when resonance is reached in Simple Harmonic Motion (SHM). 
Success criteria  
Students will be able will to solve problems involving/relating to various types 
of sinusoid displacement and velocity necessary for resonance.  
Language 
objectives 
 
Students will apply the relevant physics terminology (learned and explained to 
them previously) in solving questions. Throughout the lesson students and 
teachers will use this new vocabulary to promote effective learning and 
remembrance of the new English vocabulary. These include: wavelength, 
frequency, time period, wave speed and amplitude of waves.  
Value links 
Ability of applying theoretical knowledge to observe real life phenomena and 
application of SHM motion. 
Cross curricular 
links 
Subject 
Stage 
Mathematics
 
Learners have to know basic mathematical operations and 
graphical relationship between sine waves and periodic motion.
 
Differentiation 
More able students will tackle more in depth analysis of the different points of 
oscillation and the special case of resonance. 
ICT skills 
Students use calculators to find wavelengths and time periods. Students can 
find the displacement and velocity of the oscillating object at any time during 
the periodic motion. 
Health and 
safety 
Students and teacher need to take care when working with springs and weights 
even during demonstrations. Use goggles if necessary. 
 
Lesson procedure 
Planned stages 
Beginning 
5-10 min 
Planned activities 
 
Ask students to explain how the sinusoid equations can 
depend on the frequency of the periodic motion. 
Consider different types of pendulums. Ask students 
how they may use the graphical method to show all 
oscillatory motion at different frequencies. 
Support and 
Resources: 
Powerpoint 
presentation 
 
Middle 
25-20 min  
 
 
 
 
Task:  
Teachers demonstrate different types of pendulums: 
Simple pendulum, compound pendulums, torsional 
pendulums. Teachers show how all of these share 
common physical properties arising from a force or 
moment directed toward equilibrium and directly 
proportional to displacement from equilibrium. The role 
Use PPT and laptops 
to explain the 
demonstration. 
 
 
 
 

11 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Plenary 
 
5-10 min 
 
 
=Break Time = 
 
 
Beginning 
15-10 min 
 
 
 
 
Middle 
 
15-10 min 
English 
 
 
 
of moment of inertia should only be introduced as an 
extension for more able learners. 
 
Discuss how very complex motions can arise from 
simple underlying laws. For example teachers can use a 
clip of a double pendulum (for discussion only) which 
exhibits chaotic motion. 
 
Link the topic to the total mechanical energy in SHM 
(year 9 topic). The treatment needs to be qualitatively 
reinforced and given a more analytical/quantitative 
treatment. Mathematical treatment is not necessary. 
 
Total energy can be linked to amplitude-squared by 
considering the maximum kinetic energy. This 
relationship also underpins the fact that intensity is 
proportional to amplitude-squared for waves. For the 
undamped (ideal) case TE = KE + PE and this should be 
apparent from graphs showing all three energies. For 
example teachers can discuss energy transfers for the 
mass-spring and simple pendulum. In both cases there is 
a periodic transfer from potential energy to kinetic 
energy and back. However, the forms of potential 
energy include both gravitational and elastic strain 
energy. It makes sense for the zero of potential energy 
to be taken from the equilibrium position so that the 
total energy of the oscillation is equal to its maximum 
kinetic energy. 
 
Link this to how total, potential and kinetic energies 
vary with position in the oscillation and how this may 
lead to special frequencies can result in resonance. 
 
 
Students can compare the KE and PE energy conversion 
on different frequencies in a graphical description of 
SHM.  
 
 
 
 
========================================
====== 
 
Task:  
Ask students to think about loss of energy due to non-
conservative forces and damping. Ask students to write 
a list of situations where there is damping in periodic 
motions. Ask a student if that qualifies as SHM? 
 
Use ICT and PPT to go through effects of damping in 
periodic motions (mathematical treatment not 
For double 
pendulum: 
http://www.youtube.
com/watch?v=U39R
MUzCjiU&feature=
related
 
 
 
 
 
 
Teachers must only 
gently move the 
spring/rope 
sideways.  
 
 
Wear goggles if 
necessary! Teacher 
discretion advised! 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Simulation link for 
damped oscillations: 
https://phet.colorado
.edu/en/simulation/r
esonance
 
 
 
 
Simulation link for 
SHM oscillations: 
https://phet.colorado
.edu/en/simulation/p
endulum-lab
 

12 
 
 
 
 
 
 
 
Plenary 
10 min English 
necessary). 
 
Use PHET simulation to investigate the effect of 
damping forces. Teachers can choose to do an 
experiment instead of the simulation. Different 
groups/individuals can vary damping on a simple 
pendulum or mass-spring system by adding air dampers 
(e.g. stiff card) to the oscillator. Measure amplitude and 
time and discuss the rate of energy transfer, the energy 
transfer mechanism and the rate of decay of amplitude 
and total energy. 
 
Consider the special case where energy is continuously 
fed into the system but there is no damping ask student 
to think about the effects and describe it in a few 
paragraphs. 
Task:  
Supply students with a list of cases where damping 
occure in periodic motion. Ask students to explain and 
classify applications where damping is used to remove 
unwanted oscillatory energy – e.g. car dampers, 
mountain bikes, earthquake resistant. Students can have 
a discussion among groups to help improve their 
learning.  
Reflection 
Were the lesson 
objectives/learning objectives 
realistic? Did all learners 
achieve the LO? 
If not, why? 
Did my planned differentiation 
work well?  
Did I stick to timings? 
What changes did I make from 
my plan and why? 
 
Summary evaluation 
What two things went really well (consider both teaching and learning)? 
1: 
2: 
What two things would have improved the lesson (consider both teaching and learning)? 
1:  
2: 
What have I learned from this lesson about the class or achievements/difficulties of 
individuals that will inform my next lesson? 
 
№ 5 сабақ жоспары 
Lesson procedure 
Subject: Physics 
Lesson Plan:  
Teacher name:  
Date:  
Grade: 8 
Number of students:  
Long-term plan 
unit 
Geometrical Optics 

13 
 
Theme of the 
lesson 
 
Basic concepts of reflections and convex/concave mirrors reflection 
principles. 
Previous learning 
Definitions of Law of reflection, specular reflection and diffuse reflection 
plane and spherical (concave and convex) mirrors, real and virtual images 
spherical mirror’s equation, lateral magnification, locating images by 
drawing rays. 
Learning 
objectives  
 
Revision of prior knowledge of light rays and reflection. Learning new 
theories on reflection off plane and curved mirrors. 
Lesson objectives 
Students are able to solve problems and use the mirror equation. 
Success criteria  
Students will be able to explain and describe the practical application of 
reflection of images off various types of surface. These can be smooth or 
rough surfaces or flat and curved mirrors. 
Language 
objectives 
Students will apply the relevant physics terminology (learned and explained 
to them previously) in solving questions. Using the specific scientific 
terminology for mirrors and properties of light in geometrical optics. 
11 Grade, Unit 3A: Thermal Physics (ENG - RUS) 
https://quizlet.com/83531901/11-grade-unit-3b-geometrical-optics-eng-rus-
flash-cards/
 
11 Grade, Unit 3A: Thermal Physics (ENG - KZ) 
https://quizlet.com/83531856/11-grade-unit-3b-geometrical-optics-eng-kz-
flash-cards/
 
Value links 
Values of trilingualism, and lifelong learning are instilled by continued effort 
to built on the knowledge gained and understand new phenomena observed 
in real life.  
Topics can be linked to great minds and scientist working over many years 
and decades in different countries to strengthen Global cooperation and 
citizenship. 
Cross curricular 
links 
Subject 
Stage 
Mathematics
 
Geometry and drawing rays reflected at an angle.
 
Differentiation 
More able students will tackle demanding questions observed in real life 
processes, such as the periscope in submarines. 
ICT skills 
Students use calculators to find image and object distances to the mirrors as 
well as the focal points and image heights. 
Health and safety 
Students need to take care when working with electrical equipment and light 
sources. Do not look directly into sources of light. 
Planned stages 
Planned activities 
Resources 
Beginning 
10-15 min 
Task 1: 
Use instructions on board and PPT to ‘Activate Prior 
Knowledge’. Ask students to brainstorm on what they 
learned about properties of light, e.g. moves in a 
straight line, highest speed and shortest distance 
between 2 points. (10-15min) 
Use you tube to 
show various 
examples of how to 
conduct the 
investigation. 

14 
Middle 
20-15 min 
Task 2: 
Students are taught the basic elements of light 
moving in a straight line and when a light ray hits a 
mirror it changes direction: the ray is reflected. 
Demonstrate or use video to show: 
Specular reflection - reflection from a polished 
surface 
Diffuse reflection or diffusion - reflection from an 
irregular surface 
Explain the conditions and limits under which these 
processes can take place.  
Use PPT for the definitions of reflection at various 
angles off a flat surface. For inverted images, if the 
rays of light from the top and bottom of an object 
cross over before an image is formed, the image will 
appear upside-down.(20-15min) 
Remind students of 
the health and safety 
issues. 
End 
10-5 min 
Task 3: 
At the end of the lesson, learners should be able to 
solve simple diagrams to form real and imaginary 
images for flat mirrors. 
A virtual image is one which cannot be formed on a 
screen. A real image is one that can be formed on a 
screen. (10-5min) 
 
Break 
 
 
Beginning 
10-15 min 
Task 4: 
Ask students to work in groups to predict what 
happens if the mirrors are cured? Draw a diagram of 
light reflecting off concave or convex mirror. 
Introduce idea of curvature to inside or outside of the 
focal point and link it to magnification. (10-15min) 
 
Middle 
20-15 min 
Task 5:  
Using PPT to explain magnification M: Many images 
are enlarged or reduced versions of the object. 
The extent to which an image’s size differs from an 
object’s is known as the magnification. 
Demo: Convex mirrors which are curved so that they 
bulge outwards. Convex mirrors are diverging 
mirrors.  
They reflect rays of light away from a focal point F 
which lies behind the mirror.  
Concave mirrors are converging mirrors, as they 
reflect rays of light towards a focal point F. 
Note that Rays parallel to the mirror’s central axis are 
reflected so that they appear to have come from this 
focal point, i.e. these work just like in flat mirror 
case. (20-15min) 
 
End 
5-10 min 
Task 6: 
At the end of the lesson, learners can self assess their 
progress and draw conclusion on their initial attempt 
to predict the path of light rays from curved mirrors.  
Students can work in groups to self assess their work 
and progress. Class discussion on the results of their 
 

15 
 
№ 6 сабақ жоспары 
Subject: Physics 
Lesson Plan:  
 
Date:  
Grade: 8 
Number of students:  
Long-term plan unit 
 Thermal Physics 
Theme of the lesson 
Revision on thermal physics learned in previous years. 
Previous learning 
Definitions of Temperature and Thermal energy 
Atomic or molecular structure (solids, liquids, gases) 
Phase transition (solid – liquid – gas) 
Specific heat capacity and specific latent heat 
Conduction, convection and radiation (Fourier’s law) 
Mole, molar mass and number of particles 
Learning objectives  
Revise and revisit the main ideas learned previously under pinning the area 
of thermal physics and thermodynamics. 
Lesson objectives 
Student will be able recount and connect the main ideas involving thermal 
physics learned previously. 
Success criteria  
Students can answer questions on the states of matter and how to 
define/measure the basic thermodynamic properties of an object. 
Language objectives 
 
Students can differentiate between temperature, heat and states of matter. 
Students will also be able to use the specific scientific terminology for 
change states of matter and methods of energy transfer. 
Value links 
Values of trilingualism, and lifelong learning are instilled by continued 
effort to built on the knowledge gained and understand new phenomena 
observed in real life.  
Topics can be linked to great minds and scientist working over many years 
and decades in different countries to strengthen Global cooperation and 
citizenship.  
Cross curricular 
links 
Subject 
Stage 
Chemistry
 
Task 2 and 4 – States of matter and strength 
of bonds. 
findings. (10-5min) 
Reflection 
Were the lesson objectives/learning objectives 
realistic?  
Did all learners achieve the LO?  If not, why? 
Did my planned differentiation work well?  
Did I stick to timings?  
What changes did I make from my plan and why? 
 
 
Summary evaluation. What two things went really well (consider both teaching and 
learning)? 
1: 
2: 
What two things would have improved the lesson (consider both teaching and learning)? 
1:  
2: 

16 
 
Differentiation 
Students work in groups to test their understanding of scientific keywords 
and make their own list of keywords dictionary on thermal physics 
concepts. 
ICT skills 
Following techniques may be used: Power Point Presentation, word 
documents, excel sheets, data loggers to record and analyse data in 
experiment. 
Health and safety 
Students and teacher need to take care when working with chemicals and 
material at various high pressure and temperatures.in demonstrations. Use 
goggles if necessary. 
 
Lesson procedure 
Planned stages 
 
Beginning 
15-10 min 
 
Planned activities 
 
Task 1:  
Ask students to brain storm on topics and keywords. (5min) 
 
They are reminded about basic concepts of thermodynamics 
from pervious learning. Introduce objective and aim of 
lesson. 
 
Use questions on board and PPT to ‘Activate Prior 
Knowledge’. (10min) 
Support and 
Resources: 
Powerpoint 
presentation 
 
Middle 
 
15-20 min 
English 
 
 
 
 
 
 
 
 
 
Plenary 
5-10 min 
 
 
 
 
 
 
=Break Time = 
Beginning 
15-10 min 
 
 
 
 
Middle 
Task 2:  
Students are asked on states of matter and how to define 
them. (5min) 
 
Students work in small groups with their peers and they 
should state and compare the main properties of solids, 
liquids and gases, in terms of their volume, shape and density, 
at a certain temperature and pressure.  
 
Their work can be written, oral recitation and/or both. 
(15min) 
Task 3:  
At the end of the lesson, learners answer the question from 
the PPT and self assess their progress. Students take notes on 
topics they need to revisit and ideas they may not fully 
understand. 
 (5-10min) 
 
============================================
== 
 
Task 4: Ask students to observe a heat transfer process of 
convection or conduction. The demonstration can be 
conducted at the front bench. (5 min) 
 
Use questions on board and PPT to encourage analytical and 
conclusion drawing by students. (10min) 
 
Task 5:  
Ask students to observe a different process of energy transfer 
Use PPT and 
laptops to 
explain the 
demonstration.  
 
When using 
data loggers: 
Be mindful of 
the time 
constraints and 
charging the 
data loggers.  
 
Health and 
safety: Be 
careful whilst 
working with 
chemicals and 
material at 
various high 
pressure and 
temperatures.in 
demonstrations 
 
Wear goggles 
if necessary! 
Teacher 
discretion 
advised! 

17 
15-10 min 
Plenary 
10 min 
via thermal exchange by radiation, convection or conduction.  
 
The demonstration can be conducted at the front bench or 
shown by video. (10min) 
 
Students do written work in analyzing and explain the process 
by also drawing energy transfer diagrams. (10min) 
 
Differentiation: Both teachers will be available in case of 
unforeseen problems with the ideas that may have been 
forgotten or misunderstood in previous years. 
Task:  
At the end of the lesson, learners present their work and ideas 
to the class. They can work in groups to assess their progress.  
Students take notes on topics they need complete and make 
notes on follow up topics. (10 min) 
Reflection 
Were the lesson objectives/learning 
objectives realistic? Did all learners 
achieve the LO?  
If not, why? 
Did my planned differentiation work 
well?  
Did I stick to timings?  
What changes did I make from my plan 
and why? 
 
Summary evaluation 
What two things went really well (consider both teaching and learning)? 
1: 
2: 
What two things would have improved the lesson (consider both teaching and learning)? 
1:  
2: 
What have I learned from this lesson about the class or achievements/difficulties of 
individuals that will inform my next lesson? 
 
№ 7 сабақ жоспары 
Subject: Physics 
Lesson Plan:  
Teacher name:  
Date:  
Grade:  
Number of students:  
Long-term plan unit 
Thermal Physics 
Theme of the lesson 
Surface Tension Experiment 
Previous learning 
Definitions of vapor pressure, dynamic equilibrium, saturated and 
unsaturated vapor, surface tension, elastic membrane, adhesive forces, 
capillary action in physical processes. 
Learning objectives 
Experimental investigation of vapor, vapor pressure, dynamic 
equilibrium, saturated and unsaturated vapor, surface tension, elastic 
membrane, adhesive forces, capillary action. 
Lesson objectives 
Learn the necessary skills to do experimental investigation on the 
surface tension. 

18 
Success criteria 
Students will be able to explain and describe the main ideas involving 
vapor pressure, dynamic equilibrium, saturated and unsaturated vapor, 
surface tension, elastic membrane, adhesive forces, capillary action in 
physical processes. Students explain how liquids move up narrow tubes 
and surfaces of liquids support objects with small weight instead of 
those objects sinking. 
Language objectives 
Using the specific scientific terminology for macroscopic properties 
defining energy flow in different contexts, eg. in liquids moving up 
narrow tubes and surfaces of liquids supporting objects with small 
weight instead of those objects sinking etc…  refer to:  
11 Grade, Unit 3A: Thermal Physics (ENG - RUS) 
https://quizlet.com/83531740/11-grade-unit-3a-thermal-physics-eng-
rus-flash-cards/
 
11 Grade, Unit 3A: Thermal Physics (ENG - KZ) 
https://quizlet.com/83531633/11-grade-unit-3a-thermal-physics-eng-kz-
flash-cards/ 
 
Value links 
Values of trilingualism and lifelong learning are instilled by continued 
effort to build on the knowledge gained and understand new 
phenomena observed in real life.  
Topics can be linked to great minds and scientist working over many 
years and decades in different countries to strengthen Global 
cooperation and citizenship.  
Cross curricular links 
Subject 
Stage 
Chemistry 
Task 2  – States of matter  
Differentiation 
More able students will tackle demanding questions observed in 
investigations and account for unexpected variation in real life 
processes. 
ICT skills 
 
Following techniques may be used: Power Point Presentation, word 
documents, excel sheets, data loggers to record and analyse data in 
experiment. 
Lesson procedure 
Planned stages 
Planned activities 
Resources 
Beginning 
10-15 min 
Task 1:  Use instructions on board and PPT to ‘Activate 
Prior Knowledge’.  
Students read through handout on how to do experiment 
on surface tension. (10-15min) 
Use you tube to 
show various 
examples of 
thermodynamic 
active systems. 
 
Middle 
 20-15 min 
Task 2: Students first task is to read through the 
instruction sheet carefully and ask any questions about the 
procedure and/or method of practical. 
Students are provided basic elements of the experiment 
and warned about health and safety rules during the 
experiment.  
Students start the experiment and collect results for the 
write up in groups of two.  
Students plot and graph the results. Students then analyze 
their graphs. (20-15min) 
 

19 
End 
10-5 min 
 
 
 
Task 3: At the end of the lesson, learners should be able 
to synthesize ideas from analyzing the data gathered and 
plotting graphs from table of results.  (5-10min) 
 
Break 
 
 
Beginning 
10-15 min 
Task 4: Ask students to write their conclusion from the 
experiment. (10-15min)  
 
Middle 
20-15 min 
 
Task 5: Using PPT students can present their work and 
work in groups comparing their results and conclusions on 
the investigation. 
Students then go back to improve their written classwork 
and write the evaluation of their investigation.  (15-20 
min) 
 
End 
10-5 min 
Task 3: At the end of the lesson, learners can self-assess 
their progress and draw conclusion on how to improve 
their experimental skills. (10-5min) 
 
Reflection 
Were the lesson objectives/learning objectives 
realistic?  
Did all learners achieve the LO?  If not, why? 
Did my planned differentiation work well?  
Did I stick to timings?  
What changes did I make from my plan and why? 
 
Summary evaluation. What two things went really well (consider both teaching and 
learning)? 
1: 
2: 
What two things would have improved the lesson (consider both teaching and learning)? 
1:  
2: 
 
Информатика пәні 
 
№ 1 сабақ жоспары 
 
Annual plan chapter:  
7.1A – Measuring information and computer 
memory  
School:  
Teacher:  
Date:  
 
Class: 7 
Number of people present: 
 
Lesson theme 
Computer memory (Internal and External Memory) 
Lesson type 
New lesson 
Teaching purposes 
To define types of computer memory (RAM, ROM, Cache and Video 
Memory) 

20 
Criterial assignment 
Knowledge  
1.  Will define digital devices to store information.  
Comprehension 
1.  Define purposes of external and internal memory devices.  
Application  
1.  Will save data in external and internal memory devices.  
Analysis 
1.  Will compare speed and size of data in external and internal 
memory devices.  
Synthesis 
1.  Will choose main properties in the text.  
Evaluation 
1.  Self-evaluation. 
Language objectives 
Students… 

 
Can evaluate their works (speaking skills)  
Vocabulary and terminology
Hard Disk Drive (HDD), Solid-State Drive (SSD), Flash-memory, 
Optical disc, size, memory devices  
Useful phrases to write dialogs:  
  Examples of external memory are …..  
  We use HDD for …  
  We need … to store movies, because …. 
  Nowadays, we use …. in modern devices like smartphones. 
  It is better to use … to transfer files. 
Assimilation of values 
Teamwork – during the task execution. 
Respect – during group, pair work tasks. 
Intersubject 
communication 
History – development of memory devices. Physics and mathematics – 
speed of data transfer, size of information.  
Preliminary 
knowledge  
Students know types of computer memory, size of file, internal and 
external memory devices.  
During the classes 
Planned stages 
of the lesson 
Planned activities in the classroom 
Resources 
Start 
10 min 
Organizing time.  
Teachers actions 
Students’ actions  
Shows first page of presentation 
and asks questions.  
Answer  to  questions  looking  to 
the presentation.   
Motivating  “What  would  be 
next?” 
How  we  can  say  these  pictures 
with one word? 
(Д) Say their opinion. 
 
To  identify  topic  of  today’s 
lesson. 
(С)  Write  topic  to  their 
notebooks. 
 
Presentation 
Presentation, 
Notebook, 
Computer 
Presentation 

21 
Middle 
1 min 
 
 
 
 
4 min 
 
 
 
2 min 
 
 
 
 
 
 
 
 
 
 
 
5 min 
 
 
 
5 min 
8 min 
Theory 
(O)  To  write  new  topic. 
Explains devices to store data. 
Listen,  write  down  on  their 
notebooks  what  they  need. 
Define 
storage 
devices, 
information transfer devices. 
 
(Ф)  Motivating “Which devices 
is better to use?” Directs to use 
useful phrases. 
Evaluation: БК 2 
 
Answer  to  questions,  give 
reasons. Use useful phrases. 
Criteria of evaluation 
Comprehension 
Will define purposes of usage 
external memory devices.   
Descriptors 
Will define: 

  Needs 
of 
external 
memory devices; 

  Needs 
of 
internal 
memory devices; 

  Usage of HDD; 

  What 
kind 
of 
information 
can 
be 
stored in Compact disc; 

  Where  we  use  flash 
drives. 
Group work 
Divide 
class 
into 
groups. 
Students  have  to  fill  a  given 
table. 
Will  do  research  according  to 
given  materials  and  will  fill  the 
table. 
Conclusion of research. 
Questions to analyze result.  
After  research  work  will  say 
conclusion. 
 
Criteria of evaluation 
Comprehension 
Will compare speed and size of 
data in external and internal 
memory devices.  
 
Descriptors 

  Will  explain  different 
generations  of  memory 
devices; 

  Will  compare  size  of 
storage devices; 

  Will  define  an  external 
memory  device  with  big 
size; 
Practical part 
1.  Send  a  file  and  to  remind 
where to save the file. 
Practical part 
Will  save  a  send  file  in  one  of 
the storage devices. 
Evaluation  
Criteria of evaluation 
Application 
Will  save  data  in  storage 
devices. 
Descriptors 
-  Will  use  file  to  type  a 
text 
-  Will  save  in  HDD  or 
USB flash drive 
 
Presentation 
 
 
 
 
 
Presentation 
 
 
 
 
 
Presentation 
 
 
 
 
 
 
 
 
 
 
Presentation 
End 
3 мин 
Reflection 
Question and Answer 
1.  Which  internal  device  do  we  use  to  store  data  for  long 
period? 
Active Board 
«Reflection» 

22 
2.  Name external devise that we use to store information on. 
3.  Which  device  provides  high-speed  data  access  to  the 
processor? 
4.  What are the purposes of RAM? 
5.  Compare purposes of RAM and ROM. 
Homework 
1.  Match following devices with their definitions. 
RAM 
Provides high-speed data access to processor 
ROM 
Stores information for long period 
HDD/SSD 
External devices that stores information 
Cache 
Holds data, instructions that are currently working 
USB  Flash 
drive 
Stores program that allow computer to boot up 
2.  Arrange following devices according to: 
a)  Information movement speed from lowest to highest. 
b)  Memory capacity from smallest to biggest. 
RAM   SSD   HDD   Cache 
Differentiation - how do you plan to 
provide more support? What tasks do 
you plan to put for more capable 
students? 
Evaluation - how do 
you plan to check the 
level of mastering of 
the material by the 
students? 
Health and safety 
practices 
 
With difficult tasks 
With  practical  tasks  and 
exercises. 
Safety techniques.  
Overall rating 
Which two aspects of the lesson done well (think of both teaching and learning)? 
1. 
2. 
What could help improve the lesson (think of both teaching and learning)? 
1. 
2. 
What did I reveal during the lesson about the class or the achievements / difficulties of 
individual students, what should I look for in subsequent lessons? 
1. 
2. 
 
№ 2 сабақ жоспары 
Annual plan chapter:  
7.1A – Measuring information and computer 
memory  
School:   
Teacher:  
Date:  
 
Class: 7 
Number of students 
present: 
 
Lesson theme 
Units of information 
Lesson type 
New lesson 
Teaching purposes 
To convert information from one number system to another  

23 
Criterial assignment 
Knowledge  
Comprehension 
Compares sizes of different information. 
Application  
2. Can define size of information in text. 
3. Can convert from one number system to another. 
Analysis 
Synthesis 
Evaluation 
Language objectives 
Students can say … 

 
Can evaluate their works (speaking skills)  

  Vocabulary and terminology
Bit, byte, kilobyte, megabyte, gigabyte, terabyte, size of information, 
binary code 
Useful phrases to write dialogs:  
  Size of information is equal to ….. kilobytes or …… megabytes.  
  As conclusion we can say ……. 
Assimilation of values 
Teamwork – during the task execution. 
Respect – during group, pair work tasks. 
Intersubject 
communication 
Mathematics, physics – SI unit, applications kilo, mega, giga, tera. 
Preliminary 
knowledge 
Students know types of informations.  
During the classes 
Planned stages 
of the lesson 
Planned activities in the classroom 
Resources  
Start 
10 мин 
1. Organizing time  
Activity of the teacher 
Activity of the students  
Motivation «How much is a size 
of information? » 
To discuss criteries of aims and 
success of lesson.  
(С)  Discuss  questions,  criteries 
of aims and success of lesson.  
Mini-searching. 
To  give  a  task  to  find  size  of 
files 
using 
notebook 
application.  
 
(Д)  To  search  about  students 
and make a conclusion.  
 
Repetition: 
To ask questions: 
What 
kind 
of 
data 
measurements do you know? 
Write  units  of  information 
according  to  increasing  order 
(use picture of pyramid to fill). 
(С) 
Students 
answer 
to 
questions.  
 
resentation 
Presentation, 
Note- 
book, 
Compu-ter 
 
Presentation 
Middle 
1 min 
 
 
 
 
4 min 
 
Theory 
How 
computer 
recognizes 
information? 
(Т) 
Discusses 
in 
groups, 
pictures are shown on the slide. 
 
Repetition: 
To ask questions: 
How bit and byte are formed? 
 (БК1)  
Descriptors: 
(Д)  Writing  Records:  Writes 

table 
of 
changing 
the 
information units 
Presentation 
 
 
Presentation 
 
 
 
 

24 
 
 
2 min 
 
 
 
 
 
 
 
 
 
 
 
5 min 
 
 
 
 
 
 
 
 
5 min 
 
 
 
 
 
 
 
 
 
 
 
 
8 min 
7 min 
 
 Measuring units of information 
are called correctly; 
Determines which information 
is smaller   bigger; 
Task 1. Descending ordering ( 1 
success criterion (БК 1)
Descriptors: 
Correctly 
determines 
the 
smallest unit of information; 
Correctly 
determines 
the 
greatest unit of information; 
Information can be measured 
correctly in descending order;  
Performs the task in a notebook. 
Formative  Assessment:  evaluate 
each other. 
Task  2.  To  convert  information 
from  one  measurement  unit  to 
another.(БК 3) 
Descriptors: 
Can convert bit into kilobyte;  
Can convert byte into kilobyte;  
Can  convert  megabyte  into 
kilobyte;  
Can  convert  gigabyte  into 
kilobyte;  
(Ж)Work in pairs 
 
Task 
3. 
Comparison 
of 
information sizes.(БК 1) 
Descriptors: 
Can compare size of given 
information in bits and bytes; 
Can compare size of given 
information in kilobytes and 
bytes;  
Can compare size of given 
information in megabytes and 
bytes; 
Can compare size of given 
information in megabytes and 
gigabytes;  
(Д)Self work. 
 
Calculation. To calculate size of 
information of a book. (БК 2) 
Descriptors: 
Can  define  number  of  symbols 
of a book; 
Identifies  the  symbol  and  bytes 
correctly; 
Can  convert  byte  to  kilobyte 
and megabyte.  
(Ж)Work in pairs 
 
Practical part 
 (Т)  To  say  to  students  next 
situation:  They  have  some  files 
and a flash drive. Can they save 
all these files in one flash drive?  
(БК 2) 
(Т)  Solve  exercises.  To  convert 
from  one  measuring  unit  to 
another.  
 
Presentation 
 
 
Presentation 
 
 
Presentation 
 
 
Presentation 
 
 
Presentation 

25 
Descriptors: 
Can convert all measuring units 
to one unit;  
Can 
summarize 
size 
of 
information;  
Can  compare  sizes  of  all 
information.  
 
End 
3 min 
10.  Teacher summarizes the lesson. Pupils write a reflection. 
Questions to students: 
Put “+” sign in two stickers, write down two things which you 
like on the lesson.  
Put “?” sign in two stickers; write down two things which are 
hard to understand on the lesson.  
11.Homework.  
Do given exercises on the link:  
http://school497.ru/download/u/02/les7/zadan.html 
To solve an exercise: 
Size  of  information  in  computer  is  3,5  KB.  How  many  symbols 
consist this text?  
Active Board 
«Reflection» 
http://school4
97.ru/downlo
ad/u/02/les7/z
adan.html
 
Differentiation - how do you plan to 
provide more support? What tasks do 
you plan to put for more capable 
students?  
Evaluation - how do 
you plan to check the 
level of mastering of 
the material by the 
students? 
Health and safety practices 
 
With difficult tasks 
With practical tasks and 
exercises. 
Safety techniques.  
Overall rating 
Which two aspects of the lesson done well (think of both teaching and learning)? 
1. 
2. 
What could help improve the lesson (think of both teaching and learning)? 
1. 
2. 
What did I reveal during the lesson about the class or the achievements / difficulties of 
individual students, what should I look for in subsequent lessons? 
1. 
2. 
 
№ 3 сабақ жоспары 
Annual plan chapter:  
Chapter 7.1A: 
Measuring 
information and 
computer memory  
School:  
Date:  
Teacher:  
Class: 7 
Number of people present:   Number of absentees: 
Lesson theme 
Size of files 
Lesson type 
Learning new material 
Teaching purposes 
Use different file formats while saving them 
Purpose of lesson 
Use different image file formats 
Know the features of graphic formats  

26 
Criterial assignment 
  Knowledge 
1.  Knows the variety of graphic file formats 
  Application 
2.  Saves image with different formats 
 
  Analysis 
3.  Analyzes file sizes 
  Evaluation 
4.  Draws conclusions about the properties of graphic files with 
different formats, but with the same information 
Language objectives 
Students can: 
  Explain the features of graphic file formats 
Vocabulary and terminology specific to the subject matter: 
File format, file size, image quality 
Useful expressions for dialogs and letters:  
To save a file in a different format, you need ... 
To publish an image on the network, it's better to use the format ... 
To transfer files over the network, it's rational to use ... 
I conclude that, the format .... 
I realized that .... 
The results of my research have shown that .... 
For ... .. you should use the format .... because ... 
For .... I recommend using ..., because .... 
The graphic format ... .. is convenient for .... 
Assimilation of 
values 
Mutual support and mutual respect in the performance of group work, 
academic honesty, Cooperation 
Intersubject 
communication 
Intersubject integration in the lesson is realized with art 
Preliminary 
knowledge 
Students are familiar with the units of measurement of information and 
with the methods of work in the graphic editor at the initial level 
During the classes 
Planned stages of 
the lesson 
Planned activities in the classroom 
Resources 
 
Activity of the teacher 
Activity of the student 
 
Start 
5 min 
Organizing time.  
Checking homeworks 
Concentration 
of 
attention. 
Interpretation  of  works 
and discussion 
 
Middle  
5 min 
(К) Motivation:  
What do you see at the picture? 
Answer the questions: 
1)  List the formats of 
graphic files that you 
know. 
2)  Why do you need such 
a variety of graphic file 
formats? 
3)  Indicate in which cases 
you used them? 
Evaluation:  
Evaluation 
criteria 
Descriptors 
Discuss in a group. 
Presentation 

27 
Knows the 
variety of 
graphic 
file 
formats 
List graphic 
formats 
Understand 
the variety of 
graphic 
formats 
 
10 min 
(О) 
On the blackboard, the teacher 
demonstrates the algorithm of 
saving the file in different 
formats. 
 
(Э, Ф) Research (Formative 
evaluation) 
Students do practical work at 
the computer. The teacher 
prepares a graphic file in .bmp 
format on the students' 
computers in advance and 
suggests saving it in different 
formats. Then examine the 
properties of the received files. 
Evaluation:  
Evaluation 
criteria 
Descriptors  
Saves 
image with 
different 
formats 
Saves the file 
with .png 
format 
Saves the file 
with .jpg 
format 
Saves the file 
with .tiff 
format 
Saves the file 
with .gif 
format 
Analyzes 
file sizes 
Explores the 
properties of 
graphic 
formats 
Compare their 
properties 
 
Students perform 
practical work 
individually. They 
study the properties of 
the files and fill out the 
table, analyze the data, 
draw conclusions about 
the size and quality of 
the images. 
Worksheet with 
tasks of 
formative 
evaluation 
5 min 
(К) 
Discussion 
Share conclusions about image 
file formats. 
Teacher offers the use of useful 
phrases for the development of 
language skills. 
Evaluation:  
 
Share with conclusions. 
Justify their answers. 
Completed 
student tables 

28 
Evaluation 
criterias 
Descriptors 
Draws 
conclusions 
about the 
properties 
of graphic 
files with 
different 
formats, but 
with the 
same 
information 
Present 
results of the 
study 
 
Compares the 
properties of 
graphic files 
 
10 min 
(О) 
Announcing  the  topic,  the 
purpose 
of 
the 
lesson
discussion  of  success  criteria, 
the  language  goal  of  the 
lesson,  terms,  useful  phrases 
for writing and  dialogue. 
Teacher  involves  the  students 
in  the  discussion  of  the 
purposes  of  the  teaching  and 
evaluation criteria. 
 
 
Explanation  of  the  topic  of 
the lesson. 
 
The  teacher  gives  out  cards 
with questions: 
 Questions: 

  Which format is 
convenient for use on 
web pages? 

  In what format are the 
data recorded for each 
pixel separately? 

  Which format is 
convenient for sending 
via e-mail? 
 
(Д) Demonstration of the 
video. Then checking the 
students' answers. 
 
Evaluation:  
 
Evaluation 
criteria 
Descriptors 
Knows the 
variety of 
Lists graphic 
formats 
Make notes in 
notebooks. Discuss the 
purposes of the 
teaching, the evaluation 
criteria. 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Watch the video, listen. 
Upon completion of the 
survey, the teacher 
answers questions. 
Presentation 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
http://bilimland.
kz/ru/content/le
sson/16828-
formaty_grafich
eskix_fajlov
 
 

29 
graphic 
file 
formats 
Understand 
the variety of 
graphic 
formats 
Analyzes 
file sizes 
Explores the 
properties of 
graphic 
formats 
Compare their 
properties 
Chooses the 
appropriate 
format for 
different 
situations 
 
5 min 
(С) 
Interactive tasks. 
To fasten the material, the 
students perform the tasks 
"True / False", fills blanks, test 
about today’s topic of the 
lesson. 
 
Evaluation 
criterias 
Descriptors 
Knows the 
variety of 
graphic 
file 
formats 
Lists graphic 
formats 
Understand 
the variety of 
graphic 
formats 
Analyzes 
file sizes 
Explores the 
properties of 
graphic 
formats 
Compare their 
properties 
Chooses the 
appropriate 
format for 
different 
situations 
 
 Perform tasks on the 
interactive whiteboard. 
Provide mutual support 
in the performance of 
the assignment 
http://bilimland.
kz/ru/content/le
sson/16828-
formaty_grafich
eskix_fajlov
 
 
End 
5 min 
Teacher summarizes the lesson. Pupils write a reflection. 
Reflection "Two stars, one desire" 
Two stars - indicate 2 points of the lesson, which were 
more successful, 
One desire is one moment of the lesson, which requires 
improvement. 
Stickers 
Homework  
To study the compression rates of the studied formats. 
 
Differentiation - 
how do you plan to 
Evaluation - how do you plan to check the level of 
mastering of the material by the students? 
Health and 
safety practices 

30 
provide more 
support? What 
tasks do you plan 
to put for more 
capable students? 
Differentiation in 
the level of 
complexity of tasks. 
Weak - on the 
performance of the 
test 
Medium - Perform 
tasks on TRUE / 
FALSE 
Strong - to do the 
exercise "filling in 
the blanks with 
terms." 
Formative evaluation, Mutual evaluation. 
During the 
lesson, students 
must observe 
safety 
techniques in 
the computer 
class and 
ergonomics. 
Reflection on the 
lesson 
Were the objectives 
of the lesson / goal 
of learning 
realistic? 
Have all the students 
reached the teaching 
purposes? 
If not, why? 
Is the differentiation 
done correctly in the 
lesson? 
Were the time stages 
of the lesson 
sustained? 
What were the 
deviations from the 
lesson plan and 
why? 
 
Overall rating 
Which two aspects of the lesson done well (think of both teaching and learning)? 
1. 
2. 
What could help improve the lesson (think of both teaching and learning)? 
1. 
2. 
What did I reveal during the lesson about the class or the achievements / difficulties of 
individual students, what should I look for in subsequent lessons? 
1. 
2. 
 
 
 

31 
№ 4 сабақ жоспары 
Chapter 7.1A 
Measuring information 
and computer memory 
School
Date:  
Teacher:  
Class: 7 
Number of people present:  
Number of 
absentees
Lesson theme 
Archiving file 
Lesson type 
Learning new material 
Teaching purpose 
Create and unpack archives of various formats 
Lesson purposes 

  use different file formats; 

  familiarize themselves with the classification and principles of 
archivers; 

  learn to use various archivers; 

  compare the compression ratio of different files; 

  apply different file formats; 

  create and unpack archives of various formats. 
Criterial assignment 
Knowledge
1)  determines the types and formats of files; 
2)  defines the archive file. 
Understanding
3)  explains the purpose of file formats; 
Application
4)  Creates and unpacks archives of various formats. 
Analysis:  
5)  concludes about the compression of various files. 
Language objectives 
Subject vocabulary and terminology
File format, archive, self-extracting archive, compression method 
A series of useful phrases for dialogue / writing 
To publish an image on the network, it's better to use the format ... 
To transfer files over the network, it's rational to use ... 
Assimilation of values 
cooperation, respect and responsibility. 
Intersubject 
communication 
intersubject integration with the subject of mathematics 
Preliminary knowledge 
students know the size of the file 
During the classes 
Planned 
stages of the 
lesson 
Planned activities in the classroom 
Resources 

32 
Start 
9 min 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
1. Organizing time.  
2. (Г) Fill in the table  
Aim: Checking homework
The class is divided into 4 groups, where each group should write 
for the other groups the names of 8 files with different formats 
and send clockwise to other groups for filling. 
Image files 
Text files 
Audio files 
Video files 
 
 
 
 
Evaluation:  
Evaluation criteria 
Descriptor 
Specifies the types and 
formats of files 
Knows the types of files 
Knows file formats 
 
3. (К) Guessing the Rebus. 
Purpose: Define the topic and objectives of the lesson.      
To demonstrate the rebus, the teacher uses an interactive 
whiteboard. 
4. (K) Students fill the first column of the KWL table. 
 Purpose: To determine the level of students for differentiation. 
 
What do I know 
about file 
archiving? 
What did I learn in the 
lesson about file 
archiving? 
What do I want to 
know about file 
archiving? 
 
 
 
Presentation 
Middle 
26 min 
 
1.  (О) Question-Answer:   
1)  Why do I need to archive? 
2)  What is the archiving? 
3)  What programs are used for archiving? 
Purpose: to enable pupils to find answers to their questions 
themselves. 
2.  (D) Practical work.  
1 group. The task. Work with the WinRAR archiver. Compare the 
compression ratio of the file in different formats: RAR and ZIP. 
The purpose for group 1 is to teach how to perform the packing of 
files into the archive and extract the files from the archive. 
2 group. The task. Work with the WinRAR archiver. Compare the 
degree of compression of text, graphics and executable files. 
The goal for group 2 is to teach how to perform the packing of 
files into the archive and extract the files from the archive. 
Compare the degree of compression of text, graphics and 
executable files. 
Divide the class into groups according to the difficulty level and 
assign tasks to each group. 
Evaluation: 
 
Evaluation criteria 
Descriptors  
Defines types and 
formats 
Knows the types of files 
Knows file formats 
Defines an archive file  Knows what an archive file is 
Creates and unpacks 
archives of various 
formats 
Moves the archive file to the desired 
folder. 
Extracts the file to the desired folder 
Раздаточный 
материал 

33 
Counts the compression ratio by formula 
Apply the program archivers to compress 
files 
Concludes about the 
compression of 
various files. 
compare the compression ratio of graphic 
and text files. 
 
3. Question-answer: (6 min) 
Purpose: To fix the material: 
1.  What is the archiving? 
2.  What is an archive file? 
3.  What is information compression? 
4.  What does the compression ratio depend on? 
5.  What archive formats do you know? 
6.  What is the decompression? 
7.  By what formula can you determine the degree of 
compression? 
8.  Describe how to compress textual information. 
9. 
Describe how to compress graphic information. 
 Evaluation:  
Evaluation 
criteria 
Descriptors  
Defines an 
archive file 
Knows what archiving is 
Knows what an archive file is 
Knows what is information compression 
Knows the formats of archives 
Knows what is unzipping 
Creates and 
unpacks archives 
of various 
formats. 
Explains the degree of compression 
Calls the formula of the compression ratio 
Calls a way to compress textual information. 
He calls the method of compression of 
graphic information. 
 
End 
5 min 
Summarizing the lesson and reflection.  
Students fill the second and third columns  
Homework 
On the basis of the practical work of each group to prepare a 
presentation in which to reflect the results of research and draw 
conclusions. 
What do I know 
about file 
archiving? 
What did I learn in the 
lesson about file 
archiving? 
What do I want to 
know about file 
archiving? 
 
 
 
 
 
 
 
 

34 
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