Six-Week Midterm Preparation Plan: Grade 7 English for Pawin

 Teaching Philosophy for this Plan:

Context First: Introduce new vocabulary and concepts within a theme (free time) so grammar isn't taught in isolation.

Active Learning: Use games, pair work, and interactive activities to make learning memorable.

Spiral Curriculum: Revisit and build upon concepts week after week.

Reading as a Core: Use "The Wonderful Wizard of Oz" not just for reading practice, but as a source for vocabulary and grammar examples.

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Six-Week Midterm Preparation Plan: Grade 7 English

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Week 1: Foundations - All About Free Time!

Main Focus: Vocabulary: Free-time activities.

Reading: "The Wonderful Wizard of Oz" - Chapters 1-2 (Introduction to Dorothy, Kansas, and the Cyclone).

Lesson Objectives:

Students will be able to identify and name at least 15 different free-time activities.

Students will be introduced to the main characters and setting of the story.

Activities:

Vocabulary Brainstorm (15 mins): Start with a simple question: "What do you do when you are not at school?" Write student answers on the board.

Vocabulary Introduction (20 mins): Use flashcards (pictures on one side, words on the other) to introduce key vocabulary.

Examples: watching movies, listening to music, reading books, playing video games, surfing the internet, going shopping, going swimming, playing football, playing badminton, doing homework, doing karate, collecting stamps, collecting stickers, etc.

Game: Charades or Pictionary (15 mins): Divide students into teams. One student acts out or draws a free-time activity, and their team guesses. This is great for kinaesthetic learners.

Reading Aloud (20 mins): Read Chapter 1 of "The Wonderful Wizard of Oz" aloud to the class. Focus on clear pronunciation. Stop to ask simple comprehension questions:

"Who is the main character?" (Dorothy)

"What is her dog's name?" (Toto)

"Where does she live?" (Kansas)

Homework:

Worksheet: Match pictures of free-time activities to the correct words.

Read Chapter 2.

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Week 2: Grammar in Action - play, go, do, collect

Main Focus: Grammar: Using play, go, do, and collect.

Reading: "The Wonderful Wizard of Oz" - Chapters 3-4 (Meeting the Scarecrow and the Tin Woodman).

Lesson Objectives:

Students will be able to correctly use play, go, do, and collect with the vocabulary learned in Week 1.

Students will be able to describe the new characters Dorothy meets.

Activities:

Warm-up (10 mins): Quick review of free-time vocabulary using flashcards.

Grammar Rule Introduction (20 mins): Create a clear chart on the board:

play + ball sports / competitive games (e.g., play football, play chess, play video games)

go + activities ending in -ing (e.g., go swimming, go shopping, go fishing)

do + martial arts / individual activities (e.g., do karate, do homework, do puzzles)

collect + items (e.g., collect stamps, collect coins, collect cards)

Controlled Practice (20 mins): "Sentence Sort." Give students cards with different activities. They have to place them under the correct verb column (play, go, do, collect).

Reading & Application (20 mins): Read Chapter 3 aloud. Ask questions that link to the grammar:

"What does a farmer do?"

"Do you think the Scarecrow can play football?" Why or why not?

Homework:

Fill-in-the-blanks worksheet using play, go, do, collect.

Read Chapter 4 and write one sentence about the Tin Woodman.

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Week 3: What's Happening Now? - Present Continuous (Affirmative)

Main Focus: Grammar: Present Continuous (Subject + am/is/are + verb-ing).

Reading: "The Wonderful Wizard of Oz" - Chapters 5-6 (Meeting the Cowardly Lion and the journey).

Lesson Objectives:

Students will be able to form positive sentences in the present continuous tense.

Students will be able to describe what is happening in a picture or a scene from the book.

Activities:

Picture Warm-up (15 mins): Show a busy picture (e.g., a park or a city street). Ask students: "What can you see?" Then model the target language: "The boy is kicking a ball. The birds are flying."

Grammar Structure (20 mins): Explicitly teach the formula: Subject + am/is/are + verb-ing. Practice conjugating with different subjects (I am, You are, He is, She is, It is, We are, They are).

Game: Mime It! (20 mins): Mime an action (e.g., eating, reading, running). Ask the class: "What am I doing?" Elicit the correct sentence: "You are eating." Have students do mimes for their classmates to guess.

Reading Application (20 mins): While reading Chapter 5, pause at key moments or illustrations. Ask:

"In this picture, what is Dorothy doing?"

"The Lion is crying. The friends are walking on the yellow brick road."

Homework:

Worksheet: Write sentences describing what people are doing in different pictures.

Read Chapter 6.

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Week 4: Asking Questions - Present Continuous (Questions & Negatives)

Main Focus: Grammar: Present Continuous questions and negatives.

Reading: "The Wonderful Wizard of Oz" - Chapters 7-8 (The Field of Poppies and reaching the Emerald City).

Lesson Objectives:

Students will be able to form Yes/No and Wh- questions in the present continuous.

Students will be able to form negative sentences in the present continuous.

Activities:

Review (10 mins): Quick review of affirmative present continuous. Show a picture and ask students to make sentences.

Grammar Introduction (25 mins):

Negative: Subject + am/is/are + not + verb-ing. (e.g., "He is not sleeping. He is reading.")

Yes/No Questions: Am/Is/Are + Subject + verb-ing? (e.g., "Is he sleeping?") -> "Yes, he is." / "No, he isn't."

Wh- Questions: Wh-word + am/is/are + Subject + verb-ing? (e.g., "What is he doing?")

Pair Work: Alibi Game (20 mins): Student A gets a card saying, "You are cooking dinner." Student B asks questions: "Are you watching TV?" (No, I'm not.) "Are you doing homework?" (No, I'm not.) "What are you doing?" (I am cooking dinner.)

Reading Application (20 mins): Read Chapters 7 & 8. Ask more complex questions:

"Is Dorothy staying awake in the poppy field?" (No, she isn't. She is falling asleep.)

"What are they wearing when they enter the Emerald City?" (They are wearing green glasses.)

Homework:

Worksheet with mixed sentence structures: turn positive sentences into negative ones and questions.

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Week 5: Putting It All Together

Main Focus: Consolidation of all grammar and vocabulary.

Reading: "The Wonderful Wizard of Oz" - Chapters 9-10 (The Great and Terrible Oz).

Lesson Objectives:

Students will be able to use all target language in a single conversational activity.

Students will be able to summarize the story's progress.

Activities:

Warm-up (10 mins): Quick quiz game (e.g., Kahoot!) covering go/do/play and present continuous.

Project: "My Ideal Weekend" (30 mins):

Students create a simple poster or a short paragraph describing their ideal weekend.

They must include:

At least 5 free-time activities.

Sentences using go, do, and play.

At least 3 sentences in the present continuous describing an imaginary scene ("In this picture, I am playing football with my friends. My friend is kicking the ball.")

Gallery Walk & Presentation (25 mins): Students display their posters. They walk around, read each other's work, and ask questions. ("What do you do on Saturday?" "In your picture, what is your mom doing?")

Reading & Discussion (20 mins): Read Chapters 9-10. Hold a class discussion:

"Who is the Wizard of Oz?"

"What is Dorothy asking for?"

"What is the Wizard telling them to do?"

Homework:

Review sheet covering all topics from Weeks 1-4.

Finish reading the assigned chapters for the exam (e.g., up to Chapter 12, depending on your pace).

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Week 6: Final Review and Exam Practice

Main Focus: Midterm exam preparation and review.

Reading: Review of key plot points, characters, and vocabulary from "The Wonderful Wizard of Oz".

Lesson Objectives:

Students will feel confident and prepared for the format and content of the midterm exam.

Activities:

Grammar Stations (30 mins): Set up 3 stations in the classroom. Students rotate in groups every 10 minutes.

Station 1: go/do/play/collect sorting game and gap-fill worksheet.

Station 2: Present Continuous sentence creation with picture prompts.

Station 3: Vocabulary crossword puzzle or matching game.

Reading Comprehension Review (20 mins): Use a timeline on the board to map the key events of the story so far. Ask students to retell the story chapter by chapter. Do a character matching quiz ("Who wanted a brain?").

Mock Exam (30 mins): Give students a sample test that is structured exactly like the real midterm. This reduces anxiety and helps them with time management. Include sections for:

Vocabulary matching.

Grammar fill-in-the-blanks.

Sentence writing.

Short reading comprehension questions about "The Wonderful Wizard of Oz".

Review Mock Exam (15 mins): Go over the answers together, explaining any common mistakes.

Final Q&A: Allow students to ask any remaining questions. Wish them luck!