Methodological recommendations
for Lesson Planning
on the subject "English"
Corse book "English Plus for Kazakhstan" Grade 9
Oxford University Press
Short term plan 1
Term 1
Unit 1 "Hobbies and qualities"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Vocabulary and language focus: Attributes and personality.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
links
Plan
Number absent:
9.C6 organise and present information clearly to others
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.UE3 use a variety of compound adjectives and adjectives as participles and a
variety of comparative structures to indicate degree on a range of familiar general
and curricular topics
9.UE12 use an increased variety of comparative degree adverb structures with
regular and irregular adverbs use a variety of pre-verbal, post-verbal and endposition adverbs on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use nouns and adjectives of attributes and personality.
 Make adverbs from adjectives.
 Construct the sentences using comparative and superlative adjectives and
adverbs with some support.
Most learners will be able to:
 Comprehend comparisons to compare and contrast people and the things
they do.
Some learners will be able to:
 Produce a clear, coherent description of a person they know.
Form ideas effectively and demonstrate the ability to express them clearly.
Provide a point of view in conversations and discussions.
Apply the rule for compound adjectives and adjectives as participles in practice.
Apply regular and irregular adverbs and comparative degree structures
accurately.
Descriptor. A learner:
 selects useful information and plans the answer.
 presents his/her information to the class.
 uses the learned rule and divides adjectives into the right columns.
 applies the rule for comparative degree adverbs and their usage.
Knowing yourself, being open to experiencing new things.
Social studies.
Previously learned vocabulary on the topic "Hobbies and qualities".
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Pantomime: 'What do you like?
Play the game in 2 groups. One pupil from each
group comes to the board and mimes a hobby. The
other group tries to guess the hobby. If they guess
correctly, they win one point. At the end of the
game, the group with the most points is the winner.
Main
Activities
Ex.1 p.8. Word formation activity.
Ex.2 p.8. Sentence completion task.
Ex.3 p.8. Completing questionnaire. Comparing
answers (Venn diagram).
Ex.4 p.9. Table completion.
Ex.5 p.9. Putting the words into context.
Ex.6 p.9. Substitution table.
Ex.7 p.9. Transformation task.
Ex.8 p.9. Guessing game.
Extra task. Writing practice.
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Giving the hometask. WB p.6, ex.1-3 p.7
Peer-assessment. Two stars and a wish.
Ending the
 You did a really good job on ...
lesson
 I really like how you ...
 Maybe you could ...
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 2
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas.
Term 1
Unit 1 "Hobbies and qualities"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Reading: Comparing generations.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.C7 develop and sustain a consistent argument when speaking or writing
9.R2 understand specific information and detail in texts on a range of familiar general
and curricular topics, including some extended texts
9.R9 recognise inconsistencies in argument in extended texts on a range of general and
curricular topics
9.UE14 use an increased variety of prepositions before nouns and adjectives use a
growing number of dependent prepositions following nouns and adjectives and an
increased variety of dependent prepositions following verbs on a range of familiar
general and curricular topics
All learners will be able to:
 Synthesize information from the reading passage about life in the 1950s.
 Demonstrate the correct use of adjectives + prepositions.
Most learners will be able to:
 Interpret a text comparing past and present generations.
Some learners will be able to:
 Express their opinions about different generations building extended
sentences.
Make an argument and evolve reasoning while speaking.
Identify particular information and details in reading passage.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Employ the rule for nouns and adjectives in common prepositional phrases in practice.
Descriptor. A learner:
 concludes ideas and arguments based on own experience.
 finds necessary information in the text and completes the task.
 analyses the information in the text and gives the right answers.
 completes the sentences with appropriate prepositions.
Respecting yourself and others.
Social studies.
Previously learned vocabulary on the topic "Attributes and personality".
Smart board for showing a presentation, getting additional information, playing the
audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
1/ Describe the given picture.
Resources
2/ What is the message conveyed by it?
Main
Activities
Ending the
lesson
Task. With books closed, ask SS if they have seen
photographs of their parents and grandparents when they
were young. Ask: What were their clothes like? What
were their hairstyle like?
Ask: What do you think life was like in the 1950s?
Ex.1 p.10. Prediction based on the vocabulary.
Detailed reading.
Comparing.
Ex.2 p.10. Justifying True/False statements with
reference to the text.
Ex.3 p.10. Gap-filling.
Ex.4 p.10. Sentence completion.
Ex.5 p.10. Class discussion.
Giving the hometask. WB p.10
Self-reflection.
My
participatio
n in the
lesson
My
feelings
and
emotions
during the
lesson
My
difficulties
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.06
Valuable
thoughts
for me
from the
lesson
Additional information
to them and which pair worked well.
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?
Differentiation can be achieved by
task (selection of learning materials
and resources based on student
strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.
Observe
learners
when
participating in use of English
activities.
Record what they considered they
had learned from the lesson. Could
they express what they had learned
about content and language? Could
they express which skills they had
developed?
Formative assessment is held
through observation/monitoring.
Short term plan 3
Critical thinking
Students
think
critically,
exploring, developing, evaluating
and making choices about their
own and others’ ideas.
Term 1
Unit 1 "Hobbies and qualities"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Language focus: Past perfect and past simple.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.W3 write with moderate grammatical accuracy on a wide range of familiar
general and curricular topics
9.UE9 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
All learners will be able to:
 Identify the difference between the past perfect and past simple.
 Construct the sentences using past perfect and past simple with support.
Most learners will be able to:
 Construct the sentences using past perfect and past simple with minimal
support.
Some learners will be able to:
 Apply past perfect and past simple to talk about events at different times
in the past without support.
Demonstrate the ability to write grammatically correct sentences on familiar
topics.
Apply correctly active and passive simple present and past forms and past perfect
simple forms in the context.
Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Comparing past and present generations.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books close, ask the SS what they remember
about the reading text from last lesson. Write on the
board the example I visited my gran last weekend
Resources
Main
Activities
and she'd found some of her old photos.
Underline she'd found. Ask: When did I visit my
gran? (last weekend). When did she find the photos,
before or after I visited? (before I visited).
Tell SS that this tense is called the past perfect.
Ex.1 p.11. Deduction from the rules and
exemplification.
Ex.2 p.11. Opening the brackets.
Ex.3 p.11. Sentence completion task.
Ex.4 p.11. Asking and answering questions with a
given grammar item.
Extra task. Individual exercise.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Giving the hometask. WB ex.4-5 p.7
Self-assessment. How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
difficult to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able
Differentiation
can be achieved Observe
learners
when
learners?
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 4
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas.
Term 1
Unit 1 "Hobbies and qualities"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Vocabulary and listening: Uses of get.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.L2 understand most specific information in unsupported extended talk on a
wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.UE1 use a growing variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics
All learners will be able to:
 Ask and answer the questions using collocations with make, do, collect
and write.
 Identify the meaning of the dialogues "People talking about the past".
Most learners will be able to:
 Synthesize information from the dialogues and use it as the basis for
discussion.
Some learners will be able to:
 Produce a clear, coherent description of their memories.
Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply some abstract nouns and complex noun phrases in the context.
Descriptor. A learner:
 chooses the right answers.
 asks complex questions to get information.
 illustrates basic rules for abstract nouns and complex nouns, completes the
task.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Talking about events at different times in the past.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Write make, do, collect and write on the board as
Resources
Main
Activities
headings. With books closed, SS work in pairs and
brainstorm words you use with each.
Ex.1 p.12. Collocations. Classifying words.
Ex.2 p.12. Multiple choice.
Ex.3 p.12. Gist listening. Matching task
Ex.4 p.12. Listening for specific information.
Choosing the best answer, a, b or c.
Ex.5 p.12. Speaking in a form of interview.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.07
Giving the hometask. WB p.8.
Self-assessment.
Students attach their boat in the appropriate area of
the map that reflects their emotions and mood after
the lesson.
Mo
od
Isl
an
ds
BE
EN
R
th
J
AN
CO
M
Oe ENL
XIE
UR
THE
U
PER
Y IGH
TYTH
AG
isl ISL
DA
PLE
I
TE
ISL
EIN
AN
TR
an
SXINNM
PLEAS
G
IS
D IA AN
Additional information
G
Ld to EN
difficult
them
and which pair worked well.
URE
OFN D LA
Differentiation –ISL
A to give
TISLA
how do you plan
more Assessment
ND
IS –
of
Critical thinking
EXP
GL
support? How N
do
you plan
to how are you planning to check
AN
challenge the moreND
able
learners’
OF
LAlearning?
E
ECT
Sa
D
learners?
Ending the
lesson
D
ISL
UN
ND learners when
Differentiation can be achieved
ATI Observe
by task (selection ofAN
learning participating in use of English
CE
ON
materials and resources based
on activities.
D
student strengths).
Record
RTwhat they considered
By support. Less able learners they had learned from the
will be supported through step- lesson.
AICould they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and NT
language? Could they
glossaries, thinking time. Small express which skills they had
Y
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
dn
es
s
Short term plan 5
Term 1
Unit 1 "Hobbies and qualities"
School:
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Language focus: Past simple and continuous.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.UE9 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
All learners will be able to:
 Identify the difference between past simple and continuous.
 Construct the sentences using past simple and continuous with support.
Most learners will be able to:
 Construct the sentences using past simple and continuous with minimal
support.
Some learners will be able to:
 Apply past simple and continuous to talk about past events and memories
without support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Write sentences about real and imaginary past events connecting them into
paragraphs.
Apply correctly active and passive simple present and past forms and past perfect
simple forms in the context.
Descriptor. A learner:
 discusses questions and answers the questions.
 uses appropriate subject-specific vocabulary while speaking.
 writes about past activities.
 demonstrates the correct usage of the Past simple and continuous.
Respecting yourself and others, being open to experiencing new things.
Social studies.
People talking about their memories.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
Planned activities
The lesson greeting.
Resources
the lesson
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Refer SS back to the photos on p.12. Ask What was
Clare doing when she first heard the music?
Elicit the answer (she was dancing) and write the
sentence on the board: She was dancing when she
heard the music.
Underline the verbs and elicit that they are in the
past continuous and past simple.
Ask: Which action happened first? (she was
dancing); Did she continuous dancing when she
hear it? (yes).
Ex.1 p.13. Deduction from the rules and
exemplification.
Ex.2 p.13. Recognition exercise.
Ex.3 p.13. Opening the brackets.
Main
Answering questions.
Activities Ex.4 p.13. Structure-based substitution.
Ex.5 p.13. Ticking off items.
Ex.6 p.13. Situation-response. Improvising a
dialogue.
Extra task. Writing practice.
Giving the hometask. WB p.9
Self-assessment.
How well do I understand?
Ending the
4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.08
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more Assessment –
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved by Observe learners when participating
task (selection of learning materials in use of English activities.
and resources based on student Record what they considered they
strengths).
had learned from the lesson. Could
By support. Less able learners will they express what they had learned
be supported through step-by-step about content and language? Could
instructions, graphic organizers, they express which skills they had
sentence frames, glossaries, thinking developed?
time. Small group learning.
Formative assessment is held
By outcome providing challenge, through observation/monitoring.
variety and choice.
Short term plan 6
Term 1
Unit 1 "Hobbies and qualities"
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Speaking: Talking about past events.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.L1 understand with little or no support the main points in extended talk on a wide
range of general and curricular topics.
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks.
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of
general topics, and some curricular topics.
All learners will be able to:
 Develop their listening skills for gist and specific information in the context of
talking about past events.
 Recognize and use key phrases for talking about events in the past.
Most learners will be able to:
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations talking about events in the past without support.
Identify the main idea in extended talk.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Descriptor. A learner:
 gives an appropriate answer.
 discusses questions and answers the questions.
 uses appropriate subject-specific vocabulary while speaking.
Respecting yourself and others, being open to experiencing new things.
Social studies.
People talking about past events and memories.
Smart board for showing a presentation, getting additional information, playing the
audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, ask SS what important days they can
remember from the past.
Elicit some answers, e.g. the first day at a new school, a
holiday, New Year, etc. Ask SS to describe what they
remember and how they felt.
Ex.1 p.14. Picture description (guessing, speculating, Board
interpreting).
Projector
Ex.2 p.14. Gist listening.
Internet
Resources
Ex.3 p.14. Filling in gaps.
Guided role play.
Ex.4 p.14. Choose the best answer, a, b or c.
Ex.5 p.14. Gap-filling.
RE-writing.
Guided role-play.
Ex.6 p.14. Open role-play. Speaking in a form of a
dialogue.
Giving the hometask. SB ex.6 p.14
Peer-assessment.
Rubric
Criteria
Fluency
5 excellent
Smooth and fluid
speech; few to no
hesitations;
no
attempts to search for
words; volume is
excellent.
4
good
Smooth and fluid
speech;
few
hesitations; a slight
search for words;
inaudible word or two.
3
fair
Speech is relatively
smooth;
some
hesitation
and
unevenness caused by
rephrasing
and
searching for words;
volume wavers.
Speech is frequently
hesitant with some
sentences
left
uncompleted; volume
very soft.
Ending the
lesson
2
poor
Pronunciation
and accent
Pronunciation is
excellent; good
effort at accent
Presentation
Video and images
Handouts with task
CD 1.09, 1.10, 1.11
Vocabulary
A wide range of
well-chosen
vocabulary
Accuracy
variety
grammatical
structures
Pronunciation is
good;
good
effort at accent
Good range of
relatively wellchosen
vocabulary
Pronunciation is
okay;
Some
effort at accent,
but is definitely
non-native
Vocabulary
range is lacking
Pronunciation is
lacking and hard
to understand;
No
effort
towards a native
accent
Basic
vocabulary
choice
with
some
words
clearly lacking
Some errors in
grammatical
structures
possibly caused
by attempt to
include
a
variety.
Frequent
grammatical
errors that do
not
obscure
meaning; little
variety
in
structures
Frequent
grammatical
errors even in
simple structures
that at times
obscure
meaning.
Additional information
to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by
task (selection of learning materials
and resources based on student
strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.
Observe
learners
when
participating in use of English
activities.
Record what they considered they
had learned from the lesson. Could
they express what they had learned
about content and language? Could
they express which skills they had
developed?
Formative assessment is held
through observation/monitoring.
Short term plan 7
Term 1
Grammar
School:
&
of
Pair work
(interaction)
Actively
supports,
engages, listens
and responds to
the
partner.
Takes a leading
role.
Makes an effort
to interact with
the partner but
doesn't take a
leading role.
Some effort to
interact with the
partner
but
doesn't take a
leading role.
Limited
interaction with
the partner.
Critical thinking
Students
think
critically,
exploring, developing, evaluating
and making choices about their
own and others’ ideas
Unit 1 "Hobbies and qualities"
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Writing: Describing a decade.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R5 deduce meaning from context in extended texts on a range of familiar
general and curricular topics
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
All learners will be able to:
 Examine the general writing structure of an account of a decade.
 Recognize and use key phrases for writing about a decade.
Most learners will be able to:
 Summarize an account of a decade in accordance with the writing guide.
Some learners will be able to:
 Express their ideas in writing an account of a decade without support.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Identify the meaning and content of the reading texts.
Write sentences about real and imaginary past events connecting them into
paragraphs.
Descriptor. A learner:
 uses appropriate subject-specific vocabulary while speaking.
 finds correct information while reading and answers the questions.
 writes about past activities.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Talking about events in the past.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write the following on the
board: Berlin Wall built, first moon landing, the
Beatles become popular. Ask SS what they think all
these events have in common. Tell them that they
Resources
Main
Activities
Ending the
lesson
all happened in the same decade and invite SS to
guess which one. Confirm that it is the 1960s.
Ask: What else do you know about the 1960s?
Ex.1 p.15. Skimming. Questioning.
Ex.2 p.15. Recognizing language structures.
Ex.3 p.15. Sentence completion task.
Ex.4 p.15. Writing guide.
Questioning in groups.
Sharing ideas.
Structuring.
Giving the hometask. WB p.11.
Peer-assessment.
Rubric
Category
Ideas
5
All ideas were
expressed in a clear
and organized way.
Grammar &
spelling
The text contains
no
errors
in
grammar
or
spelling.
Word choice
Use of accurate, but
vivid, creative, and
descriptive
word
choice throughout.
4
Most ideas were
expressed in a pretty
clear manner, but the
organization could
have been better.
Writer
makes
minimal errors in
grammar or spelling
that do not affect the
quality
of
description.
Use of accurate and
descriptive
word
choice in most areas.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
3
Ideas
were
somewhat
organized,
but
were not very
clear.
Writer makes a
few
errors
in
grammar
or
spelling that affect
the quality of
description.
Word
choice
simplistic
and
lacking
description.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 8
Term 1
Unit 1 "Hobbies and qualities"
School:
2
The account of a
decade seemed to
be a collection of
unrelated
sentences.
Writer
makes
some major errors
in grammar or
spelling that affect
the quality of
description.
Inaccurate
or
unclear wording in
several areas.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
My country: Comparing generations.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.R9 recognise inconsistencies in argument in extended texts on a range of
general and curricular topics
9.UE3 use a variety of compound adjectives and adjectives as participles and a
variety of comparative structures to indicate degree on a range of familiar general
and curricular topics
9.UE9 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use compound adjectives connected with people's
attributes.
 Summarize information from the text written by a grandfather and his
granddaughter about their different experiences and hobbies as teenagers.
 Demonstrate the correct use of "used to" talking about the past.
Most learners will be able to:
 Analyze a text comparing the lifestyles and hobbies of different
generations.
Some learners will be able to:
 Produce a clear, coherent description of hobbies and interests they used to
have.
Apply the rule for compound adjectives and adjectives as participles in practice.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Apply correctly active and passive simple present and past forms and past perfect
simple forms in the context.
Demonstrate the ability to participate in a conversation.
Descriptor. A learner:
 uses the learned rule and divides adjectives into the right columns;
 analyses the information in the text and gives the right answers.
 fills in the sentences according to the grammar rule.
 asks complex questions to get information.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Describing a decade.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities
Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Beginning Ask SS to work in pairs and talk about what they
the lesson know about their grandparents as young people.
What jobs did they do and what did they do in their free time?
When they have finished, they join a second pair
and tell each other what they've found out about
their partner's grandparents.
Ex.1 p.16. Prediction based on the pictures.
Ex.2 p.16. Detailed reading. Justifying true/false
statements with reference to the text.
Ex.3 p.16. Matching pair.
Main
Ex.4 p.16. Associated ideas.
Activities Ex.5 p.16. Active reading (note "used to").
Induction of the rules form exercises.
Ex.6 p.16. Gap-filling.
Ex.7 p.16. Reacting to a text. Personal experiences.
Venn diagram. Discussion.
Giving the hometask. SB ex.7 p.16 (a dialogue)
“Cinquain” is a five-line poem based on the
content of the material under the study.
Ending the Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
lesson
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.12
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more able learners?
Differentiation can be achieved
by task (selection of learning
materials and resources based on
student strengths).
By support. Less able learners
will be supported through stepby-step instructions, graphic
organizers, sentence frames,
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short term plan 9
Term 1
Unit 1 "Hobbies and qualities"
Assessment –
how are you planning to check
learners’ learning?
Observe
learners
when
participating in use of English
activities.
Record what they considered
they had learned from the
lesson. Could they express what
they had learned about content
and language? Could they
express which skills they had
developed? Formative
assessment is held through
observation/monitoring.
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
CLIL: Media studies. The British sense of humour.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.C8 develop intercultural awareness through reading and discussion
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
All learners will be able to:
 Recognize and use vocabulary to do with humour.
 Identify the meaning of the text about the British sense of humour.
 Prepare and perform a comedy sketch.
Most learners will be able to:
 Analyze a text about the British sense of humour.
Some learners will be able to:
 Express their ideas about sense of humour in KZ building extended
sentences.
Raise awareness about cultural diversity through reading and discussion.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Identify particular information and details in reading passage.
Descriptor. A learner:
 recalls some events based on his/her own experience.
 presents his/her information to the class.
 uses appropriate subject-specific vocabulary while speaking.
 finds necessary information in the text and completes the task.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Comparing generations.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, ask SS what makes them laugh.
Resources
Main
Activities
Elicit ideas about films, books, TV programmes,
etc. and encourage SS to express their opinions.
Ask SS if they know the character Mr. Bean. Ask:
Do you find him funny?
Ex.1 p.17. Presenting new words. Definition.
Activating vocabulary. Text completion.
Ex.2 p.17. Focus listening.
Ex.3 p.17. Answering questions.
Ex.4 p.17. Discussion task (expressing opinion).
Ex.5 p.17. Role-play.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.13
Giving the hometask. WB p.12
Self-assessment.
Ending the KWL
lesson
Know
Want to know
Learnt
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 11
Term 1
Unit 1 "Hobbies and qualities"
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Review. Unit 1.
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.L8 begin to recognise inconsistencies in argument in extended talk on a
growing range of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE3 use a variety of compound adjectives and adjectives as participles and a
variety of comparative structures to indicate degree on a range of familiar general
and curricular topics
9.UE9 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Demonstrate learned grammar and vocabulary about hobbies and qualities
with sure.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument.
Provide a point of view in conversations and discussions.
Apply the rule for compound adjectives and adjectives as participles in practice.
Apply correctly active and passive simple present and past forms and past perfect
simple forms in the context.
Descriptor. A learner:
 analyses the information in the text and gives the right answers.
 presents his/her information to the class.
 uses the learned rule and divides adjectives into the right columns.
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Talking about the British sense of humour.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
Resources
students know what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Ex.1 p.18. Word formation activity.
Ex.2 p.18. Odd one out.
Ex.3 p.18. Filling in the blanks.
Main
Ex.4 p.18. Multiple choice task.
Activities Ex.5 p.18. Opening the brackets.
Ex.6 p.18. Matching task.
Ex.7 p.18. Focus listening. Justifying true/false
statements with reference to the text.
Giving the hometask. SB p.19
Self-assessment.
Pair share
At the end of a lesson learners share with their
Ending the partner:
lesson 
Three new things they have learnt:
 What they found easy
 What they found difficult
 Something they would like to learn in the
future.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.14
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 12
Term 1
Unit 1 "Hobbies and qualities"
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Project: An interview summary: teenage years.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.R5 deduce meaning from context in extended texts on a range of familiar
general and curricular topics
9.W5 develop with support coherent arguments supported when necessary by
examples and reasons for a range of written genres in familiar general and
curricular topics
All learners will be able to:
 Plan, write and edit a summary of an interview about an older person's
youth with support.
Most learners will be able to:
 Plan, write and edit a summary of an interview about an older person's
youth with minimal support.
Some learners will be able to:
 Plan, write and edit a summary of an interview about an older person's
youth without support.
Provide a point of view in conversations and discussions.
Identify the meaning and details of the reading texts on familiar topics and draw
conclusion by reasoning.
Evolve arguments, reasons, and evidence for a limited range of written genres.
Descriptor. A learner:
 presents his/her information to the class.
 finds correct information and opinion.
 includes examples and reasons where necessary.
Respecting yourself and others, being open to experiencing new things.
Social studies.
Review. Unit 1.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write My teenage years on the
board and elicit or explain the meaning.
Elicit ideas that SS associate with being a teenager
Resources
and some things that define and unify a group of
people who are teenagers in the same decade.
If SS are struggling give them some categories and
decades and brainstorm associations, for example,
fashion and fair styles in the 1980s, music in the
1960s, exciting new technology in the 1990s.
Ex.1 p.19. Communicative reading.
Matching questions with extracts.
Ex.2 p.19. Find someone who...
SS develop questions about the topic.
Main
Interview. Taking notes.
Activities
Summarizing.
Illustration.
Ex.3 p.19. Giving presentation.
Feedback on the project.
Giving the hometask. WB p.13
Self-assessment.
“Five”. Children draw a picture of their hand and
write the most important things about the
Ending the
lesson on each finger. The thumb lesson
something interesting, the index finger something difficult, the middle one something that was not enough, the ring
finger - the mood, the little finger - the suggestions.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 13
Term 1
Unit 2 "Exercise and sport"
Date:
School:
Teacher’s name:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Grade 9
Number present:
Theme of the lesson:
Medical science.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.L8 begin to recognise inconsistencies in argument in extended talk on a
growing range of general and curricular subjects
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express regret
and criticism on range of familiar general and curricular topics
All learners will be able to:
 Recognize and use nouns and verbs related to the health benefits of
exercise.
 Do a health and exercise quiz.
 Produce sentences with could, can, will be able to to talk about ability in
the past, present and future with support.
Most learners will be able to:
 Express ideas about exercise and sport.
 Produce sentences with could, can, will be able to to talk about ability and
possibility with minimal support.
Some learners will be able to:
 Demonstrate the ability to produce sentences with could, can, will be able
to without support.
 Provide unprepared speech about the benefits of doing sport and exercise.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Apply modal verbs for different purposes.
Taking care of your body and health.
Physical education.
Teenage years.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Resources
With books closed, write health and exercise on the
board and elicit the connection between the two.
Ask: Can you be healthy without doing exercise?
Ex.1 p.20. Conveying the meaning of new words.
Classifying words.
Ex.2 p.20. Collocation tables.
Ex.3 p.20. Discussing questionnaire. Predicting
based on the True/False questions.
Checking SS's answers.
Main
Activities Ex.4 p.21. Matching task. Ranking discussion.
Ex.5 p.21. Substitution drill (Blank-filling).
Ex.6 p.21. Information transfer.
Ex.7 p.21. Structure-based substitution.
Communication drill.
Extra task. Making sentences.
Giving the hometask. WB p.14.
Ending the Self-reflection.
lesson
"Message". Pupils write 7 words of the greatest
importance for the topic of the lesson.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.15
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 14
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Alternative therapy.
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
9.UE1 use a growing variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics
All learners will be able to:
 Comprehend the text about exercise as a cure.
 Recognize and use noun suffixes.
Most learners will be able to:
 Interpret a text about exercise and health.
Some learners will be able to:
 Express their opinions on exercise as an alternative medical treatment
with fluency building extended sentences.
Provide a point of view in conversations and discussions.
Identify particular information and details in reading passage.
Apply some abstract nouns and complex noun phrases in the context.
Taking care of your body and health.
Physical education.
Medical science.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write the quote form
Hippocrates "Walking is man's best medicine" on
the board and ask SS what they think it means.
Elicit or explain that it probably means that keeping
active improves your health.
Ex.1 p.22. Predicting based on the title, pictures.
Ex.2 p.22. Detailed reading.
Completing gapped text with sentences.
Ex.3 p.22. Table completion.
Ex.4 p.22. Word-formation activity.
Ex.5 p.22. Speaking in a form of discussion.
Giving the hometask. WB p.18
Ending the
Self-reflection.
lesson
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.16
My
participation
in the lesson
My feelings
and
emotions
during the
lesson
My
difficulties
Valuable
thoughts for
me from the
lesson
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 15
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
May, might, could, must, can't.
9.C6 organise and present information clearly to others
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.W3 write with moderate grammatical accuracy on a wide range of familiar
general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express regret
and criticism on range of familiar general and curricular topics
All learners will be able to:
 Identify the use of may, might, could, must, can't for possibility and
certainly.
Most learners will be able to:
 Apply the use of may, might, could, must, can't to express possibility and
certainly in opinions.
Some learners will be able to:
 Talk with fluency about things that are possible or certain.
Form ideas effectively and demonstrate the ability to express them clearly.
Convey fantasy ideas and experiences including emotions and senses.
Demonstrate the ability to write grammatically correct sentences on familiar
topics.
Apply modal verbs for different purposes.
Taking care of your body and health.
Physical education.
Alternative therapy.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Refer SS back to the text on pp.22-23 and ask: Do
you think that swimming in cold water helps
depression? Elicit a range of ideas including that
idea that it is possible it works.
Write on the board: Swimming in cold water might
help depression and underline might. Elicit or
explain that meaning (it is possible that it works).
Tell SS they are going to learn some other ways of
expressing possibility and certainly.
Ex.1 p.23. Induction of the rules from examples Board
and explication.
Projector
Resources
Ex.2 p.23. Multiple choice.
Ex.3 p.23. Cue sentences.
Ex.4 p.23. Extension.
Extra task. Making statements on the pictures
given. Guessing, speculating, interpreting.
Giving the hometask. WB p.15.
Self-assessment. How well do I understand?
4 - I can do this and explain it to someone else.
Ending the
3 - I understand and can do this by myself.
lesson
2 - I need more practice.
1 - I don't understand this yet.
Internet
Presentation
Video and images
Handouts with task
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 16
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Vocabulary and listening: Phrasal verbs.
9.L6 deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics
9.L8 begin to recognise inconsistencies in argument in extended talk on a
growing range of general and curricular subjects
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Recognize and use phrasal verbs about health and lifestyle.
 Develop their listening skills for gist and specific information in the
conversation about living longer.
Most learners will be able to:
 Interpret information from an eight-point health plan and use it as the
basis for discussion.
Some learners will be able to:
 Produce a clear, coherent talk about a healthy lifestyle.
Identify the position of speakers in an extended talk with some support.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument.
Express thoughts about the given topic in the conversations.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Taking care of your body and health.
Physical education.
May, might, could, must, can't.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write health and lifestyle on the
board and elicit or teach the meaning.
Ask: How can your lifestyle affect your health?
Elicit some ideas.
Ask: How can you change your lifestyle to make
you healthier? Elicit a range of ideas.
Ex.1 p.24. Showing lexical relations (synonyms).
Ex.2 p.24. Study strategy.
Board
Projector
Ex.3 p.24. Generating interest.
Gist listening.
Identifying situations and people.
Ex.4 p.24. Judging whether some statements about
the listening text are true or false.
Ex.5 p.24. Improvising a conversation.
Giving the hometask. WB p.16
Self-assessment.
Ending the
Summary sentence
lesson
Ask learners to write one sentence to summarize
what they know about the topic.
Internet
Presentation
Video and images
Handouts with task
CD 1.17
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 17
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Past modals.
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.L4 understand most of the implied meaning in unsupported extended talk on a
wide range of general and curricular topics
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express regret
and criticism on range of familiar general and curricular topics
All learners will be able to:
 Identify the use of must have, can't have, could have, might have to
speculate about the past.
Most learners will be able to:
 Use must have, can't have, could have, might have to speculate about the
past with some support.
Some learners will be able to:
 Apply past modals to speculate about the past without support.
Convey fantasy ideas and experiences including emotions and senses.
Recognise the content of an extended conversation using some supporting
information.
Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Apply modal verbs for different purposes.
Taking care of your body and health.
Physical education.
Vocabulary and listening: Phrasal verbs.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, ask SS to remember how we
express possibility in the present. Give them some
scenarios and elicit sentences using may, might,
could, must, can't. For example, say: Joe's doing his
driving test after only three lessons. (He can't be
ready/must be very confident). Look, it's getting
cloudy. It may/might rain this afternoon), etc. .
Tell SS they are going to learn how to express
possibility in the past.
Resources
Ex.1 p.25. Induction of the rules from examples
and explication.
Ex.2 p.25. Transformation exercise.
Ex.3 p.25. Multiple choice.
Main
Activities Ex.4 p.25. Cue sentences.
Ex.5 p.25. Speaking on a suggested topic..
Ex.6 p.25. Making statements on the pictures.
Guessing, speculating, interpreting.
Extra task. Writing practice.
Giving the hometask. WB p.17
Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.18
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 18
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Speaking: Exchanging opinions.
9.L5 recognise the opinion of the speaker(s) in unsupported extended talk on a
wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express regret
and criticism on range of familiar general and curricular topics
All learners will be able to:
 Develop their listening skills in the context of people exchanging
opinions.
 Recognize key phrases for exchanging opinions.
 Use should, must, have to express obligation, advice, prohibition.
Most learners will be able to:
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations exchanging opinions with other people without support.
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Identify the position of speakers in an extended talk with some support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Apply modal verbs for different purposes.
Taking care of your body and health.
Physical education.
Past modals.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, see how many suggestions for a
healthy lifestyle SS can remember from the eightpoint health plan on p.24.
Ask where SS come across advice about health.
Elicit suggestions for how the government and
schools can communicate with young people about
health issues, e.g. TV advertising and posters.
Ex.1 p.26. Discovery activity.
Board
Ex.2 p.26. Gist listening.
Projector
Resources
Answering questions.
Internet
Ex.3 p.26. Focus listening.
Presentation
Ticking off items.
Video and images
Guided role play.
Handouts with task
Ex.4 p.26. Recognition exercise.
CD 1.19, 1.20
Substitution drill.
Ex.5 p.26. Practise structures.
Ex.6 p.26. Improvising a dialogue.
Giving the hometask. Make your own personalized version of the poster for healthy
lifestyle.
Peer-assessment.
Rubric
Criteria
Fluency
5 excellent
Smooth and fluid
speech; few to no
hesitations;
no
attempts to search for
words; volume is
excellent.
4
good
Smooth and fluid
speech;
few
hesitations; a slight
search for words;
inaudible word or two.
3
fair
Speech is relatively
smooth;
some
hesitation
and
unevenness caused by
rephrasing
and
searching for words;
volume wavers.
Speech is frequently
hesitant with some
sentences
left
uncompleted; volume
very soft.
Ending the
lesson
2
poor
Pronunciation
and accent
Pronunciation is
excellent; good
effort at accent
Vocabulary
Grammar
A wide range of
well-chosen
vocabulary
Accuracy
variety
grammatical
structures
Pronunciation is
good;
good
effort at accent
Good range of
relatively wellchosen
vocabulary
Pronunciation is
okay;
Some
effort at accent,
but is definitely
non-native
Vocabulary
range is lacking
Pronunciation is
lacking and hard
to understand;
No
effort
towards a native
accent
Basic
vocabulary
choice
with
some
words
clearly lacking
Some errors in
grammatical
structures
possibly caused
by attempt to
include
a
variety.
Frequent
grammatical
errors that do
not
obscure
meaning; little
variety
in
structures
Frequent
grammatical
errors even in
simple structures
that at times
obscure
meaning.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
&
of
Pair work
(interaction)
Actively
supports,
engages, listens
and responds to
the
partner.
Takes a leading
role.
Makes an effort
to interact with
the partner but
doesn't take a
leading role.
Some effort to
interact with the
partner
but
doesn't take a
leading role.
Limited
interaction with
the partner.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
variety and choice.
through observation/monitoring.
Short term plan 19
Term 1
Unit 2 "Exercise and sport"
School:
Date:
Teacher’s name:
Grade 9
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Value links
Cross curricular
links
Previous learning
Intercultural
awareness
Health and Safety
Writing: A discussion essay.
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a range of
familiar general and curricular topics
9.W5 develop with support coherent arguments supported when necessary by examples
and reasons for a range of written genres in familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a growing range of
familiar general and curricular topics
All learners will be able to:
 Comprehend the general writing structure of a discussion essay.
 Recognize and use key phrases for a discussion essay.
Most learners will be able to:
 Write a discussion essay using writing guide.
Some learners will be able to:
 Express their ideas in writing a a discussion essay without support.
Use topic appropriate words in justifying their point of view.
Interpret the information to identify the author’s attitude and opinion.
Evolve arguments, reasons, and evidence for a limited range of written genres.
Connect sentences into paragraphs with basic connectors and linking words.
Taking care of your body and health.
Physical education.
Exchanging opinions.
Smart board for showing a presentation, getting additional information, playing the
audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write footballer's salaries on the
board and elicit the meaning. Ask: Do you think
footballers should be paid a lot of money for what they
do? Elicit some opinions.
Write For and Against on the board and list arguments
under the two headings as SS give them.
Tell SS they are going to learn how to present arguments
for and against in a discussion essay.
Ex.1 p.27. Skimming. Questioning.
Ex.2 p.27. Recognizing language structures.
Ex.3 p.27. Transformation exercise.
Table completion task.
Ex.4 p.27. Multiple choice.
Ex.5 p.27. Writing guide.
Questioning in groups.
Sharing ideas.
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Structuring.
Giving the hometask. WB p.19
Peer-assessment. Rubric
Category
Ideas
4
All ideas were
expressed in a
clear
and
organized way. It
was easy to figure
out what the essay
was about.
3
Most ideas were
expressed in a
pretty
clear
manner, but the
organization could
have been better.
Format
Complies with all
the requirements
for a discussion
essay.
Sentences
and
paragraphs
are
complete,
wellconstructed and of
varied structure.
Complies
with
most
of
the
requirements for a
discussion essay.
Most sentences are
complete
and
well-constructed.
Paragraphing
is
generally
done
well.
Writer
makes
some errors in
grammar and/or
spelling but the
errors
do
not
impede
understanding.
Ending the
lesson
Sentences and
Paragraphs
Grammar &
spelling
Writer makes few
or no errors in
grammar
or
spelling.
2
Ideas
were
somewhat
organized,
but
were not very
clear. It took more
than one reading
to figure out what
the essay was
about.
Complies
with
several of the
requirements for a
discussion essay.
Some
sentences
are complete and
well-constructed.
Paragraphing
needs some work.
Writer
makes
quite a lot of
errors in grammar
and/or spelling
1
The essay seemed
to be a collection
of
unrelated
sentences. It was
very difficult to
figure out what the
essay was about.
Complies with few
of
the
requirements for a
discussion essay.
Many
sentence
fragments or runon sentences and
paragraphing
needs lots of work.
Writer makes very
frequent errors in
grammar and/or
spelling.
Additional information
difficult to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe
learners
when
task (selection of learning materials participating in use of English
and resources based on student activities.
strengths).
Record what they considered they
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring, developing, evaluating
and making choices about their
own and others’ ideas
Short term plan 21
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
My country: Exercise and sport.
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R1 understand the main points in extended texts on a range of unfamiliar
general and curricular topics
9.W1 plan, write, edit and proofread work at text level with little or no support on
a range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express regret
and criticism on range of familiar general and curricular topics
All learners will be able to:
 Recognize and use vocabulary connected with success in sport.
 Identify the difference between could, was/were able to and managed to.
 Develop their reading skills in the context of Kazakh sports stars.
Most learners will be able to:
 Synthesize the information from the text about Kazakh sportspeople and
use it as the basis for discussion.
Some learners will be able to:
 Talk with fluency about famous sportspeople in Kazakhstan.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Identify the main idea of text on unfamiliar and curricular topics.
Make a clear plan of writing; Write a text; Check the written draft.
Apply modal verbs for different purposes.
Taking care of your body and health.
Physical education.
Writing: A discussion essay.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Have a race to find which group can list the most
Kazakh sportspeople in two minutes.
After two minutes, find out which group had the
longest list and declare them the winner.
Ask that pair for their answers and write them on
the board.
Ask other groups to contribute more names if they
have them.
Ex.1 p.28. Building background knowledge.
Board
Resources
Activities
Ex.2 p.28. Detailed reading. Matching task.
Ex.3 p.28. Table completion.
Word formation activity.
Brainstorming.
Ex.4 p.28. Induction of the rules from examples and
explication.
Ex.5 p.28. Sentence completion task.
Ex.6 p.28. Writing practice. Guessing and
speculating.
Giving the hometask. SB p.28 ex.6
Self-reflection.
Ending the Most ……. thing
lesson
Ask learners what was the most, e.g. useful,
interesting, surprising, etc. thing they learned
today.
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.21
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 23
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
CLIL: Biology: Healthy eating.
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
All learners will be able to:
 Recognize and use vocabulary to do with nutrition and healthy eating.
 Develop their reading skills in the context of healthy eating.
Most learners will be able to:
 Synthesize the information from the text about healthy eating and use it as
the basis for discussion.
Some learners will be able to:
 Express with fluency their ideas about diet and ways it could be
improved.
Provide a point of view in conversations and discussions.
Use topic appropriate words in justifying their point of view.
Find particular facts and parts in reading passage.
Taking care of your body and health.
Physical education.
My country: Exercise and sport.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write An apple a day keeps the
doctor away on the board. Ask SS what the proverb
means.
Elicit that the proverb is not meant literally, but
suggests that if we eat healthy foods life fruit, we
will or get ill.
Ask SS whether they think their diets are healthy.
Do they think about what they eat?
Elicit examples of healthy and unhealthy foods.
Ex.1 p.29. Conveying the meaning of new words
through definitions.
Ex.2 p.29. Communicative reading.
Reacting to a text.
Ex.3 p.29. Choose the best answer, a, b or c.
Resources
Board
Projector
Internet
Presentation
Video and images
Ex.4 p.29. Speaking in a form of presentation.
Handouts with task
CD 1.22
Giving the hometask. WB p.20
Self-assessment.
Students attach their boat in the appropriate area of
the map that reflects their emotions and mood after
the lesson.
Ending the
lesson
Moo
d
Isla
ND
ISL
OF
ISLA E
Sad EXPEC nds
OF
AND
ND
BER
ENC
MU
the
JO
ANXI
OUR
DA
Yisla ENLI
ETY
AGI
THE
PERPL
TRI
IS
GHTE
THE
ISLA
NG
ISLA
nd
AN
EXIN
LA
NME
NDISLA
ND
GLE
G
of NT
ND
PLEASUR
ISLA
UNC
TATI
nes ISLAND
Additional information ND
ERT
difficult to them andON
which pair worked
well.
Differentiation – s
AIN
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
TY
learners’ learning?
challenge the more able
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
Formative
By outcome providing challenge, assessment is held through
variety and choice.
observation/monitoring.
Short term plan 24
Term 1
Unit 2 "Exercise and sport"
Date:
Grade 9
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Review. Unit 2. Skills round-up.
9.L2 understand most specific information in unsupported extended talk on a
wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express regret
and criticism on range of familiar general and curricular topics
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Demonstrate learned grammar and vocabulary about exercise and sport in
dialogues with sure.
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Provide unprepared speech talking about adventure sports.
Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Apply modal verbs for different purposes.
Taking care of your body and health.
Physical education.
CLIL: Biology: Healthy eating.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Ex.1 p.30. Gap-filling.
Board
Ex.2 p.30. Word formation activity.
Projector
Ex.3 p.30. Blank-filling
Internet
Resources
Ex.4 p.30. Filling in gaps.
Ex.5 p.30. Multiple choice.
Ex.6 p.30. Substitution drill
Ex.1 p.31. Brainstorming.
Ex.2 p.31. Gist listening.
Identifying situations and people.
Ex.4-5 p.31. improvising a conversation.
Giving the hometask. WB p.21
Peer-assessment.
Ending the Two stars and a wish.
 You did a really good job on ...
lesson
 I really like how you ...
 Maybe you could ...
Presentation
Video and images
Handouts with task
CD 1,24
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 25
Term 2
Unit 3"Our planet"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Vocabulary and language focus: Geography and the
environment.
9.L8 begin to recognise inconsistencies in argument in extended talk on a growing
range of general and curricular subjects
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
Learning
objectives(s) that
completing classroom tasks
this lesson is
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
contributing to
9.UE10 use present continuous forms and past continuous, including a growing
variety of passive forms, on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use nouns related to the environment.
 Do a quiz on Kazakhstan
Lesson objectives
 Produce sentences using the present continuous with support.
Most learners will be able to:
 Produce sentences using the present continuous with little support.
Some learners will be able to:
 Express their opinions about future trends building extended sentences.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument.
Demonstrate the ability to participate in a conversation.
Assessment criteria Apply topic related vocabulary in speech appropriately arranging words and phrases
into well-formed sentences.
Employ the rule for using present continuous forms for present and future meaning
and past continuous in the context.
Respecting and protecting the environment.
Value links
Cross curricular
Ecology, Geography.
links
Review Unit 2.
Previous learning
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety
If students are tired, do physical exercise with them.
links
Open the window to refresh the air in the classroom during the break.
Plan
Theme of the lesson:
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write the environment on the
board and elicit or explain the meaning.
Put SS into pairs and give them two minutes to write
down as many words connected to the environment as
they can in English.
Elicit answers and write the words related to the
environment on the board. Point to a couple of words
and ask SS to explain what they mean and why they
are important.
Resources
Main
Activities
Ending the
lesson
Ex.1 p.32. Matching task.
Ex.2 p.32. Questionnaire.
Ex.3 p.32. Gap filling.
Speaking in a form of discussion.
Ex.4 p.32. Induction of the rules from exercises and
explication.
Ex.5 p.32. Gist listening. True/false statements.
Ex.6 p.32. Sentence completion task.
Giving opinions, agreeing and disagreeing.
Extra task. Writing practice.
Giving the hometask. WB p.22
Self-assessment.
Students express their attitude to the lesson and give
self-assessment using the method: “Six thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt... )
 Yellow: What did you like about today's lesson?
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.25
Additional information
difficult to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by
task
(selection
of
learning
materials and resources based on
student strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence
frames,
glossaries,
thinking time. Small group
learning.
By outcome providing challenge,
variety and choice.
Critical thinking
Observe
learners
when
participating in use of English
activities.
Record what they considered they
had learned from the lesson.
Could they express what they had
learned about content and
language? Could they express
which skills they had developed?
Formative assessment is held
through observation/monitoring.
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas.
Short term plan 26
Term 2
Unit 3"Our planet"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Reading: Our responsibility to platen Earth.
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R1 understand the main points in extended texts on a range of unfamiliar
general and curricular topics
9.R9 recognise inconsistencies in argument in extended texts on a range of
general and curricular topics
All learners will be able to:
 Recognize and use words related to the sustainability.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
 Synthesize information from the reading passage about sustainability.
Most learners will be able to:
 Analize the text about sustainability.
Some learners will be able to:
 Provide unprepared, coherent talk about our responsibility to planet Earth.
Express thoughts about the given topic in the conversations.
Use topic appropriate words in justifying their point of view.
Identify the main idea of text on unfamiliar and curricular topics.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument
Respecting and protecting the environment.
Ecology, Geography.
Vocabulary and language focus: Geography and the environment.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write sustainability on the board
and ask SS what they think it means. Elicit or
explain that it means not doing anything that
endangers the environment for future generations.
Ask SS to think of what sort of developments could
cause problems for people in the future.
Elicit ideas and ask other SS if they agree.
Ex.1 p.34. Building background knowledge.
Ex.2 p.34. Detailed reading.
Justifying True/False statements with reference to
the text.
Resources
Board
Projector
Internet
Presentation
Ex.3 p.34. Matching words.
Ex.4 p.34. Expressing opinions (reacting to a text).
Video and images
Handouts with task
CD 1.26
Giving the hometask. WB p.26
Self-reflection.
Ending the
lesson
My
participation
in the lesson
My feelings
and
emotions
during the
lesson
My
difficulties
Valuable
thoughts for
me from the
lesson
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas.
Short term plan 27
Term 2
Unit 3"Our planet"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Language focus: First conditional.
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.S2 ask complex questions to get information on a range of general and
curricular topics
9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative
clauses including prepositions from where, to whom on a range of familiar
general and curricular topics
All learners will be able to:
 Construct the sentences using the first conditional with support.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Construct the sentences using the first conditional to talk about possible
situations with minimal support.
Some learners will be able to:
 Apply the first conditional to talk about a future situation and its
consequences without support.
Discuss a problem in groups and suggest a solution to a problem.
Make up complex interrogative sentences to get information about the topic.
Differentiate between if/unless in first conditional clauses.
Respecting and protecting the environment.
Ecology.
Reading: Our responsibility to platen Earth.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books close, ask: What will happen if you
look for Sealand on the map? Elicit the answer
(You won't find it).
Write on the board: If you look for Sealand on the
map, you won't find it. Ask SS to translate it into
their own language. Elicit or teach that it is a first
conditional sentence.
Ask: Does it refer to a present action, or a possible
action in the future? (a possible action in the
future).
Ex.1 p.35. Induction of the rules from examples and
explication.
Ex.2 p.35. Opening the brackets.
Ex.3 p.35. Completion drill.
Resources
Board
Projector
Internet
Presentation
Ex.4 p.35. Structure-based substitution.
Extra task. Transformation exercise.
Video and images
Handouts with task
Giving the hometask. WB p.23
Self-assessment. How well do I understand?
Ending the
4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas.
Short term plan 28
Term 2
Unit 3"Our planet"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Vocabulary and listening: Government policies.
9.C7 develop and sustain a consistent argument when speaking or writing
9.L2 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Recognize and use verbs for policies by imagining he/she was president
of a country.
 Identify the meaning of the conversation about imagining he/she was
president.
Most learners will be able to:
 Synthesize information from the conversation and use it as the basis for
discussion.
Some learners will be able to:
 Produce a clear, coherent talk about government policies.
Make an argument and evolve reasoning while speaking or writing.
Identify facts and details in extended talks with little support.
Use topic appropriate words in justifying their point of view.
Respecting and protecting the environment.
Ecology, Social studies.
First conditional.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Beginning
the lesson
Main
Activities
Warm up.
With books close, ask: Would you like to be the
president of Kazakhstan? Why? Elicit some ideas.
Ask: What things would you change to help the
environment? Why? Elicit some ideas. Don't worry
at this stage if SS don't use the correct verb forms,
but just concentrate on encouraging them to think
of ideas.
Ex.1 p.36. Conveying the meaning of the words
provided.
Giving opinions, agreeing and disagreeing.
Ex.2 p.36. Listening for global information.
Ticking off items in a list.
Ex.3 p.36. Listening for specific information.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Sentence completion.
Ex.4 p.36. Information transfer.
Ranking (priority) discussion.
Giving the hometask. WB p.24.
Self-assessment.
Plus
Minus
CD 1.27
Interesting
Ending the
lesson
If children liked something at the lesson they put it
into the column “plus”, if they didn’t like or were
bored during some part of the lesson, they can use
the column “minus”, the section “interesting” is for
those activities which were interesting during the
lesson.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more Assessment –
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 29
Term 2
Unit 3"Our planet"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Language focus: First and second conditionals.
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.W3 write with moderate grammatical accuracy on a wide range of familiar
general and curricular topics
9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative
clauses including prepositions from where, to whom on a range of familiar
general and curricular topics
All learners will be able to:
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
 Construct the sentences using second conditional to talk about imaginary
situations with support.
 Identify the difference between first and second conditionals.
Most learners will be able to:
 Construct the sentences using second conditional to talk about imaginary
situations with minimal support.
Some learners will be able to:
 Apply first and second conditionals to talk about what they would do in
likely or unlikely situations without support.
Demonstrate the ability to participate in a conversation.
Demonstrate the ability to write grammatically correct sentences on familiar
topics.
Differentiate between if/unless in first conditional clauses.
Respecting and protecting the environment.
Ecology.
Government policies.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books close, write on the board: If I was
president, ... and elicit an ending to the sentence.
Write the ending so that you have a complete
sentence on the board.
Ask SS to translate the sentence into their own
language and elicit or teach that it is a second
conditional sentences.
Resources
Main
Activities
Ex.1 p.37. Deduction from the
exemplification.
Ex.2 p.37. Multiple choice.
Ex.3 p.37. Situation-response.
Ex.4 p.37. Matching task.
Ex.5 p.37. Structure-based substitution.
Ex.6 p.37. Completion drill.
Asking and answering questions.
Extra task. Extension.
rules
and Board
Projector
Internet
Presentation
Video and images
Handouts with task
Giving the hometask. WB p.25
Ending the
lesson
Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
to them and which pair worked well.
Differentiation –
how do you plan to give more Assessment –
support? How do you plan to how are you planning to check Critical thinking
challenge the more able learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when Students
think
critically,
by task (selection of learning participating in use of English exploring,
developing,
materials and resources based on activities.
evaluating and making choices
student strengths).
Record what they considered about their own and others’
By support. Less able learners they had learned from the ideas
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 30
Term 2
Unit 3"Our planet"
School:
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Speaking: Apologizing.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.L6 deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative
clauses including prepositions from where, to whom on a range of familiar
general and curricular topics
All learners will be able to:
 Recognize and use key phrases for apologizing and expressing regrets.
 Develop their listening skills in the context of apologizing and expressing
regrets.
 Demonstrate the ability to express past and present regrets with I wish
using some support.
Most learners will be able to:
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations practising apologizing without support.
Figure out the content of a conversation with some support in extended talkю
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Differentiate between if/unless in first conditional clauses.
Respecting and protecting the environment.
Social studies.
First and second conditionals.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write I'm sorry on the board and
elicit its meaning. Ask SS in what kinds of
situations they might apologize. Elicit examples and
Resources
Main
Activities
suggestions.
Briefly discuss a few of the scenarios that the SS
suggest. Establish how we feel when we apologize,
and why it is sometimes difficult to apologize.
Elicit the concept of regret and teach the word.
Ex.1 p.38. Picture description (guessing,
speculating, interpreting).
Ex.2 p.38. Gist listening. Comprehension question.
Ex.3 p.38. Focus listening.
Ticking off items.
Guided role play.
Ex.4 p.38. Deduction from the rules and
exemplification.
Ex.5 p.38. Opening the brackets.
Guided role-playing.
Ex.6 p.38. Open role-play. Speaking in a form of a
dialogue.
Giving the hometask. SB ex.6 p.38
Peer-assessment.
Rubric
Criteria
Fluency
5
excellent
Smooth and fluid
speech; few to no
hesitations;
no
attempts to search
for words; volume is
excellent.
4
Good
Smooth and fluid
speech;
few
hesitations; a slight
search for words;
inaudible word or
two.
3
fair
Speech is relatively
smooth;
some
hesitation
and
unevenness caused
by rephrasing and
searching for words;
volume wavers.
Speech is frequently
hesitant with some
sentences
left
uncompleted;
volume very soft.
Ending the
lesson
2
poor
Pronunciation
and accent
Pronunciation
is
excellent;
good effort at
accent
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.28, 1.29
Vocabulary
Grammar
A wide range
of well-chosen
vocabulary
Accuracy
&
variety
of
grammatical
structures
Pronunciation
is good; good
effort at accent
Good range of
relatively wellchosen
vocabulary
Pronunciation
is okay; Some
effort
at
accent, but is
definitely nonnative
Pronunciation
is lacking and
hard
to
understand; No
effort towards
a native accent
Vocabulary
range
is
lacking
Some errors in
grammatical
structures
possibly
caused
by
attempt
to
include
a
variety.
Frequent
grammatical
errors that do
not
obscure
meaning; little
variety
in
structures
Frequent
grammatical
errors even in
simple
structures that
at
times
obscure
meaning.
Additional information
difficult to them and which pair worked well.
Basic
vocabulary
choice
with
some
words
clearly lacking
Pair work
(interaction)
Actively
supports,
engages,
listens
and
responds to the
partner. Takes
a leading role.
Makes
an
effort
to
interact with
the partner but
doesn't take a
leading role.
Some effort to
interact with
the partner but
doesn't take a
leading role.
Limited
interaction
with
the
partner.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 31
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Term 2
Unit 3"Our planet"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Writing: An opinion essay.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R1 understand the main points in extended texts on a range of unfamiliar
general and curricular topics
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.UE6 use relative, demonstrative, indefinite, quantitative pronouns and a
variety of reflexive pronoun structures on a range of familiar general and
curricular topics
All learners will be able to:
 Examine the general writing structure of an opinion essay.
 Recognize and use references, pronouns and key phrases for writing an
opinion essay.
Most learners will be able to:
 Express their ideas in writing an opinion essay with minimal support.
Some learners will be able to:
 Express their ideas in writing an opinion essay without support.
Use topic appropriate words in justifying their point of view.
Identify the main idea of text on unfamiliar and curricular topics.
Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Differentiate between relative pronouns including who, which, where, why.
Respecting and protecting the environment.
Social studies.
Apologizing.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Focus on the photo. Ask: how old do you think this
girl is? What is she doing? Elicit some ideas, and
elicit or teach the word straw.
Resources
Ask: At what age can you ride a scooter? Elicit the
answer, then ask: Should the government stop
people using them? Elicit a range of ideas.
Main
Activities
Ex.1 p.39. Skimming. Questioning.
Ex.2 p.39. Sorting exercise.
Ex.3 p.39. Matching task.
Ex.4 p.39. Writing guide.
Questioning in groups.
Sharing ideas.
Structuring.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Giving the hometask. WB p.27
Peer-assessment.
Rubric
Category
Ideas
5
The
writer's
opinion is very
clear.
Reasons
and
some
specific
examples
are
given.
4
The
writer's
opinion is clear.
Reasons
and
some examples
are given.
Organization
The writing has a
clear introduction
and conclusion.
Reasons
and
examples
are
grouped into a
body that makes
sense.
Many
linking
words are used
effectively
to
connect
the
reasons
and
examples.
The writer uses
precise,
wellchosen
words
(especially
adjectives
and
adverbs).
The
writer's
words
give
a
clear message.
Sentence
structures
are
varied
and
interesting.
Sentence
structures
include
compound
sentences.
The
writer
sounds
very
convincing.
The point of view
is
clear
and
consistent.
The writing is
respectful
without sounding
too formal or
stiff.
There
are
no
mistakes
in
capitalization,
punctuation, or
spelling.
The
writing is very
easy to read.
The writing has
an
introduction
and a conclusion.
Reasons
and
examples
are
grouped into a
body that mostly
makes
sense.
Some
linking
words are used
to connect the
reasons
and
examples.
Word choice
Ending the
lesson
Sentence
Fluency
Voice
Conventions
3
The
writer's
opinion is fairly
clear.
A few reasons
are given, but
specific
examples
may
not be given.
The writing may
be missing an
introduction. The
writing may be
missing
a
conclusion. Some
reasons
are
grouped into a
body. Few linking
words are used.
2
The
writer's
opinion is not
very clear.
Reasons are not
given or don't
make sense.
1
The
writer's
opinion
cannot
be determined.
The writing does
not
have
an
introduction or a
conclusion.
Reasons
are
missing
or
disorganized.
Linking
words
are missing or
used incorrectly.
The writing is
very
poorly
organized
and
hard to follow.
Some
words,
including
adjectives
and
adverbs,
are
precise.
The message is
clear.
Many words are
vague or poorly
chosen.
The
message
may
be
confusing
in
parts.
Many vague or
unclear
words
are used.
These
word
choices
make
most
of
the
message hard to
understand.
Many words are
used incorrectly.
The message is
not clear.
Some
of
the
sentence
structures
are
varied
and
interesting.
A
compound
sentence may be
used.
Many sentences
share the same
structure.
All
sentences
share a similar
structure.
Sentences
fragments
run-ons.
Sentences
written
incorrectly.
The
writer
sounds
convincing some
of the time.
The point of view
is
somewhat
consistent.
A few places may
sound too stiff or
informal.
The writer isn't
very convincing.
The point of view
may shift.
The writing may
sound too stiff in
some places. The
writing
may
sound
too
informal in other
places.
There
are
mistakes
in
capitalization,
punctuation, and
spelling.
Mistakes
make
the
paper
difficult to read.
There are some
mistakes
in
capitalization,
punctuation, or
spelling.
The
writing
is
somewhat easy
to read.
Additional information
difficult to them and which pair worked well.
are
or
are
The writer does
not
sound
convincing.
The point of view
changes a lot.
The
writing
sounds too stiff
or informal.
The writer does
not express an
opinion.
The point of view
cannot
be
determined.
There are many
mistakes
in
capitalization,
punctuation, and
spelling.
Mistakes
cause
confusion for the
reader.
The writing has
not been edited.
It is very hard to
read.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 32
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Term 2
Unit 3"Our planet"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
My country: Our planet.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
9.UE12 use an increased variety of comparative degree adverb structures with
regular and irregular adverbs use a variety of pre-verbal, post-verbal and endposition adverbs on a range of familiar general and curricular topics
All learners will be able to:
 Summarize information from the text about a journey through BetpakDala.
 Recognize how adverbs modify adjectives and where adverbs are used in
a sentence.
 Identify adverb use in a text.
Most learners will be able to:
 Analyze information from the text about a journey through Betpak-Dala
and use it as a basis for discussion.
Some learners will be able to:
 Plan, write and edit a diary describing the journey.
Form ideas effectively and demonstrate the ability to express them clearly
Find particular facts and parts in reading passage,
Apply pre-verbal, post-verbal and end-position adverbs accurately.
Respecting and protecting the environment.
Social studies.
An opinion essay.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Ask SS if they have visited the area between Lake
Balkhash and the Sarysu River. What did they see
and do there?
Ask the whole class what they know about the area
and what they think it is like and what wildlife you
Resources
can see there.
Ex.1 p.40. Building background knowledge.
Ex.2 p. 40. Detailed reading.
Table completion.
Main
Ex.3 p. 40. Recognizing language structures.
Activities Ex.4 p. 40. Induction of the rules from examples
and explication.
Ex.5 p. 40. Sequencing words.
Ex.6 p. 40. Writing practice. Creative exercise.
Giving the hometask. SB ex.6 p.40
“Cinquain” is a five-line poem based on the
content of the material under the study.
Ending the Line 1 – One-word title (Kazakhstan).
Line 2 – Two adjectives for describing that word.
lesson
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.30
Additional information
difficult to them and which pair worked well.
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?
Differentiation can be achieved
by task (selection of learning
materials and resources based on
student strengths).
By support. Less able learners
will be supported through stepby-step instructions, graphic
organizers, sentence frames,
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Observe
learners
when
participating in use of English
activities.
Record what they considered
they had learned from the
lesson. Could they express what
they had learned about content
and language? Could they
express which skills they had
developed?
Formative assessment is held
through observation/monitoring.
Short term plan 33
Term 2
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Unit 3"Our planet"
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
CLIL: Ecology: Solving an ecology problem.
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
9.R4 read a range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics
All learners will be able to:
 Develop their reading skills in the context of recycling.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Express their ideas about recycling situation in a city.
Some learners will be able to:
 Present a solution to a rubbish problem.
Convey fantasy ideas and experiences including emotions and senses.
Find particular facts and parts in reading passage.
Skim the extended fiction or non-fiction texts to identify the general information.
Respecting and protecting the environment.
Ecology, Social studies.
My country: Our planet.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, ask: Is there anything you
would like to change about your school? Elicit
some ideas and then ask: What can you do to make
your school change?
Ask: Do you think SS should have more power to
make changes in their school? Elicit some ideas,
and encourage SS to join in and express their
opinions.
Ex.1 p.41. Brainstorming the topic.
Board
Sorting exercise.
Projector
Ex.2 p.41. Questions for personal response.
Internet
Resources
Detailed reading.
Checking comprehension.
Ex.3 p.41. Questions about the topic to discuss.
Ex.4 p.41. Problem-solving discussion.
Giving the hometask. WB p.28
Self-assessment.
Pair share
At the end of a lesson learners share with their
Ending the partner:
lesson 
Three new things they have learnt:
 What they found easy
 What they found difficult
 Something they would like to learn in the
future.
Presentation
Video and images
Handouts with task
CD 1.31
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 35
Term 2
Unit 3"Our planet"
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Review. Unit 3.
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.L8 begin to recognise inconsistencies in argument in extended talk on a
growing range of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative
clauses including prepositions from where, to whom on a range of familiar
general and curricular topics
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Demonstrate learned grammar and vocabulary about environment with
sure.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Differentiate between if/unless in first conditional clauses.
Respecting and protecting the environment.
Ecology.
CLIL: Politics: High school elections.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Ex.1 p.42. Substitution drill.
Board
Ex.2 p.42. Matching task.
Projector
Resources
Ex.3 p.42. Sequencing words.
Ex.4 p.42. Opening the brackets.
Ex.5 p.42. Paraphrasing.
Ex.6 p.42. Filling in the blanks.
Ex.7 p.42. Focus listening. Justifying true/false
statements with reference to the text.
Giving the hometask. SB p.43
Peer-assessment.
Two stars and a wish.
You did a really good job on…
I really like how you…
My favorite part was when…
Ending the
I think the best thing about it is…
lesson
Internet
Presentation
Video and images
Handouts with task
CD 1.32
Maybe you could…
I also think you might want to…
I wish you would have…
It would also be great if…
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 36
Term 2
Unit 3"Our planet"
School:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Project: A community project.
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.R1 understand the main points in extended texts on a range of unfamiliar
general and curricular topics
9.W1 plan, write, edit and proofread work at text level with little or no support on
a range of general and curricular topics
All learners will be able to:
 Plan, write and edit a community project with support.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Plan, write and edit a community project with minimal support.
Some learners will be able to:
 Plan, write and edit a community project without support.
Discuss a problem in groups and suggest a solution to a problem.
Identify the main idea of text on unfamiliar and curricular topics.
Make a clear plan of writing; Write a text; Check the written draft.
Respecting and protecting the environment.
Ecology, Social studies.
Review. Unit 3.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Ask SS if they know of any community projects
near where they live.
Ask them what the projects do and if they know of
what they have achieved.
Ex.1 p.43. Prediction based on the slogan, pictures.
Ex.2 p.43. Skimming.
Matching headings with sections.
Ex.3 p.43. Brainstorming.
Generating ideas.
Illustration.
Giving presentation.
Feedback on the project.
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Giving the hometask. WB p.29
Self-assessment.
“Five”. Children draw a picture of their hand and
write the most important things about the
Ending the
lesson on each finger. The thumb lesson
something interesting, the index finger something difficult, the middle one something that was not enough, the ring
finger - the mood, the little finger - the suggestions.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 37
Term 2
Unit 4 "Charities and conflict"
Date:
School:
Teacher’s name:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Grade 9
Number present:
Theme of the lesson:
Morals.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE5 use questions including prepositions at what time, in which direction,
from whose on a range of familiar general and curricular topics
9.UE11 use an increased variety of reported speech forms for statements,
questions and commands: including indirect and embedded questions with know,
wonder on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use phrases to do with honesty and morals.
 Do a questionnaire on rights and wrongs.
 Produce sentences making requests with support.
Most learners will be able to:
 Produce sentences making requests with minimal support.
Some learners will be able to:
 Demonstrate the ability to request something and report someone's
request with fluency.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Demonstrate the ability to ask a variety of questions in different tenses.
Apply the rule for reported speech forms for statements in the context.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
A community project.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, write Right and Wrong on the
board and elicit the meaning. Ask: What things is it
wrong to do? Elicit some answers, e.g. stealing,
murder, etc.
Put SS into pairs and give them two minutes to
write down as many things as they can that are
wrong. Encourage them to think about small things
Resources
Main
Activities
Ending the
lesson
that we do every day, as well as actual crimes.
Ex.1 p.44. Filling in the blanks. Checking students'
answers.
Ex.2 p.44. Asking and answering questions.
Ex.3 p.44. Guided reading. Situation-response.
Ex.4 p.44. Table completion.
Ex.5 p.44. Multiple choice.
Ex.6 p.44. Transformation exercise.
Ex.7 p.44. Listening comprehension. Activating
language.
Ex.8 p.44. Practice structures.
Extra task. Individual sentences.
Giving the hometask. WB p.30
Self-reflection.
My
participation
in the lesson
My feelings
and
emotions
during the
lesson
My
difficulties
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 2.01, 2.02
Valuable
thoughts for
me from the
lesson
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 38
Term 2
Unit 4 "Charities and conflict"
Date:
School:
Teacher’s name:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Grade 9
Number present:
Theme of the lesson:
Charities.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
All learners will be able to:
 Comprehend the text about a charity.
 Recognize and use collocations with make and do.
Most learners will be able to:
 Interpret a text about a charity and use it as a basis for discussion.
Some learners will be able to:
 Express their opinions on being honest with fluency building extended
sentences.
Express thoughts about the given topic in the conversations.
Use topic appropriate words in justifying their point of view.
Find particular facts and parts in reading passage.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Morals.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Beginning
With books closed elicit what charities do. (Give
the lesson
help usually to people, animals or the environment).
Ask SS what charities they know and what those
charities do.
Ask SS which charities they think are best.
Ex.1 p.46. Predicting based on the title, pictures.
Gist reading.
Ex.2 p.46. Detailed reading.
Main
Completing gapped text with sentences.
Activities
Ex.3 p.46. Substitution drill.
Ex.4 p.46. Blank-filling.
Ex.5 p.46. Speaking in a form of discussion.
Ending the Giving the hometask. WB p.34
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 2.03
lesson
Self-assessment.
KWL
Know
Want to know
Learnt
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 39
Term 2
Unit 4 "Charities and conflict"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Reported speech: tense changes.
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.W3 write with moderate grammatical accuracy on a wide range of familiar
general and curricular topics
9.UE11 use an increased variety of reported speech forms for statements,
questions and commands: including indirect and embedded questions with know,
wonder on a range of familiar general and curricular topics
All learners will be able to:
 Comprehend tense changes in reported speech.
 Demonstrate the ability to transport direct speech to reported speech with
support.
Most learners will be able to:
 Demonstrate the ability to transport direct speech to reported speech with
minimal support.
Some learners will be able to:
 Demonstrate the ability to transport direct speech to reported speech
without support.
Demonstrate the ability to participate in a conversation.
Demonstrate the ability to write grammatically correct sentences on familiar
topics.
Apply the rule for reported speech forms for statements in the context.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Charities.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Beginning Warm up.
the lesson With books closed, ask SS to think again about the
text about a charity. Ask SS how some of the
injured soldier mentioned in the text felt about the
games.
Ex.1 p.47. Induction of the rules from examples and
explication.
Main
Ex.2 p.47. Blank-filling.
Activities Ex.3 p.47. Transformation exercise.
Ex.4 p.47. Situation-response.
Extra task. Individual sentences.
Ending the Giving the hometask. WB p.31.
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
lesson
Self-assessment. How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 40
Term 2
Unit 4 "Charities and conflict"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Vocabulary and listening: Reporting verbs.
9.C6 organise and present information clearly to others
9.L1 understand the main points in unsupported extended talk on a wide range of
general and curricular topics
9.L8 begin to recognise inconsistencies in argument in extended talk on a
growing range of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
wide increased range of general and curricular topics
All learners will be able to:
 Recognize and use reporting verbs.
 Develop their listening and reading skills in the context of famous
protests.
Most learners will be able to:
 Interpret information from a radio programme about famous protests and
use it as the basis for discussion.
Some learners will be able to:
 Produce a clear, coherent talk about protests.
Form ideas effectively and demonstrate the ability to express them clearly.
Identify the main idea in extended talks with little support.
Find claim, reasons and evidence in the text to recognise inconsistencies in
argument.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Reported speech: tense changes.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Focus on the photo and elicit that it shows a
demonstration. Ask SS to look carefully and say
what the people are protesting against. Elicit a
range of ideas.
Ex.1 p.48. Matching words.
Ex.2 p.48. Conveying the meaning. Multiple
choice.
Ex.3 p.48. Structure based substitution.
Ex.4 p.48. Transportation exercise.
Ex.5 p.48. Gist listening. Judging whether some
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
statements about the listening text are true or false. CD 2.04, 2.05
Ex.6
p.48.
Information
search.
Giving
presentations.
Giving the hometask. WB p.32
Self-assessment.
“Five”. Children draw a picture of their hand and
write the most important things about the
Ending the
lesson on each finger. The thumb lesson
something interesting, the index finger
- something difficult, the middle one something that was not enough, the ring
finger - the mood, the little finger - the suggestions.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 41
Term 2
Unit 4 "Charities and conflict"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Number absent:
Theme of the lesson:
Reported and indirect questions.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.W3 write with moderate grammatical accuracy on a wide range of familiar
general and curricular topics
9.UE5 use questions including prepositions at what time, in which direction,
from whose on a range of familiar general and curricular topics
9.UE11 use an increased variety of reported speech forms for statements,
questions and commands: including indirect and embedded questions with know,
wonder on a range of familiar general and curricular topics
All learners will be able to:
 Identify the difference between reported and indirect questions.
 Construct reported questions with support.
Most learners will be able to:
 Construct reported questions with minimal support.
Some learners will be able to:
 Construct reported questions without support.
Demonstrate the ability to participate in a conversation.
Demonstrate the ability to write grammatically correct sentences on familiar
topics.
Demonstrate the ability to ask a variety of questions in different tenses.
Apply the rule for reported speech forms for statements in the context.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Reporting verbs.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
With books closed, briefly revise reported speech.
Elicit some examples of direct speech, and ask
different SS to change the direct sentences into
reported speech.
Elicit the rules for reported speech. If necessary
prompt SS by asking about tenses, and any other
changes (pronouns).
Ex.1 p.49. Induction of the rules from examples and
explication.
Ex.2 p.49. Multiple choice.
Ex.3 p.49. Transformation exercise.
Ex.4 p.49. Writing practice.
Ex.5 p.49. Deduction from the rules and
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
exemplification.
Ex.6 p.49. Asking and answering questions.
Ex.7 p.49. Improvising a conversation.
Extra task. Writing practice.
Giving the hometask. WB p.33
Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term plan 42
Term 2
Unit 4 "Charities and conflict"
School:
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Speaking: Explaining and clarifying situations.
Number absent:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
9.L1 understand the main points in unsupported extended talk on a wide range of
general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Develop their listening skills in the context of someone explains and clarifies a
situation.
 Recognize key phrases for explaining and clarifying a situation.
Most learners will be able to:
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations explaining and clarifying a situation without support.
Identify the main idea in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases
into well-formed sentences.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Reported and indirect questions.
Smart board for showing a presentation, getting additional information, playing the
audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Ending the
lesson
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Ask SS if they have ever been found out for giving an
excuse when they couldn't do something, for example
said they are going to their grandparents' house, only for
someone to see them at a party.
Ask them why they made the excuse in the first place.
Was it because they didn't want to do something or was
it because their plans changed?
Ex.1 p.50. Guessing, speculating, interpreting pictures.
Ex.2 p.50. Gist listening.
Comprehension questions.
Ex.3 p.50. Ticking off items.
Guided role play.
Ex.4 p.50. Practise structures. Substitution drill. Guided
role-play.
Ex.5 p.50. Open role-play.
Giving the hometask. SB p.50 ex.5
Peer-assessment.
Rubric
Criteria
Fluency
Pronunciation
and accent
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 2.06, 2.07
Vocabulary
Grammar
Pair work
(interaction)
5
excellent
Smooth and fluid
speech; few to no
hesitations;
no
attempts to search
for words; volume is
excellent.
Pronunciation
is
excellent;
good effort at
accent
A wide range
of well-chosen
vocabulary
Accuracy
&
variety
of
grammatical
structures
4
good
Smooth and fluid
speech;
few
hesitations; a slight
search for words;
inaudible word or
two.
Pronunciation
is good; good
effort at accent
Good range of
relatively wellchosen
vocabulary
3
fair
Speech is relatively
smooth;
some
hesitation
and
unevenness caused
by rephrasing and
searching for words;
volume wavers.
Vocabulary
range
lacking
2
poor
Speech is frequently
hesitant with some
sentences
left
uncompleted;
volume very soft.
Pronunciation
is okay; Some
effort
at
accent, but is
definitely nonnative
Pronunciation
is lacking and
hard
to
understand;
No
effort
towards
a
native accent
Some errors in
grammatical
structures
possibly
caused
by
attempt
to
include
a
variety.
Frequent
grammatical
errors that do
not
obscure
meaning; little
variety
in
structures
is
Basic
vocabulary
choice
with
some
words
clearly lacking
Frequent
grammatical
errors even in
simple
structures that
at
times
obscure
meaning.
Actively
supports,
engages, listens
and responds to
the
partner.
Takes a leading
role.
Makes an effort
to interact with
the partner but
doesn't take a
leading role.
Some effort to
interact with the
partner
but
doesn't take a
leading role.
Limited
interaction with
the partner.
Additional information
to them and which pair worked well.
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?
Differentiation can be achieved by
task (selection of learning materials
and resources based on student
strengths).
By support. Less able learners will
be supported through step-by-step
instructions, graphic organizers,
sentence frames, glossaries, thinking
time. Small group learning.
By outcome providing challenge,
variety and choice.
Observe
learners
when
participating in use of English
activities.
Record what they considered they
had learned from the lesson. Could
they express what they had learned
about content and language? Could
they express which skills they had
developed?
Formative assessment is held
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring, developing, evaluating
and making choices about their
own and others’ ideas
Short term plan 43
Term 2
Unit 4 "Charities and conflict"
School:
Date:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Writing: A narrative.
Number absent:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment criteria
Value links
Cross curricular
links
Previous learning
Intercultural
awareness
Health and Safety
9.R1 understand the main points in extended texts on a range of unfamiliar general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.W9 punctuate written work at text level on a range of familiar general and curricular
topics with a good degree of accuracy
All learners will be able to:
 Comprehend the general writing structure of a model text.
 Recognize and use key phrases for writing a narrative.
 Demonstrate the correct use of punctuation in dialogues.
Most learners will be able to:
 Write a narrative with dialogue using writing guide.
Some learners will be able to:
 Express their ideas in writing a narrative with dialogue without support.
Identify the main idea of text on unfamiliar and curricular topics.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Use punctuation marks in a piece of writing.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Explaining and clarifying situations.
Smart board for showing a presentation, getting additional information, playing the
audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Main
Activities
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Focus on the photo and the title of the text. Ask: What
has happened? How do you think it happened? Who do
you think did it? Elicit a range of ideas.
Ask: Do you think the people who did this will admit it?
Why? Elicit some answers, but don't confirm or reject
any yet.
Ex.1 p.51. Skimming. Questioning.
Ex.2 p.51. Sequencing.
Ex.3 p.51. Transformation exercise.
Ex.4 p.51. Writing guide.
Questioning in groups.
Sharing ideas.
Structuring.
Resources
Board
Projector
Internet
Presentation
Video and images
Handouts with task
Giving the hometask. WB p.35
Peer-assessment. Rubric
Category
Ideas
4
All ideas were
expressed in a
clear
and
organized way. It
was easy to figure
out
what
a
narrative
was
about.
3
Most ideas were
expressed in a
pretty
clear
manner, but the
organization could
have been better.
Format
Complies with all
the requirements
for a narrative.
Sentences and
Paragraphs
Sentences
and
paragraphs
are
complete,
wellconstructed and of
varied structure.
Grammar &
spelling
Writer makes few
or no errors in
grammar
or
spelling.
Complies
with
most
of
the
requirements for a
narrative.
Most sentences are
complete
and
well-constructed.
Paragraphing
is
generally
done
well.
Writer
makes
some errors in
grammar and/or
spelling but the
errors
do
not
impede
understanding.
Ending the
lesson
2
Ideas
were
somewhat
organized,
but
were not very
clear. It took more
than one reading
to figure out what
the narrative was
about.
Complies
with
several of the
requirements for a
narrative.
Some
sentences
are complete and
well-constructed.
Paragraphing
needs some work.
Writer
makes
quite a lot of
errors in grammar
and/or spelling
1
The essay seemed
to be a collection
of
unrelated
sentences. It was
very difficult to
figure out what the
narrative
was
about.
Complies with few
of
the
requirements for a
narrative.
Many
sentence
fragments or runon sentences and
paragraphing
needs lots of work.
Writer makes very
frequent errors in
grammar and/or
spelling.
Additional information
difficult to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe
learners
when
task (selection of learning materials participating in use of English
and resources based on student activities.
strengths).
Record what they considered they
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring, developing, evaluating
and making choices about their
own and others’ ideas
Short term plan 45
Term 2
Unit 4 "Charities and conflict"
Date:
Grade 9
School:
Teacher’s name:
Number present:
Number absent:
Theme of the lesson:
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
My country: Charities and conflict.
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
wide increased range of general and curricular topics
9.UE15 use infinitive forms after a growing number of adjectives and verbs; use
gerund forms after a growing variety of verbs and prepositions; use an increased
variety of prepositional verbs and phrasal verbs on a range of familiar general
and curricular topics
All learners will be able to:
 Recognize and use phrases to talk about why you do something.
 Comprehend verb patterns verb + (object) + infinitive with to.
 Develop their reading skills in the context of a blog post about charity
work.
Most learners will be able to:
 Synthesize the information from a blog post about charity work and use
it as the basis for discussion.
Some learners will be able to:
 Talk with fluency about which charity to donate money to.
Find particular facts and parts in reading passage.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Differentiate between usage of infinitive and gerund forms after a limited variety
of verbs, adjectives and prepositions
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
Writing: A narrative.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Books closed. In pairs, SS think about why
someone might want to work for a charity and
what qualities someone working or a charity
should have.
Ask them to think about a particular type of
charity. For example, for a medical charity,
Resources
someone might want to help people who are in
great difficulty. If they work a s as doctor or nurse,
they would need medical training and the ability to
work in difficult situations.
Ex.1 p.52. Building background knowledge.
Ex.2 p.52. Detailed reading. Comprehension
questions.
Main
Ex.3 p.52. Induction of the rules from examples
Activities and explication.
Ex.4 p.52. Recognition exercise.
Ex.5 p.52. Opening the brackets.
Ex.6 p.52. Improvising a conversation.
Giving the hometask. SB p.52 ex.6
Self-reflection.
Ending the Most ……. thing
lesson
Ask learners what was the most, e.g. useful,
interesting, surprising, etc. thing they learned
today.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 2.08
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Short term plan 47
Term 2
Unit 4 "Charities and conflict"
Date:
School:
Teacher’s name:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Grade 9
Number present:
Theme of the lesson:
CLIL: History: The Berlin Wall.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Number absent:
9.L6 deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Develop their reading and listening skills in the context of people talking
about their personal experiences of the Berlin Wall.
Most learners will be able to:
 Synthesize the information about the Berlin Wall and use it as the basis
for discussion.
Some learners will be able to:
 Express with fluency their ideas about life with a dividing wall in KZ.
Reach an answer or a decision by identifying the content of the extended talk.
Find particular facts and parts in reading passage.
Speak coherently and in detail about the given topic, referring to personal
experience whenever possible.
Use topic appropriate words in justifying their point of view.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies, History.
My country: Charities and conflict.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Planned activities
Beginning
the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up.
Focus on the photo on p.53 and elicit that it shows
the Berlin Wall.
Ask SS what they know about the Berlin Wall.
Point out or elicit that the photo is from the fall of
the wall. Elicit facts that SS know and then ask:
What do you think life was like for people when the
wall was there? How do you think people felt when
the wall came down? Elicit some ideas and
encourage SS to express their opinions.
Resources
Main
Activities
Ending the
lesson
Ex.1 p.53. Conveying the meaning of new words
through definitions. Blank-filling.
Ex.2 p.53. Gist reading.
Ex.3 p.53. Detailed reading. Comprehension
questions.
Ex.4 p.53. Focus listening.
Identifying situations and people.
Ex.5 p.53. Expressing opinion (reacting to a text).
Giving the hometask. WB p.36
Self-assessment.
Students attach their boat in the appropriate area of
the map that reflects their emotions and mood after
the lesson.
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 2.09, 2.10
Moo
d
Isla
ND
ISL
ISLA E OF
Sad EXPEC nds
OF
AND
ND
BER
ENC
MU
the
JO
ANXI
OUR
DA
Yisla ENLI
ETY
AGI
THE
PERPL
TRI
IS
GHTE
THE
ISLA
NG
ISLA
nd
AN
EXIN
LA
NME
NDISLA
ND
GLE
G
of NT
ND
PLEASUR
ISLA
UNC
TATI
nes ISLAND
Additional information ND
ERT
difficult to them andON
which pair worked
well.
Differentiation – s
Assessment –AIN
how do you plan to give more
how are you planning to check
support? How do you plan to
TY
learners’ learning?
challenge the more able
learners?
Differentiation can be achieved
by task (selection of learning
materials and resources based on
student strengths).
By support. Less able learners
will be supported through stepby-step instructions, graphic
organizers, sentence frames,
glossaries, thinking time. Small
group learning.
By outcome providing challenge,
variety and choice.
Short term plan 48
Observe
learners
when
participating in use of English
activities.
Record what they considered
they had learned from the
lesson. Could they express what
they had learned about content
and language? Could they
express which skills they had
developed?
Formative assessment is held
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Term 2
Unit 4 "Charities and conflict"
Date:
School:
Teacher’s name:
Grade 9
Number present:
Theme of the lesson:
Review. Unit 4. Skills round-up.
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.L2 understand most specific information in unsupported extended talk on a
wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
wide increased range of general and curricular topics
9.W2 write independently about factual and imaginary past events, activities
and experiences on a range of familiar general and curricular topics
9.UE11 use an increased variety of reported speech forms for statements,
questions and commands: including indirect and embedded questions with know,
wonder on a range of familiar general and curricular topics
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Lesson objectives
Assessment
criteria
Value links
Cross curricular
links
Previous learning
Use of ICT
Health and Safety
Most learners will be able to:
 Demonstrate learned grammar and vocabulary about charities and
conflict in dialogues with sure.
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Provide unprepared speech talking about charities and conflict.
Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Apply the rule for reported speech forms for statements in the context.
Helping others. Learning to compromise. Respecting yourself and others.
Social studies.
CLIL: History: The Berlin Wall.
Smart board for showing a presentation, getting additional information, playing
the audio, video files.
Switch off the active board if you do not use it.
If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
timings
Beginning
the lesson
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
Resources
students know what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the
teachers asks students to start the lesson giving
each other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Ex.1 p.54. Substitution drill.
Ex.2 p.54. Blank-filling.
Ex.3 p.54. Multiple choice.
Ex.4 p.54. Opening the brackets.
Ex.5 p.54. Transformation exercise.
Main
Ex.6 p.54. Choose the best answer, a, b or c.
Activities
Ex.1 p.55. Talking about pictures related to the
topic.
Ex.2 p.55. Gist listening. Comprehension
questions.
Ex.4-5 p.55. Iimprovising a conversation.
Giving the hometask. WB p.37
Peer-assessment.
Ending the Two stars and a wish.
 You did a really good job on ...
lesson
 I really like how you ...
 Maybe you could ...
Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 2.12
Additional information
difficult to them and which pair worked well.
Differentiation –
how do you plan to give more
Assessment –
support? How do you plan to
how are you planning to check
challenge the more able
learners’ learning?
learners?
Differentiation can be achieved Observe
learners
when
by task (selection of learning participating in use of English
materials and resources based on activities.
student strengths).
Record what they considered
By support. Less able learners they had learned from the
will be supported through step- lesson. Could they express what
by-step instructions, graphic they had learned about content
organizers, sentence frames, and language? Could they
glossaries, thinking time. Small express which skills they had
group learning.
developed?
By outcome providing challenge, Formative assessment is held
variety and choice.
through observation/monitoring.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term lesson plan III term (the ninth grade)
20019 – 2020 school year
Unit of a long term plan: Unit 5.
School:
Reading for pleasure.Lesson plan 49
Date:
CLASS: 9
Lesson title
Learning
objectives(s)
Lesson objectives
Level of thinking
Assessment criteria
Teacher's name:
Number present:
absent:
Vocabulary and language Focus. Literary genres. p.56 – p.57
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L1 understand the main points in unsupported extended talk on a
wide range of general and
curricular topics, including talk on a limited range of unfamiliar topics
9.S1 use formal and informal language registers in their talk on a range
of general and curricular topics
9.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
9.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple
describing literary genres.
 Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions;
describe the plot of the book using active vocabulary.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about genres of books.
Higher order thinking skills (according to the revised Bloom's
taxonomy).
 Listen to the given text of description of activities and identify
the general information.
 Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Target language
Literature, Stylistics, genres, novel (gothic) contemporary, to involve
in, to be good for.
Values links
Responsibility, Global Citizenship, Respect and Love to people and
school, Care to modern technology.
Cross-curricular
links
Literature, Stylistics, Social Science, Psychology, Information
Technology, Sport and Health Care.
Previous learning
Vocabulary relating to genres and types of literature, the meaning of
reading books nowadays.
Plan
Planned
timings
Start
3 min
Planned activities (replace the notes below
Resources
with your planned activities)
The lesson greeting. Pre-learning (W)
Teacher greets the class and suggests playing
the game to the learners. Teacher explains the
rules for this game.
Slide (useful phrases)
 Game “Back to Blackboard” Rules:
One person stands back to the portraits of
famous writers of different countries ;
Classmates should not call the name of a writer
but try to speak about his/her book;
Classmates can give some associations with
the book ;
Classmates can mime the plot of the book ;
Classmates can sing some lines from the songs. Pictures
 Teacher can organize competition PPT
between two teams, when the first team
mimes, the second should guess the
famous person.
1.
Whiteboard
5 min
Main part
15 min
The teacher sets the lesson objectives, letting
students know what to anticipate from the
lesson.
Warm up. Free talk about literature and books.
Look at the portraits of some writers and name
the books you read at the lessons. How many
books do you read a year? When did
paperbacks first appear?
Lead-in (W, I)
 Vocabulary work
Revise the genres of books pupils know
making a listby asking students to add more
words to the list they already guessed.
Brainstorm with the class and write words on
the board as pupils call it out.
Organise the class into four teams. Ask a
student to come to the front of the class and
give him/hersubject card. (E.g. Fiction). Say
Writing
Worksheet
Whiteboard
Writing
Worksheet
the whole class can ask a maximum of 10
questions to discover a subject. He/she can
only give Yes or No answers. Demonstrate the
question types and their short answer forms:
Student Book p.56
Student Book p.56
Pictures" Test your
knowledge" on genres of
literature.
Name the genres of books. Ex. 2 – 3 p.56.
Read the information about genres and describe
them with complex nouns from the table. Ex.4 CD 2.13
p.5
Genre
detective
poem
Description
thought - provoking
Writing
Worksheet
Student Book p.57
PRE - LISTENING TASK:
Ex.4 p.57( Check the meaning of phrases
and add your word - combinations from ex.3):
Contemporary detective story
While - listening task: listen to two people
talking about the books. Which of them are
they talking about? In pairs ask questions to get
more details.
Answers: 1.Call of the wind
2.Daffodill
3.Wuthering Heights
4. Persuasion
5. The Prince and the Pauper.
Venn Diagram
Compare two books according to their
description in Ex.4 and complete the diagram.
Use compound nouns while describing a
book.
Ex.7 CD 2.13
Give definitions to:
convincing, fast – paced, gripping, imaginative,
thought – provoking, humorous, contemporary.
(W.B. Ex.1-2 p.38).
The teacher has brought some English books
from the library, ask the pupils about the
genres. St.s try to describe them and tell the
teacher what book they would like to read and
Writing
make a presentation at the end of this unit.
Worksheet
English Books
End
3 min.
Home task.
Slide (Homework)
WB p.38
Students express their attitude to the lesson and Slide "Six thinking hats"
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's
learning in different subjects?
 Red: How do you feel about your work
today?
 White: What have you leant today?
 Black: What were the weaknesses of
your work?
 Blue: How much progress have you
made in this lesson? (Now I can, I still
need to work on, I've improved in,
today I learnt...)
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation – how Assessment – how are Health and safety check
do you plan to give you planning to check
more support? How do learners’ learning?
you plan to challenge
the
more
able
learners?
Differentiation can be
achieved
through
content (Based on the
theory of Multiple
Intelligences different
tasks are used with the
same text).
By support:
Less able learners will
be supported through
step-be-step
instructions, glossaries,
thinking time.
Assessment criteria:
 Read the given
passage and identify the
general information.
 Demonstrate skills
of
organizing
and
expressing
ideas
accurately.
 Illustrate
a
viewpoint in a discussion.
Descriptors:
A learner
 reads the text for
global understanding;
 selects meaningful
information,
constructs
By task:
the answer;
For more able learners
 presents
additional leveled tasks information in the group
are offered.
discussion.
 evaluates
the
peers’ answers.
Teacher's
observation
using
observation
checklist (Appendix 2 reference to the resource
"Literature Circle Role
Sheets"
by
Christine
Boardman Moen. p.28)
and monitoring.
Self-assessment.
Appendix1









Health saving technologies.
Make sure power cords are not a
tripping hazard
Everyday classroom precautions
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
Didn't complete the individual role-card.
Didn't appear to be listening or interrupted when others were speaking.
Did not use text to support his/her opinions.
Comments ___________________________________________________
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
Short term lesson plan
Unit of a long term plan: Unit 5Reading
for pleasure.
School:
Lesson plan 50
Teacher's name:
Date:
CLASS: 9
Lesson title
Learning
objectives(s)
Lesson objectives
Number present:
absent:
Reading. Fiction.
Discussing a text about the benefits of reading.
9.S1 use formal and informal language registers in their talk on a range
of general and curricular topics
9.S2 ask complex questions to get information about a wide range of
general and curricular topics
9.S3 explain and justify their own and others’ point of view on a range
of general and curricular topics
9.R3 understand the detail of an argument- both explicitly stated and
implied in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics
9.L4 understand the main points of supported extended talk on a range
of general and curricular topics
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple speaking
about the benefits of reading.Transfer information from the given
information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions;
describe the plot of the story using active vocabulary.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about the benefits of reading.
Higher order thinking skills (according to the revised Bloom's
taxonomy).
 Read the given text of description and identify the general
information.
Assessment criteria
 Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Benefits of, to pick up, to be a turning point, slowly but surely, a huge
effect on, incidental information, snippets of information, , analytical
Target language
skills.
Responsibility, Global Citizenship, Respect and Love to reading
Values links
books, Care to modern technology, Love to nearest and dearest.
Cross-curricular link Literature, Social Science, Psychology, Information Technology, Art.
Level of thinking
Previous learning
Vocabulary relating to the benefits of reading
Plan
Planned
timings
Start
Planned activities (replace the notes below with
your planned activities)
Class organisation
Resources
Slide (useful phrases)
3 min
The lesson greeting.
Warm up.
The teacher sets the lesson objectives, letting
Pictures
students know what to anticipate from the lesson.
Good afternoon, dear students and guests! PPT
Welcome to our English lesson! I give you these
sheets of paper. Here you see three types of smiles;
your task is to give yourselves marks putting ticks
under the smiles. If you manage to do the work
well put a tick opposite the happy smile. If not opposite the sad one. If you are not sure put a tick
under the neutral smile. On your desks you see
folders with some files of different colours. You
2.
will need them during the lesson.
Pre-learning (W)
The picture of a boy
reading a book
Whiteboard
Look at the picture and say what is the boy doing
and how is he doing it?
Poem
In front of you there is a poem. I’d like you to read
it and in groups discuss the meaning of it?
What is a Book?
By Lora Daunt
A book is pages, pictures and words
A book is animals, people and birds
A book is stories of queens and kings
Poems and songs-so many things!
Curled in a corner where I can hide
With a book I can journey far and wide
Though it’s only paper from end to end
A book is a very special friend.
Each group prepares its presentation.
What does the boy prefer doing? Why?
Make a list of books you read while you have free A Table
time? (revision of genres of books).
Lead-in (W, I)
Pre-reading stage.
Main part
15 min
Lead-in (W, I)
Pre-reading stage.
Listening and reading about the benefits of
reading (W I)
 Teacher suggests the list of new vocabulary
with their synonyms or opposites for
learners.
(P) Learners work with new vocabulary first. They
get a list of words, read the words with the teacher.
Learners create 3-4 sentences with new words to
showthe meaning of the words.
Whiteboard
Writing
Worksheet
(new words)
Differentiation
Learners that are more able help the others to read
the words correctly.
CD 2.14
Now the Sts.are going to listen to the text and then
read.
Ex.1 – 2 p.58
Each Sts. Tries to give a good title for the text.
Do you enjoy losing yourself in a good book?
Student Book p.58
(As for me…. As I think…. To my mind…).
Ex.4 p.58 Build Your vocabulary:
Teacher's Book p.80.
Find the active words from the text and explain by
your own words.
Ex.5 p.58 (Group work).
Make a cinquain of a word” reading”.
What is the structure of a cinquain?
A cinquain consists of 5 unrhymed lines.
Each line has a set number of syllables see below:
Line 1 – 2 syllables
Line 2 – 4 Syllables
Line 3 – 6 Syllables
Line 4 – 8 syllables
Line 5 – 2 Syllables
Whiteboard
Writing
Worksheet
Whiteboard
End
3 min.
Home task.
Ex.5p.58 (w).
Slide (Homework)
The story “The Fun they had”(I. Asimov)
Slide "Six thinking hats"
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work
today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt...
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the
more
able
learners?
Differentiation can be
achieved
through
content (Based on the
theory of Multiple
Intelligences different
tasks are used with the
same text).
By support:
Less able learners will
be supported through
step-be-step
instructions, glossaries,
thinking time.
Assessment – how are Health and safety check
you planning to check
learners’ learning?
Assessment criteria:
 Read the given
passage and identify the
general information.
 Demonstrate skills
of
organizing
and
expressing
ideas
accurately.
 Illustrate
a
viewpoint in a discussion.
Descriptors:
A learner
 reads the text for
global understanding;
 selects meaningful
information,
constructs
By task:
the answer;
For more able learners
 presents
additional leveled tasks information in the group
are offered.
discussion.
 evaluates
the
peers’ answers.
Teacher's
observation
using
observation
checklist (Appendix 2 reference to the resource
Health saving technologies.
Make sure power cords are not a
tripping hazard
Everyday classroom precautions
"Literature Circle Role
Sheets"
by
Christine
Boardman Moen. p.28)
and monitoring.
Self-assessment.









Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
Didn't complete the individual role-card.
Didn't appear to be listening or interrupted when others were speaking.
Did not use text to support his/her opinions.
Comments __________________________________________________
The Fun They Had by Isaac Asimov
Margie wrote about it that night in her diary. On the page headed May 17, 2157, she wrote,
"Today, Tommy found a real book!"
It was a very old book. Margie's grandfather once said that when he was a little boy his
grandfather told him that there was a time when all stories were printed on paper.
"Gee," said Tommy, "what a waste. When you're through with the book, you just throw it away,
I guess. Our television screen must have had a million books on it and it's good for plenty more. I
wouldn't throw it away."
"Same with mine," said Margie. She was eleven and hadn't seen as many telebooks as Tommy
had. She said, "Where did you find it?"
"In my house." He pointed without looking, because he was busy reading. "In the attic."
"What's it about?"
"School."
Margie was scornful. "School? What's there to write about school? I hate school."
Margie had always hated school, but now she hated it more than ever. The mechanical teacher
had been giving her test after test in geography and she had been doing worse and worse.
The part Margie hated most was the slot where she had to put homework and test papers. She
always had to write them out in a punch code they made her learn when she was six years old,
and the mechanical teacher calculated the mark in no time.
So she said to Tommy, "Why would anyone write about school?"
Tommy looked at her with very superior eyes. "Because it's not our kind of school, stupid. This
is the old kind of school that they had hundreds and hundreds of years ago."
Margie was hurt. "Well, I don't know what kind of school they had all that time ago."
«They had a teacher, but it wasn't a regular teacher. It was a man."
"A man? How could a man be a teacher? A man isn't smart enough."
"Sure he is. My father knows as much as my teacher."
"1 wouldn't want a strange man in my house to teach me."
Tommy screamed with laughter. «The teachers didn't live in the house. They had a special
building and all the kids went there."
"And all the kids learned the same thing?"
"Sure, if they were the same age."
"But my mother says a teacher has to be adjusted to fit the mind of each boy and girl it teaches
and that each kid has to be taught differently."
"Just the same they didn't do it that way then. If you don't like it, you don't have to read the
book."
"I didn't say I didn't like it," Margie said quickly. She wanted to read about those funny schools.
Margie went into the schoolroom. It was right next to her bedroom, and the mechanical teacher
was on and waiting for her. The screen was lit up, and it said: "Today's arithmetic lesson is on
the addition of proper fractions. Please insert yesterday's homework in the proper slot."
Margie did so with a sigh. She was thinking about the old schools they had when her
grandfather's grandfather was a little boy. All the kids from the whole neighborhood came,
laughing and shouting in the schoolyard, sitting together in the schoolroom, going home together
at the end of the day. They learned the same things, so they could help one another on the
homework and talk about it.
And the teachers were people...
Margie was thinking about how the kids must have loved it in the old days. She was thinking
about the fun they had.
1. Complete the summary with words from the text:
Tommy has (1)...................... a real book that (2)................ (3)...................... school, the
(4)............................ (5)........................ of school. Then, instead of being taught by a
(6)...................... teacher, children were taught by a (7)............................. , all together in the
same (8)......................... First, Margie is (9)....................... but then, she wants to learn more
about these (10)........................... schools and thinks children (11)........................ school then.
2. When does the scene take place?
3. Explain who the main characters are.
4. "Tommy found a real book" What information can you deduce from this sentence?
5. True or False? Justify by quoting from the text.
a) The real book used to belong to Margie's grandfather.
b) Margie and Tommy read on a TV screen
c) Margie understands why someone would choose the topic of school.
d) Margie goes to school in a special building.
6. Choose the right answer.
1) Where are Tommie and Margie taught?
A) In a school called “The Mechanical Teaching School”
B) At home in their bedrooms
C) In a special schoolroom inside their house which is located between the kitchen and the
dining room
D) In two different schoolrooms inside their houses
2) How are Margie’s and Tommie’s homework and tests checked?
A) Parents have to give report to the mechanical teacher.
B) They don’t have to do homework and tests.
C) Tests and homework have to be inserted into the computer.
D) They meet their mechanical teacher in a school building once a week.
3) How does the mechanical teacher “read” Margie’s and Tommie’s written tests?
A) Margie and Tommie read out their answers into a microphone which is connected to their
mechanical teacher.
B) They use a special sort of handwriting which can be processed and analysed by their
mechanical teacher.
C) They send their homework to their mechanical teacher via e-mail.
D) Margie and Tommie don’t have to do written tests at all.
4) The strange thing about books for Tommy and Margie is that the words don’t
stand still.
A) Correct
B) Wrong
5) Which is Margie’s first subject at school that day?
A) English
B) Geography
C) Maths
D) Physics
7) Which arguments does Margie present against a human teacher?
A) She doesn’t want a strange person to visit her at home every day.
B) Most human teachers are badly dressed.
C) A human teacher is smarter than a mechanical teacher.
D) A human teacher isn’t able to teach every student according to his or her personal abilities.
6. Compare schools you know and schooling in the text.
7. Would you rather have a mechanical teacher or regular teachers?
Short term lesson plan
Unit of a long term plan: Unit 5Lesson
School:
plan 51
Date:
CLASS: 9
Lesson title
Learning
objectives(s)
Lesson objectives
Level of thinking
Assessment criteria
Target language
Values links
Cross-curricular link
Previous learning
Teacher's name:
Number present:
absent:
Language Focus.
Past Simple or Past Continuous p.59
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
9.S8 recount extended stories and events on a wide range of general
and curricular topics
9.UE5 use a wide variety of question types on a wide range of familiar
general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide
range of familiar general and curricular topics
All learners will be able to:
 Identify the theme, active words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple or Past
Continuous, making stories using this grammar tenses.Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions; speak
about people's favourite books.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a topic about past events and memories.
Higher order thinking skills (according to the revised Bloom's
taxonomy).
 Read the given text of description and identify the general
information.
 Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Used to, to happen, to set a scene, to be in the focus of attention.
Responsibility, Global Citizenship, Respect and Love to people and
school,
Social Science, Psychology, Information Technology, Art, History.
Vocabulary relating to people's past events and memories
Plan
Planned
timings
Start
Planned activities (replace the notes below with
your planned activities)
Class organisation
Resources
Slide (useful phrases)
3 min
To present a mind - map
 Ask Ss to complete a mind - map and choose a genre
Pictures
of a book they are into.
Read the examples in the table aloud and then elicit the PPT
answers to complete their own diagram.
Lead-in (W, I)
To practise active vocabulary
 Explain the task Study Strategy and read the Writing
example aloud.
Worksheet
 Ss complete the task.
 Check Ss’ answers.
Main part
15 min
To practise vocabulary through personalisation and
3.
pair group.
The story of I. Asimov “The Fun They Had”.



Teacher organises group work on topic from the
site www.buzzle.com. (G) Learners are divided
into small groups of 3-4; and are given the
instructions: surf the internet to find information
about the writer of this story. (If the Internet Writing
connection is not available, teacher can use Worksheet
information from Appendix 1). They should
prepare mini-research poster.
(G) Learners work in the following directions and
arrange information:
Group 1: I. Asimov
Group 2: A real book
Group 3: An old school. What did the children use
to do?
Group 4: A school of future(a mechanical teacher)
(G) Learners distribute the roles in the group
Student 1 – timekeeper
Student 2 – researcher
Student 3 – teacher
Student 4 – painter
Using a mind – map, each group prepares a
A mind – map
summary of the text.
Speak about a future school and our school.
Venn Diagram
A Table
While speaking about past events, we can use: Past
simple or Past Continuous.
Past S.
Past Cont.
Meaning
Words
indicators
Usage
Ex. 1 – 2 p.59 (Pair Work).
Student’s Book p.59
In the text, find the examples of two grammar
tenses.
Ex.3 p.59 should be done individually as a
competition task. The winner gets a title – The
Best in Grammar.
Answers are in Teacher’s
Book.
Task. Activate. Ex.4 p.59 (Don’t forget to use
Past simple and Past Continuous).
End
3 min.
Home task:
Slide (Homework)
W.B. p.39
Students express their attitude to the lesson and Slide "Six thinking hats"
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work
today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt...
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the
more
able
learners?
Differentiation
can be
achieved
through
content (Based on the
theory of Multiple
Intelligences different
tasks are used with the
same text).
By support:
Less able learners will
be supported through
step-be-step instructions,
glossaries,
thinking
time.
Assessment – how are Health and safety check
you planning to check
learners’ learning?
Assessment criteria:
 Read the given
passage and identify the
general information.
 Demonstrate skills
of
organizing
and
expressing
ideas
accurately.
 Illustrate
a
viewpoint in a discussion.
Descriptors:
A learner
 reads the text for
global understanding;
 selects meaningful
information,
constructs
By task:
the answer;
For more able learners
 presents
additional leveled tasks information in the group
are offered.
discussion.
 evaluates
the
peers’ answers.
Health saving technologies.
Make sure power cords are not a
tripping hazard
Everyday classroom precautions
Teacher's
observation
using
observation
checklist (Appendix 2 reference to the resource
"Literature Circle Role
Sheets"
by
Christine
Boardman Moen. p.28)
and monitoring.
Self-assessment.








Appendix1Teacher observation checklist
Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
Didn't complete the individual role-card.
Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments __________________________________________________
Short term lesson plan
Unit of a long term plan: Unit 5
School:
Lesson plan 52
Teacher's name:
Date:
CLASS: 9
Number present:
Lesson title
Learning
objectives(s)
Lesson objectives
Level of thinking
Assessment criteria

absent:
Writing.
Talking about writing a story. p. 60
9.L6 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
9.S8 recount extended stories and events on a wide range of general
and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
9.W5 link without support sentences using basic coordinating
connectors
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for writing a story using correct
grammar tenses, linking words and structure.Transfer information
from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for writing a story.
Provide a point of view in conversations and discussions; speak
about being a writer.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about what you would like to be really
good at.Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Write a story.
Higher order thinking skills (according to the revised Bloom's
taxonomy).
 Read the given text of description and identify the general
information.
 Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
To be good at, successful writing, develop the plot/ ideas, to sketch out
ideas, follow a dream, write a feedback, edit, look for inspiration,
create a character/ tension, and draw on one’s experience.
Responsibility, Global Citizenship, Respect and Love to people and
writing stories, Care to modern technology, Love to nearest and
Values links
dearest.
Literature, Social Science, Psychology, Information Technology, Art,
Cross-curricular link
Stylistics.
Vocabulary relating to writing a story.
Previous learning
Target language
Plan
Planned
timings
Start
Planned activities (replace the notes below with
your planned activities)
Class organisation
Resources
Slide (useful phrases)
3 min
Pre-learning (W)
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
The teacher shows the picture and introduces the
objectives of the lesson.
Pictures
PPT
4.
Main part
15 min
Warm up. Free talk.
Have you ever tried to write your own stories,
poems? If you have your poem, can you read it to
us?
What should people know to write a story? Make a
A cluster
cluster of this topic.
” Writing a story”
10 min
Pre-reading stage.
Predicting and guessing.
Students move their eyes over the words and
pictures on the whiteboard and predict the title of
the text. Then they read the text in pairs, find out
the meaning of the underlined words. After that
students call out words, phrases they remember
from the text, note them. Students work in pairs (1
minute) discuss what the text is about or (create a
text using some of the previous written words).
CD2.15
Students express their ideas (1 minute).
While-reading stage.
The teacher informs the class that they will be Dictionaries
participating in the contest about the words and the
process of writing successfully.
Ex.1 – 3 p.60.
Write down key – words from the text:
Draw on your dream- become a writer - have a
passion for writing – to test…….
Make a list of recommendations for a beginning
writer:
Student’s Book p.60
5 min
Ex.4.p. 60 (True – False sentences). If it’s false,
prove the information.
Answers:
1. False
2. True
3. False
4. False
5. True
6. True
Who can be a writer or a journalist? What can you
say about these professions?
What would you like to be really good at? You are Whiteboard
all in the ninth grade, some of you have already
Student Book p.60 Ex.5
decided what he / she is going to be. Please in pairs
CD2.15
speak about this problem.
Writing
Work with collocations. Optional Activity. Worksheet
Language Focus.
Teacher’s Book p.82
End
3 min.
Home task.
Slide (Homework)
W.B. p.40 Ex.5.p.60 orally
Students express their attitude to the lesson and Slide "Six thinking hats"
give self-assessment using the method: “Six
thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work
today?
 White: What have you leant today?
 Black: What were the weaknesses of your
work?
 Blue: How much progress have you made
in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt...
 Yellow: What did you like about today's
lesson?
Additional information
Differentiation – how
do you plan to give
more support? How do
you plan to challenge
the
more
able
learners?
Differentiation
can be
achieved
through
content (Based on the
theory of Multiple
Intelligences different
tasks are used with the
same text).
By support:
Less able learners will
be supported through
step-be-step
instructions, glossaries,
thinking time.
Assessment – how are you Health and safety check
planning to check learners’
learning?
Assessment criteria:
 Read the given passage
and identify the general
information.
 Demonstrate skills of
organizing and expressing ideas
accurately.
 Illustrate a viewpoint in
a discussion.
Descriptors:
A learner
 reads the text for global
understanding;
 selects
meaningful
information, constructs the
answer;
By task:
 presents information in
For more able learners the group discussion.
additional leveled tasks
 evaluates the peers’
are offered.
answers.
Self-assessment.
Health saving technologies.
Make sure power cords are not a
tripping hazard
Everyday classroom precautions
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.





Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments _________________________________________________
Short term lesson plan
Unit of a long term plan: Unit 5
Lesson plan 53
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Language Focus. Future Continuous.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Number absent:
9.C1 use speaking and listening skills to solve problems creatively and
many, a lot of.
cooperatively in groups
Talking
aboutthoughts,
food and ideas,
meals.experiences and feelings
9.C9 use imagination
to express
9.UE7 use perfect continuous forms and a variety of simple perfect active and
passive forms including time adverbials … so far, lately, all my life , on a wide;
use a variety of relative clauses including with which [whole previous clause
reference]
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an
increased range of general and curricular topics
9.S8 recount extended stories and events on a wide range of general and
curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Future Continuous. Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about future
activities.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about future plans and after respond to and discuss
the reading passage using interpretive, evaluative and creative thinking skills.
Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Information Technology, Geography.
Talking about future plans and activities
Useof ICT
Smart board for showing a presentation, getting additional information,playing
the audio files.
Intercultural
awareness
Students will be able to understand that people should plan their activities.
Health and Safety
Breaks and physical activities used.
Plan
Planned
timings
Beginning
the lesson
6 min.
Main
Activities
28 min.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up. Free talk.
 Do you organize events with our friends?
 Imagine you want to organize a party or barbecue
with some friends. What are you going to plan and
what food will you buy?
Write the words in the list. The teacher points out that
some words and explaining a new rule: Future
Continuous. All Continuous tenses mean a process or
duration and are happening in a certain time either in
the present, past or future. Please, look at the sentences
and make some sentences in the Future Continuous.
What will you be eating at the party?
Resources
Slide (useful phrases)
Pictures
PPT
Writing
Worksheet
A crossword
Ex.1 -3 p.61. Complete the sentences.
(In a weaker class this ex. can be done in pairs).
The Consolidation of a structure: Past Simple and Past
Continuous). A story in the Past Tenses.
Make a group presentation about the rules and change
a story in the past tenses into Future Simple and Future
Continuous.
Ex. 4 - 5 p. 61. Choose the correct words and read a
dialogue. What have you learnt from these exercises?
Ex.6 p.61. Creative exercise
Speak in pairs about the activities next weekend at a
certain time.
OPTIONAL ACTIVITY: Writing and Speaking.
Write about the group’s plan for the next holidays.
Student Book p.61
Writing
Worksheet
Teacher’s Book p.83
What will a student be doing at this time during the
holidays?
Writing
Make a mind – map of the Future Continuous.
Worksheet
A mind - map
Giving the home task. W.B. p.41
Peer-assessment.Rubric
Category
Fluency
Ending the
lesson
Spelling and
Grammar
6 min.
Presentation/
Memorization
Pronunciation/
Expression
Excellent
4 pts
Author
demonstrates
normal pace, not
too fast, not to
slow.
There
are
no
spelling,
punctuation,
or
grammar errors.
Dialogue is well
organized
and
flows
like
a
natural
conversation.
Good
3 pts
Author
demonstrates
adequate normal
pace, not too fast,
not to slow.
There are 1-2
spelling,
punctuation,
or
grammar errors.
Dialogue is fairly
well
organized
and mostly flows
like a natural
conversation.
No pronunciation
errors are noted.
Conversation
is
recited
with
appropriate
expression.
There are 1-2
errors
in
pronunciation.
Conversation
is
recited
with
mostly appropriate
expression.
Fair
2 pts
Author
demonstrates
some normal pace,
not too fast, not to
slow.
There are 3-4
spelling,
punctuation,
or
grammar errors.
Dialogue
is
slightly confusing
and
somewhat
flows
like
a
natural
conversation.
There are 3-4
pronunciation
errors.
Conversation
is
recited
with
somewhat
appropriate
expression.
Additionalinformation
difficult to them and which pair worked well.
Differentiation –
Assessment –
how do you plan to give more
how are you planning to
support? How do you plan to
check learners’learning?
challenge the more able learners?
Differentiation can be achieved Assessment criteria:
through the selection of activities, 1. Identify the main idea in
identification of learning outcomes for extended talks with little
a certain student, provision of support.
individual support to learners, 2. Apply
topic
related
selection of learning materials and vocabulary
in
speech
resources based on the individual appropriately
arranging
abilities of learners.
words and phrases into wellformed sentences.
3. Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subject-
Poor
1pts
Author
demonstrates little
normal pace, not
too fast, not to
slow.
There is more than
4
spelling,
punctuation,
or
grammar errors.
Dialogue is hard
to follow and
doesn't flow like a
natural
conversation.
There are 5 or
more
pronunciation
errors.
Appropriate
expression
not
used.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
specific vocabulary while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Short term lesson plan
Unit of a long term plan: Unit 5
Lesson plan 54
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
School:
Teacher’s name:
Number present:
Number absent:
Planning a project.
Talking about how to plan an event.p. 62
A book blurb. p.63
9.S1 provide basic information about themselves and others at sentence level on
an increasing range of general topics
9.C6 organise and present information clearly to others
9.R5 deduce meaning from context in extended texts on a wide range of familiar
general and curricular topics, and some unfamiliar topics
9.W1 plan, write, edit and proofread work at text level with support on a limited
range of general and curricular topics
9.W5 link without support sentences using basic coordinating connectors
All learners will be able to:
 Understand the main ideas of the dialogue in which people plan a book
club and describe a book.
 Recognize key phrases and Future Continuous to talk about future
activities.
 Act situations making, accepting a future plan.
Most learners will be able to:
 Understand details in listening extracts.
 Use topic related vocabulary in their dialogues.
 Create their own dialogues based on the given situations and act.
Some learners will be able to:
 Understand detailed information from the dialogues while listening.
 Apply topic related vocabulary in speech fluently.
 Create their own dialogues on the topic without support and act.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Cooperation, respect each other's opinion, functional literacy.
Literature, Social Science, Psychology, Information Technology.
Talking about future events.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Students will be able to understand that people should attend a book club and be
able to describe a book they have read.
Breaks and physical activities used.
Plan
Planned
timings
Planned activities
The lesson greeting.
Resources
Slide (useful phrases)
Pictures
PPT
Beginning
the lesson
6 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Student Book p.62
Warm up. Free talk.
Writing
 What do you usually do after school? When Worksheet
and where do you meet your friends? Ex.1 p.62
 Look at the photo on p. 62 and guess the topic
of their conversation? Write the theme on lists of
paper.
 Do you know the meaning of a word a “book
blurb”
A picture
Main
Activities
15 min.
LISTENING TASK:
Listen to the dialogue and answer the question:
How will book club members decide which books
to read?
In groups of 3, write the work of a book club and
choose the first book to read and discuss together.
Look at the key phrases. Invitations. Ex.3 p.62.
Sentence completion task. Role-play.
The teacher offers the groups 5 books and asks
them to read the book blurbs and speak about the
books.
Ex.1 p.63 Work with the blurb of “The Lost
World”. Find compound adjectives and quantities in
the text.
Compound adjectives
Quantities
Student Book p.62
CD2.16
CD2.07.
Pair work. Teacher's
Photocopiable Resources p.203
Student Book p.63
A Table
Student Book p.63
13 min
Ex. 2 – 3 p.63 (a pair – work).
Writing Guide:
A Blurb in English for any book.
Writing
Worksheet
Giving the home task.
Ex.4 p.63 (project), W.B. p.43 Ex. 1 -2
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need
to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Critical thinking
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes for
a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
abilities of learners.
Assessment criteria:
4. Identify the main idea in
extended talks with little
support.
5. Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into wellformed sentences.
6. Demonstrate the ability
to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers
the
questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Short term lesson plan
Unit of a long term plan: Unit 5
Lesson plan 55
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
School:
Teacher’s name:
Number present:
Number absent:
My Country.Abai Qunanbaiuli.
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.L7 recognise typical features at word, sentence and text level of a range of
spoken genres
9.C8 develop intercultural awareness through reading and discussion
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an
increased range of general and curricular topics
9.UE3 use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a wide
range of familiar general and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of familiar
general and curricular topics

Lesson objectives

Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Past tenses. Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about a great
Kazakh poet.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about famous poets. Respond to and discuss the
reading passage using interpretive, evaluative and creative thinking skills.
.
Cooperation, respect each other's opinion, functional literacy.
Literature, Social Science, Psychology, Information Technology, Art.
Talking about famous poets.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Students will be able to understand that people should be fond of reading and
writing poems.
Breaks and physical activities used.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
Beginning
the lesson
6 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Student Book p.64
A video. A Short fragment from
the film devoted to Abai
Kunanbaiuli.
Poems of Abai Kunanbaiuli.
Presentation
Pictures
Warm up. Free talk.
 A teacher asks Sts. to discuss in groups what
they know about a famous Kazakh writer and poet. Cluster
Group work of three.
LISTENING and READING TASKS:
Listen and read the text quickly. What interesting Student Book p.64
facts about a great person have you learnt?
CD2.18.
Main
Activities
15 min.
Date
1845
Facts
He was born near
Semipalatinsk
Pair work.
Student Book p.66
Writing
Worksheet
13 min.
While-reading stage.
Students move their eyes over the text quickly (3
minutes). Then they close the book. After that
students call out words, phrases they remember
from the text, note them. Students work in pairs (1
minute) discusses what the text is about.
Discussion Director(Interpersonal Intelligence).
Task: Lead the discussion. Prepare 2 open-ended
and thought-provoking questions about the story
that your group might want to discuss. Help others
talk about the main idea, help them share their
thoughts and feelings.
Descriptors:
1. Write 2 open-ended questions.
Student Book p.64
2. Write your responses to these questions.
3. Keep the discussion going
Options
1. Write more than 2 questions.
2. Think of new way to present your work. (E.g.
quiz).
Here are some ideas:
 Can you prove that ...
 Why did the character...?
 Predict what would happen if ...
Passage Picker(Body-Kinesthetic Intelligence).
Task: Choose a paragraph that you think your
group would like to re-read.
Descriptors:
1. Choose an interesting or important paragraph and
write down its location.
2. Read passage aloud yourself (using body
language), or ask someone else to read it, or ask the
group to read it silently and then discuss.
Options
Write why you have chosen this paragraph.
Possible reasons for selecting the paragraph:
 important to text
 surprising
 makes you think
 well written
 confusing
 interesting
Word Wizard (Verbal-linguistic Intelligence).
Task: Find in the text 5 words or phrases that you
had difficulty reading or understand in the story.
Descriptors:
1. Write 3 unfamiliar or puzzling words in a full
sentence. (You may also find familiar word
repeated a lot).
2. Write the location of the word (e.g. Pg.58 § 4).
3. Try and guess the meaning from context.
3. Find a dictionary definition.
Options
1. Find more that 3 words or phrases.
2. Make a list of synonyms and antonyms.
3. Create new sentences with these words.
4. Use online dictionary to find out the
pronunciation of the words.
Summariser(Intrapersonal Intelligence).
Task: Prepare a brief description of the key points
in the story.
Descriptors:
1. Write at least 4 sentences.
2. Write in your own words.
3. Present the important events in a logical order.
Options
1. Include the meaning of the story.
Illustrator(Visual-spatial Intelligence).
Task: Draw a picture related to the story.
Descriptors:
1. Prepare an illustration.
2. Share your drawing and ask group members what
he/she thinks you have drawn and how it is
Writing
Worksheets
Writing
Worksheets
Student Book p.64
Ex.1 – 3 p.64
connected with the story.
3. Explain your illustration.
Options
You can draw a character, a moment or a setting.
Connector(Logical-mathematical Intelligence).
Task: Find a part of the story that reminds you of
something you have seen, heard, done or read about
before.
Writing
Descriptors:
1. Write at least 2 sentences. Make connections Worksheets
with your own experience, another text or the
world.
2. Give evidence from the book to support your
connection.
Options
Use graphic organiser to record and compare your
connections to what happened in the text.
Character Analyser(Logical-mathematical
Intelligence).
Task: Share observations about the main
characters.
Descriptors:
1. Select 2 main characters and using adjectives
describe their characteristics.
2. Write at least 4 sentences.
Consider:
 How the character reacts to different events?
Options
Put yourself in the character's shoes and explain the
story from his (her) point of view.
Post-reading stage.
Next, students complete peer-evaluation form.
Ex.4 – 5 p.64
What other Kazakh writers and poets do you
know?
Giving the home task. W.B.p.42, Kazakh writers( a report)
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
Ending the
 Black: What were the weaknesses of your work?
lesson
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
6 min.
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support?
Assessment –
how are you planning to
check learners’learning?
Critical thinking
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes for
a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
abilities of learners.
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into wellformed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers
the
questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
АбайҚұнанбайұлы (АбайКунанбаев)
Ақкиімді, денелі, ақсақалды,
Соқыр, мылқау, танымастіріжанды.
Үсті-басыаққырау, түсісуық,
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Басқанжерісықырлап, келіпқалды.
Демалысы - үскірік, аязбенқар,
Кәріқұдаң - қыскеліп, әлексалды.
Ұшпадайбөркінкигеноқшырайтып,
Аязбененқызарыпажарланды.
Бұлттайқасыжауыпекікөзін,
Басынсіліксе, қаржауып, мазаңдыалды.
Борандайбұрқ-сарқетіпдолданғанда,
Алтықанатақордаүйшайқалды.
Әуескөріпжүгіргенжасбалалар,
Беті-қолыдомбығып, үсікшалды.
Шидемментонқабаттапкигенмалшы
Бетқарауғашыдамайтерісайналды.
Қартепкенгеқажымысқайранжылқы
Титығықұруынааз-аққалды.
Қыспенбіргетұмсығынсалдықасқыр,
Малшыларым, қорқылмаиткемалды.
Сонығамалдыжайып, күзетіңдер,
Ұйқыөлтірмес, қайратқыл, бұзқамалды!
ИтжегеншеҚондыбай, Қанайжесін,
Құржібермынаантұрғанкәрішалды
.
Short term lesson plan
Unit of a long term plan: Unit 5
Lesson plan 56
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
CLIL. Language and literature: The realist novel.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Number absent:
9.C8 develop intercultural awareness through reading and discussion
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.L4 understand the main points of supported extended talk on a range of general
and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of familiar
general and curricular topics
9.W1 plan, write, edit and proofread work at text level with support on a limited
range of general and curricular topics
9.S1 provide basic information about themselves and others at sentence level on
an increasing range of general topics
9.S3 explain and justify their own and others’ point of view on a range of general
and curricular topics
9.S6 link comments with flexibility to what others say at sentence and discourse
level in pair, group and whole class exchanges
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Past Tenses to speak about a
novel.Transfer information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about famous
novelists of Kazakhstan.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about the novel” Pride and Prejudice” by Jane
Austen. Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
Cooperation, respect each other's opinion, functional literacy.
Literature, Social Science, Psychology, History,Information Technology, Art.
Talking about the realistic novel.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Intercultural
awareness
Health and Safety
Students will be able to understand that people should read a lot.
Breaks and physical activities used.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
The teacher shows a fragment from the film and
asks the students to set the lesson objectives, letting
students know what to anticipate from the lesson.
A fragment from a film
”Pride and Prejudice”.
Beginning
the lesson
6 min.
Warm up. Free talk.
 What types of novels do you like reading?
What is your favourite novel?
 Look at the word on the board and give your
commentary?
A Realistic novel/ Adventure novel/Romantic
novel/ Science fiction novel
Literary realism is a branch of literature which set
out to reflect society as it was, to get as close to the
bone of real life as it could. It often depicts more
humble or banal events than Romantic writers. So
most of Jane Austen's novels are realist because
they are fairly mundane; they depict fairly ordinary
people, usually woman, doing fairly ordinary
Student Book p.65
Writing
Worksheet
Whiteboard
things. There are few locked room mysteries, no
strange and mysterious happenings, or insane
wives. The women do ordinary things like get
married and the men are fairly ordinary men.
If you compare Pride and Prejudice to a novel
like Jane Eyre, the differences become clear: no
secret insane wives imprisoned in the home, no
misplaced identities and no Byronic heroes.
PRE -LISTENING TASK:
Ex.1 p.65. (Name the period in history and give Student Book p.65
characteristic features of that time).
Whiteboard
Main
Activities
15 min.
It is set in the nineteenth century.
LISTENING TASK:
Ex.2 - 3 p.65.
Speak about:
1. Families with unmarried daughters
2. Love in the 19 – th century
3. Marriage in the 19 – thin century
(Do this task in groups of 3).
While reading the text, compare the men and
women status in the 19 – th century. Do it in the
form of a table.
CD1.31
CD2.19.
Student Book p.65
Writing
Worksheet
13 min.
Student Book p.65
MEN(unmarried)
WOMEN(unmarried)
Ex.4 p.65
Speak about a famous Kazakh novelist.
Mukhtar Auezov
Writing
Worksheet
Sabit Mukanov
Gabit Musrepov
Olzhas Suleimenov
Writing
Worksheet
Gabit Musrepov was born in 1902 in the Kostanay
region. His work in the press began with an
ordinary employee and up to the chief editor. He
was a brilliant journalist. Working as a journalist,
he received a school of life and stories for future
works. The play "Amangeldy", like the film with
the same name, was created from a newspaper
essay.
Literary works:
"Kyz Zhibek", "Kozy Korpesh and Bayan Sulu",
"Akhan-sere-Aktokty".
OPTIONAL ACTIVITY: Vocabulary.
Teacher’s Book p.87
Teacher’s Photocopiable Recourse
p.p.216 - 217
Giving the home task.
W.B. p.43. Ex.3
Ex.4.p.65 retell
Rules of a game (w)
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
Ending the
 Red: How do you feel about your work today?
lesson
 White: What have you leant today?
6 min.
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes for
a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
abilities of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into wellformed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers
the
questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Short term lesson plan
Unit of a long term plan: Unit 5
School:
Lesson plan 57
Date:
CLASS: 9
Lesson title
Learning objectives(s)
Teacher's name:
Number present:
absent:
Review of Unit 5
9.L2 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.S5interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.W2 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and
curricular topics
9.UE8 use a variety of future active and passive and future
continuous forms on a wide range
of familiar general and curricular topics
9.UE9 use appropriately a wide variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a wide range of familiar general and curricular
topics
Lesson objectives
Level of thinking
Assessment criteria
All learners will be able to:
 Use some target vocabulary successfully in speaking tasks and
show some basic organisational coherence and cohesion in writing
task
 Demonstrate basic knowledge for usage of the Past Simple
and Past Continuous and active vocabulary.
 Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions;
 Use most target vocabulary successfully in speaking tasks and
show clear organisational coherence and cohesion in writing
task
Some learners will be able to:
 Apply the correct form of the Past Simple and Past
Continuous in the context;
 use most target vocabulary successfully in speaking tasks and
show good organisational coherence and cohesion and some
elements of appropriate style in writing task
Higher order thinking skills (according to the revised Bloom's
taxonomy).
 Read the given text and identify the general information.
 Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Active vocabulary of lessons 49 – 58.
Target language
Values links
Cross-curricular links
Previous learning
Responsibility, Global Citizenship, Cooperation, respect each other's
opinion, functional literacy.
Social Science, Psychology, History, P. E.,Information Technology,
Medicine.
Vocabulary relating to pleasure of reading.
Plan
Planned
timings
Start
2 min
Middle
5 min
Planned activities (replace the notes below with
Resources
your planned activities)
ORGANISATION MOMENTS (WC):
Teacher informs learners that the aims of this lesson are Slide (objectives)
to revise the material that was taught in this unit.
Slide (useful
phrases)
PPT
REVISION. CONSOLIDATION. (GW)
Rules for Jeopardy game
There are 2 kinds of games. Teacher can feel free to
Student's book p.66
choose any or play during the whole lesson.
1. Students play jeopardy in groups.
2. They have to choose a category and a point value.
PPT Jeopardy
3. Teacher clicks on the chosen box for the question.
28 min
(The teacher may want to set a time limit for answering
the question)
4. To see if a student or group is correct, click again for
the answer.
5. Click the Back to Board button on the slide to return
to the main board.
5. If the student or team is correct, they are awarded the
point value of the question
6. Continue until all questions have been answered.
The team with the most points wins.
Ex. 1 - 3 p.66(Revision of vocabulary)
Revision of Grammar. Past Simple" and
«Past ContinuousTenses(- ? forms)
Ex. 4 - 5 p.66
Listening Task
You will listen to a text about the writer talking about
her new book, try to understand it and make a graph
organizer in any form you like: a table, cluster,
diagram, etc.
Keys:
1. developing a plot
4. getting feedback
7. looking for inspiration
8. creating interesting characters
9. drawing on her own experiences
b. school
c. languages at school
d. free time activities
Reading Task:
Read the text and be able to do a short test.
Student's book p.66
Mind - maps
" Past Simple" and
" Past Continuous"
a graph organizer
CD 2.20
Student's book
Ex.6 p.66
Everyone has heard of Sherlock Holmes. The author of all the Sherlock
Holmes stories was Sir Arthur Conan Doyle. Once Sir Arthur was in Paris. He was
going from the railroad station to the hotel where he decided to spend the night. He
arrived at the hotel, got out of the taxi and paid the taxi-driver.
'Thank you very much, Sir Arthur Conan Doyle,' said the taxi-driver smiling.
'Oh, do you know who I am?' said Sir Arthur. He was very surprised.
'Well, sir, I read in the newspaper yesterday that you were coming to Paris
from the south of France. The train on which you arrived came from the south of
France. I also noticed that you hair was last cut by a barber in the south of France.
'Your clothes, and especially your hat, told me that you were English. I put
all this together and realized at once that you were Sir Arthur Conan Doyle.'
'That is wonderful, ' said Sir Arthur. 'With so few facts you were really about
to know me?'
'Of course,' said the taxi-driver, 'your name is on both your travelling bags.
That also helped'.
1. Finish the sentences:
The text is about
A Sherlock Holmes in Paris.
В the famous detective Sherlock Holmes.
С the author of the Sherlock Holmes stories.
D the railroad station hotel.
2. Choose the true sentence.
A Sherlock Holmes spent the night at the hotel.
В Conan Doyle decided to spend the night in Paris.
С The taxi-driver did not recognize Conan Doyle.
D Conan Doyle came to Paris from the north of France.
3. Choose the false sentence.
A Conan Doyle was angry with the taxi-driver.
Writing Worksheet
В Conan Doyle came to the hotel in a taxi.
С The taxi-driver thanked Conan Doyle smiling.
D The newspapers wrote about Conan Doyle's visit to Paris.
4. Choose the right answer: Why was Conan Doyle
surprised?
A taxi-driver was rude to him.
В The taxi-driver did not like his clothes.
С The taxi-driver could not speak English.
D The taxi-driver knew his name.
5. Choose the appropriate word to complete the sentence:
The taxi-driver was a ______ person.
A lazy
Вquick-witted
С strange
D stupid
End
5 min
Home task.
W.B. p.44, a sonnet of W. Shakespeare
FEEDBACK: Your impression!
Sts write their impression of the whole unit and share
ideas with their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Slide
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to
challenge the more able
learners?
Task format: Learners can
contribute at their own
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and
achievement,
and
challenge to thinking and
setting future objectives.
Assessment – how are you
planning to check students’
learning?
 Self-assessment worksheet
 Observe learners when
participating in discussion.
Did each learner contribute to
the discussion? If not, why
not?
Learners managed to
understand the rules and do
the tasks.
Health and safety check
Everyday
classroom
precautions will ensure that
safety measures are provided
to prevent the exposure of
electrical power cords.
Critical thinking
Critical thinking on this lesson
lies in understanding grammar
point of these rules in English
language and it is based on
clarity, accuracy, precision,
depth, breadth, and fairness.
Reflection
Use the space below to reflect on your lesson. Answer the
Were the lesson
most relevant questions from the box on the left about your
objectives/learning objectives lesson.
realistic?
What did the learners learn
today?
What was the learning
atmosphere like?
Did my planned
differentiation work well?
Did I stick to timings?
What changes did I make
from my plan and why?
Reading.
Read the text and do the tasks below.
Everyone has heard of Sherlock Holmes. The author of all the Sherlock Holmes stories was Sir Arthur Conan Doyle. Once Sir Arthur was
in Paris. He was going from the railroad station to the hotel where he decided to spend the night. He arrived at the hotel, got out of the taxi and
paid the taxi-driver.
'Thank you very much, Sir Arthur Conan Doyle,' said the taxi-driver smiling.
'Oh, do you know who I am?' said Sir Arthur. He was very surprised.
'Well, sir, I read in the newspaper yesterday that you were coming to Paris from the south of France. The train on which you arrived came
from the south of France. I also noticed that you hair was last cut by a barber in the south of France.
'Your clothes, and especially your hat, told me that you were English. I put all this together and realized at once that you were Sir Arthur
Conan Doyle.'
'That is wonderful, ' said Sir Arthur. 'With so few facts you were really about to know me?'
'Of course,' said the taxi-driver, 'your name is on both your travelling bags. That also helped'.
1. Finish the sentence. The text is about
A Sherlock Holmes in Paris.
В the famous detective Sherlock Holmes.
С the author of the Sherlock Holmes stories.
D the railroad station hotel.
2. Choose the true sentence.
A Sherlock Holmes spent the night at the hotel.
В Conan Doyle decided to spend the night in Paris.
С The taxi-driver did not recognize Conan Doyle.
D Conan Doyle came to Paris from the north of France.
3. Choose the false sentence.
A Conan Doyle was angry with the taxi-driver.
В Conan Doyle came to the hotel in a taxi.
С The taxi-driver thanked Conan Doyle smiling.
D The newspapers wrote about Conan Doyle's visit to Paris.
4. Choose the right answer: Why was Conan Doyle surprised?
A taxi-driver was rude to him.
В The taxi-driver did not like his clothes.
С The taxi-driver could not speak English.
D The taxi-driver knew his name.
5. Choose the appropriate word to complete the sentence: The taxi-driver was a ______ person.
A lazy Вquick-witted С strange D stupid
Short term lesson plan
Unit of a long term plan: Unit 5
Lesson plan 58
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Project: A poem
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.C8 develop intercultural awareness through reading and discussion
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.S1 use formal and informal language registers in their talk on a range of
general and curricular topics
9.S2 ask complex questions to get information about a wide range of general and
curricular topics
9.S3 explain and justify their own and others’ point of view on a range of general
and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of familiar
general and curricular topics
Lesson objectives

Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for rhyming patterns in poems and the ability to
recite a poem. Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about poetry.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Compose poems in different languages.Respond to and discuss the
reading passage using interpretive, evaluative and creative thinking skills.
Cooperation, respect each other's opinion, functional literacy.
Literature, Social Science, Psychology, Information Technology, Art.
Talking about poems.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Students will be able to understand that people should like to read poems and try
to compose their own works.
Breaks and physical activities used.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
Beginning
the lesson
6 min.
Main
Activities
The teacher begins the lesson with a sonnet of W.
Shakespeare” Age and Youth”. The students see the
portraits of well – known Kazakh, Russian, English,
American and French poets.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk. Today we are having an
unusual lesson – The lesson of Poetry.
 Do you like poems? Have you ever composed
poems?
 About what is the sonnet?
In groups make a poster about the meaning of a
poem by R.L. Stevenson. Follow the structure of
answers. Ex.1 – 3 p.67. Two students will speak
The portraits of well – known
Kazakh,
Russian,
English,
American and French poets.
Writing
Worksheet
Student Book p.67
CD2.21
15 min.
13 min.
about the biography of R.L. Stevenson.
Title
The meaning of a verse
“The Cow”
“From
a
railway
carriage”
Find rhyming words:
Speak about the patterns od rhyming words:
ABAB CDCD EFEF
AABBCCDD
Ex.3 – 4 p.67
A Contest of poems devoted to love
Students prepared poems in different languages
with a presentation of a poet. After the reciting of a
poem, they ask the group the meaning of it.
Writing
Worksheet
Whiteboard
Giving the home task. W.B. p.45 A project: a poem
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
Ending the
 Black: What were the weaknesses of your work?
lesson
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
6 min.
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes for
a certain student, provision of
individual support to learners,
selection of learning materials and
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
7. Identify the main idea in
extended talks with little
support.
8. Apply
topic
related
vocabulary
in
speech
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating and making choices
about their own and others’
ideas
resources based on the individual appropriately
arranging
abilities of learners.
words and phrases into wellformed sentences.
9. Demonstrate the ability
to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers
the
questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Age and Youth by William Shakespeare
Crabbed age and youth
Cannot live together;
Youth is full of pleasure
Age is full of care;
Youth like summer morn;
Age like winter weather;
Youth like summer brave;
Age like winter bare.
Youth is full of sport;
Age's breath is short;
Youth is hot and bold
Age is weak and cold;
Youth, I do adore thee!
Short term lesson plan
Unit of a long term plan
Unit 6 Tradition and language
Lesson plan 59
Date:
School:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Relationships.
Talking about traditional stories.
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
7 min.
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C2 use speaking and listening skills to provide sensitive feedback to peers
9.C3 respect differing points of view
9.C5 use feedback to set personal learning objectives
9.W8 spell most high-frequency words accurately for a limited range of general
topics of familiar general topic
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Present Perfect + for and since.
Transfer information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about
traditions and customs.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
Make a presentation about traditions of Kazakhstan. Respond to and discuss the
reading passage using interpretive, evaluative and creative thinking skills.
Cooperation, respect each other's opinion, support, functional literacy.
Culture, Art, Social Science, Psychology, Information Technology, Geography.
Talking about traditional stories.
Smart board for showing a presentation, getting additional information, playing
the audio files.
Students will be able to understand that people should know and respect
traditions and customs of their country and the country the language of which
they learn.
Breaks and physical activities used. Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of electrical power
cords.
Planned activities
The lesson greeting.
Resources
Slide (useful phrases).
Pictures
PPT
The teacher sets the lesson objectives, letting
Student Book p.68
students know what to anticipate from the lesson.
Warm up. Free talk.
 When you hear the words "tradition" and
"customs" what associations do you have? What
traditions and customs do people have?Do people
try to keep traditions alive?
 Look at the photo and guess the traditions:
Writing
Worksheet
Thanksgiving (fourth Thursday in November)
Toy dastarkhan
Betashar
Maslenitsa
Britain is full of culture and traditions which have
been around for hundreds of years. British
customs and traditions are famous all over the
world. When people think of Britain they often
think of people drinking tea, eating fish and chips
and wearing bowler hats, but there is more
to Britain than just those things.
Pictures
PPT
Poppy Day or Remembrance Day
Writing
Worksheet
Main
Activities
15 min.
In groups speak about these traditions.
READING TASK:
Match the facts with people and countries.
Student Book p.68
Don’t forget to underline new words and be able to
say their meanings.
Answer: free
Ex.1 - 2 p.68
Student Book p.68
How do people keep the traditions alive?
Do traditional stories travel from one country to
another?
12 min
While reading the text write down word –
combinations:
Word - combination
Meaning
make up
create
calm down
relax
pass down
to give from one
generation to the next
find out
learn by studying
get orders
order
get mad
become very angry
come up with
have an idea
look into
explore, investigate
keep on
continue
Writing
Worksheet
A Table
Student Book p.68
Which of the traditional stories did you like best of
all?
Explain: “Remember the ant”.
THE INTRODUCTION OF GRAMMAR.
Present Perfect.
Student Book p.69
Ex.4 - 5 p.69 Sentence completion task with
adverbs:
Affirmative
Negative
A Table
The teacher asks Sts. to listen to the song " Brighton
in the rain" and put down the verbs and underline A song“Brighton in the Rain”.
the position of adverbs in the Present Perfect.
Brighton in the Rain
Fill in the gaps and complete the song lyrics with
the Present Perfect Tense of the verbs listed below.
(verbs may be used more than once).Listen to the
song and check your answer
be
know
drive
learn
drink
read
eat
sail
go
see
have
spend
I’ve never (1) _ _ _ _ to Athens and I’ve never (2)
_ _ _ _ to Rome.
I've only (3) _ _ _ _ the Pyramids in picture books
at home.
I've never (4) _ _ _ _ _ _ across the sea or (5) _ _
_ _ inside a plane.
I've always (6) _ _ _ _ _ my holidays in Brighton in
the rain.
I've never (7) _ _ _ _ _ foreign food or (8) _ _ _ _
in a foreign bar.
I've never (9) _ _ _ _ _ _ a foreign girl or (10) _ _ _
_ _ _ a foreign car.
I've never (11) _ _ _ to find my way in a country I
don’t know.
I've always (12) _ _ _ _ _ just where I am and
where I’ll never go.
I've (13) _ _ _ _ travel books by writers who have
(14) _ _ _ _ to Pakistan.
I’ve (15) _ _ _ _ _ people telling stories of
adventures in Iran.
I’ve (16) _ _ _ _ _ _ _ TV documentaries about
China and Brazil.
But I've never (17) _ _ _ _ abroad myself. It’s
making me feel ill.
I've (18) _ _ _ _ _ _ _ several languages like Hindi
and Malay.
I've (19) _ _ _ _ _ _ lots of useful sentences I’ve
never (20) _ _ _ _ able to say.
The furthest place I’ve ever (21) _ _ _ _ was to the
Isle of Man, and that was full of tourists from Korea
and Japan.
Homework: W.B. p.46, Ex.5 – 6 p.69 St.B.
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
Ending the
 Black: What were the weaknesses of your work?
lesson
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
10. Identify the main idea
in extended talks with
little support.
11. Apply topic related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
12. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
 Feedback on the
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
work
 Peer-assessment
Category
Fluency
Spelling and
Grammar
Presentation/
Memorization
Pronunciation/
Expression
Excellent
4 pts
Author
demonstrates
normal pace, not
too fast, not to
slow.
There are no
spelling,
punctuation, or
grammar errors.
Dialogue is well
organized
and
flows like a
natural
conversation.
No pronunciation
errors are noted.
Conversation is
recited
with
appropriate
expression.
Peer-assessment.
Rubric
Good
3 pts
Author
demonstrates
adequate normal
pace, not too
fast, not to slow.
There are 1-2
spelling,
punctuation, or
grammar errors.
Dialogue is fairly
well organized
and mostly flows
like a natural
conversation.
There are 1-2
errors
in
pronunciation.
Conversation is
recited
with
mostly
appropriate
expression.
Fair
2 pts
Author
demonstrates
some
normal
pace, not too
fast, not to slow.
There are 3-4
spelling,
punctuation, or
grammar errors.
Dialogue
is
slightly
confusing
and
somewhat flows
like a natural
conversation.
There are 3-4
pronunciation
errors.
Conversation is
recited
with
somewhat
appropriate
expression.
Brighton in the Rain
I’ve never been to Athens, and I’ve never been to Rome.
I’ve only seen the pyramids in picture books at home.
I’ve never sailed across the sea or been inside a plane.
I’ve always spent my holidays in Brighton in the rain.
I’ve never eaten foreign food or drunk in a foreign bar.
I’ve never kissed a foreign girl or driven a foreign car.
I’ve never had to find my way in a country I don’t know.
I’ve always known just where I am and where I’ll never go.
I’ve read travel books by writers who have been to Pakistan.
I’ve heard people telling stories of adventures in Iran.
I’ve watched TV documentaries about China and Brazil.
But I’ve never been abroad myself its making me feel ill.
I’ve studied several languages like Hindi and Malay.
I’ve learnt lots of useful sentences I’ve never been able to say.
The first of place I’ve ever been was to the Isle of Man.
Poor
1 pts
Author
demonstrates
little
normal
pace, not too
fast, not to slow.
There are more
than 4 spellings,
punctuation, or
grammar errors.
Dialogue is hard
to follow and
doesn't flow like
a
natural
conversation.
There are 5 or
more
pronunciation
errors.
Appropriate
expression
not
used.
And that was full of tourist from Korea and Japan.
I’ve never been to Athens, and I’ve never been to Rome.
I’ve only seen the pyramids in picture books at home.
I’ve never sailed across the sea or been inside the plane.
I’ve always spent my holidays in Brighton in the rain.
Short term lesson plan
Unit of a long term plan
Unit 6 Tradition and language
Lesson plan 60
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Reading: Marriage. p.70
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Number absent:
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.R5 deduce meaning from context in short texts on a limited range of familiar
general and curricular topics
9.R6 recognise the attitude or opinion of the writer in short texts on a limited
range of general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a limited range
of written genres
9.W8 spell most high-frequency words accurately for a limited range of general
topics of familiar general topic
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
limited range of general topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Present Simple for retelling a
story about arranged marriage.Transfer information from the given information
into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about
arranged marriages using active vocabulary.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about marriages in Kazakhstan.Respond to and
discuss the reading passage using interpretive, evaluative and creative thinking
skills.
Cooperation, respect each other's opinion, support, functional literacy.
Social Science, Psychology, Information Technology, Geography, Biology.
Talking about traditional stories.
Useof ICT
Intercultural
awareness
Health and Safety
Smart board for showing a presentation, getting additional information,playing
the audio files.
Students will be able to understand that people should keep their traditions and
customs.
Breaks and physical activities used.
Everyday classroom precautions will ensure that safety measures are provided to
prevent the exposure of electrical power cords.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Speak about arranged
Student Book p.70
Beginning
of the
lesson
6 min.
marriage
Writing
Worksheet
Pictures
Student Book p.70
Ex.1
Teacher’s Book p.92 Background.
Main
Activities
Warm up. Free talk.
On the board you can see the word: Marriage
What do you imagine when you hear this word?
How will you choose your future husbands /wives?
ARRANGED MARRIAGE
What do you think about it?
LISTENING TASK:
Read and listen to the text and express your Student Book p.70
opinions:
CD2.22
15 min.
Writing
Worksheet
Discuss the text using the method of six hats:
1 group will speak about facts.
2 group - feelings.
3 group - creative ideas.
4 group -negative aspects.
5 group - benefit from the holidays in jungle.
6 group - conclusion.
13 min.
Six hats method
Student Book p.70
A table
Ex.2 p.70 True - false sentences.
Vocabulary work: find verbs with prepositions and
make your sentences. Ex. 3 - 4 p.70.
Verb
Preposition
Teacher's Book p.92.
Ex.5 p.70. Creative exercise
Optional activity: Reading.
Teacher's Book p.92.
Giving the home task: W.B. p.50
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment
Short term lesson plan
Unit of a long term plan
Unit 6. Tradition and language
Lesson plan 61
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Language Focus: Present Perfect + for and since
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
Number absent:
9.C8 develop intercultural awareness through reading and discussion
9.S2 ask complex questions to get information about a wide range of general and
curricular topics
9.S3 explain and justify their own and others’ point of view on a range of general
and curricular topics
9.UE9 use appropriately a wide variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech on a
wide range of familiar general and curricular topics
9.R8 use a wide range of familiar and unfamiliar paper and digital reference
resources to check meaning and extend understanding
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Present Perfect + for and since.
Transfer information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about
relations between people.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a story about cultural problems.Respond to and discuss the reading
passage using interpretive, evaluative and creative thinking skills.
Cooperation, respect each other's opinion, support, functional literacy.
Culture, Art, Social Science, Psychology, Information Technology, Geography.
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Talking about relationship.
Smart board for showing a presentation, getting additional information, playing
the audio files.
Students will be able to understand that people should know and respect
traditions and customs of their country and the country the language of which
they learn.
Breaks and physical activities used.
Everyday classroom precautions will ensure that safety measures are provided to
prevent the exposure of electrical power cords.
Plan
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
Beginning
of the
lesson
7 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
When you want to speak about activities which you
Student Book p.71
have done recently and have a result, what Writing
structures and grammar tenses can you use? We can Worksheet
use Present Perfect with a definite word indicator.
Look at the picture and give your sentences:
Main
Activities
U2 SONG FOR TEACHING PRESENT
PERFECT
This song is great for teaching Present Perfect.
There are around 10 present perfect sentences.
Aside from the normal listening activities, get the
students to complete blanks spaces. Ask them to
identify the grammar mistake (I have spoke). For
discussion the students can talk about all the things
the singer "has done". After, students will write
things they have done and things they still want to
do.
Think of something that you really want to do in
15 min.
13 min.
Student Book p.71
A table
U2 - I Still Haven't Found What
I'm Looking for (Official Video)
https://www.youtube.com/watch?v=e35YC_oHjE
your life, but you haven’t been able to do yet
Ex.2 p.71
- since - if the starting point is given (two o'clock,
last Friday, 1998)
- for - if the period of time is given (twenty
minutes, two days, one year)
Decide whether to use »since« or »for«.
1.
1. I have been waiting
2.
2. Sue has only been waiting
minutes.
3.
4 o'clock.
20
3. Tim and Tina have been learning
English
4.
Writing
Worksheet
Writing
Worksheet
six years.
4. Fred and Frida have been learning
French
5.
1998.
5. Joe and Josephine have been going out
together
6.
Valentine's Day.
6. I haven't been on holiday
last
July.
7.
7. Mary has been saving her
money
8.
many years.
8. I haven't eaten
anything
9.
breakfast.
9. You have been watching
TV
hours.
10. We have been living here
2 months.
Ex.3 p.71. Sentence completion task. Speak about
the main character.
Use ex.4 to make questions about you.
Put the sentences into interrogative form: Ex.5 p.73.
In groups of 4 write 4 sentences about the duration
of the done activity using: How long
A game" The best listener". The Sts. listen and try
to pronounce correctly.
Imagine a perfect holiday. Write about the activities
you have done during it.
Student Book p.71
Giving the home task.
W.B. p.47
Ex.5 p.71 St. B.
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
Ending the
 Red: How do you feel about your work today?
lesson
 White: What have you leant today?
6 min.
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
13. Identify the main idea
in extended talks with
little support.
14. Apply topic related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
15. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
 Feedback on the
work
 Peer-assessment
U2 - I Still Haven't Found What I'm Looking For (A Song)
Lyrics
I have climbed the highest mountains
I have run through the fields
Only to be with you
Only to be with you
I have run I have crawled
I have scaled these city walls
These city walls
Only to be with you
But I still haven't found
What I'm looking for
But I still haven't found
What I'm looking for
I have kissed honey lips
Felt the healing in the fingertips
It burned like fire
This burning desire
I have spoken with the tongue of angels
I have held the hand of a devil
It was warm in the night
I was cold as a stone
But I still haven't found
What I'm looking for
But I still haven't found
What I'm looking for
I believe in the Kingdom come
Then all the colors will bleed into one
Bleed into one
But yes, I'm still running
You broke the bonds and you loosened chains
carried the cross of my shame, of my shame
You know I believe it
But I still haven't found
What I'm looking for
But I still haven't found
What I'm looking for
But I still haven't found
What I'm looking for
But I still haven't found
What I'm looking for.
Short term lesson plan
Unit of a long term plan
Unit 6. Tradition and language
Lesson plan 62
Date:
Class: 9
Learning
objectives(s) that
this lesson is
contributing to

Lesson objectives

Value links
Crosscurricular
links
Previous learning
Intercultural
awareness
Teacher’s name:
Number present:
Lesson title
Useof ICT
School:
Number absent:
Extreme adjectives.
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.C10 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
9.L1 understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar
topics
9.L2 understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
9.R2 understand specific information and detail in extended texts on a growing
range of familiar general and curricular topics, and some unfamiliar topics
9.R4 read a wide range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics
9. UE3 use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a wide
range of familiar general and curricular topics.
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the extreme adjectives.Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about
experiences.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about the experiences using extreme
adjectives.Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
Cooperation, respect each other's opinion, support, functional literacy.
Social Science, Information Technology, Geography, Biology, P.E., sport.
Talking about the experiences.
Smart board for showing a presentation, getting additional information, playing
the audio files.
Students will be able to understand that people should speak about their
experiences and give some advice.
Health and Safety
Breaks and physical activities used.
Everyday classroom precautions will ensure that safety measures are provided to
prevent the exposure of electrical power cords.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
Beginning
of the
lesson
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
Student Book p.72
Focus on the photos of great dates and elicit what
the people are doing. What adjectives can you use
to describe these things.(exciting, awful, stunning).
8 min.
Writing
Worksheet
Main
Activities
13 min.
LISTENING TASK:
Student Book p.72
Vocabulary exercises. Ex.1 - 2 p.72
CD2.23
The teacher asks Sts. To give the meaning of
extreme adjectives.
Vocabulary work:
A table
Extreme adjective Meaning
13 min.
stunning
filthy
terrifying
Ex.3 p.72. I have never done this because it’s…..
Circle two adjectives to make a pair and describe
great dates:
1. awful/ interesting/ hilarious/ bad
2. gorgeous/ furious/ angry/ memorable
3. exhausting/ unpleasant/ terrifying/ tiring
4. frightening/ terrifying/ hilarious/ unpleasant
5. funny/ interesting/ fascinating/ memorable
6. gorgeous/ revolting/ unpleasant/ terrifying.
Writing
Worksheet
Teacher’s Book p.156
Writing Worksheet
LISTENING TASK.
CD2.24
Ex. 4 -5 p.72.
Complete the table.
The class is divided into 7 groups and speaks about Student Book p.72
the experiences using extra adjectives.
Optional Activity: Vocabulary and Listening.
5 minute test, Test Bank MultiRom.
Teacher's Book p.94.
Giving the home task. W.B. p.48
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
of learners.
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
 Peer-assessment
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments ___________________________________________________
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others. I make connections to prior knowledge and experiences.
EXTREME
use ADJECTIVES
We use EXTREME
ADJECTIVES to make a story
more dramatic.They are stronger.
“We were exhausted” instead of
“We were tired”.
jo i
n!
norma
l
adjectives
We can make adjectives even
stronger by adding an adverb
(very, really, absolutely).“We
were absolutelyexhausted”
instead of “We were verytired”.
ugly
big
shocked
pleased
dirty
hot
surprised
small
hungry
upset
angry
interested
cold
clever frightened/scared funny
a)
b)
c)
d)
e)
f)
g)
h)
i)
tired
We can’t use
ABSOLUTELY
with normaladj.
We can’t use
VERY, QUITE, A
BIT with expr.
adj.aaas
stron
g
horrified exhausted tiny
freezing brilliant delighted
boiling filthy amazed/astonished
furious fascinated starving
hilarious petrified/terrified
hideous
enormous/hugedevastated
complete with extreme
adjectives
His joke was absolutely _______________ (funny). We just couldn’t stop laughing!
You should take a coat if you’re going out. It’s ________________(cold) out there tonight.
Jane was really ________________(angry) when she discovered that her son had taken her car.
We felt _________________(shocked) when we learnt about our neighbour’s accident.
I haven’t eaten anything since lunchtime and I’m _____________ (hungry). Is that a sandwich?
The hotel room was so _____________ (small) that we had to pile the suitcases up.
Anne was _______________ (surprised) when her former boyfriend appeared out of the blue.
My sister felt ________________ (upset) when her boyfriend went abroad for a year.
The house was absolutely __________________(dirty) when we finished the renovation.
rewrit
e!
1. She’s very clever. She’s ____
2. It’s hot in here. It’s _________
3. This T-shirt is dirty. ________
4. I’m so tired! ______________
5. This place is very big! ______
6. You have a small hand _____
7. I’m interested in jazz music
__
8. That dress is very ugly.
a) The monster in the film was absolutely
ugly/hideous.
b) The clown’s performance was very
funny/hilarious.
c) Tom was absolutely hot/boiling after
going sunbathing.
d) Jeff was pleased/delighted with his
surprise party.
e) Liz is a very clever/brilliant student.
f) Those jeans are too big/enormous for
you.
g) The clothes were very dirty/filthy
because of the dog.
h) John is absolutely scared/terrified of
flying.
i) Mike feels a bit tired/exhausted in the
mornings.
k) Jane was very surprised/astonished when
we gave her such an expensive present.
l) Luck has always been
interested/fascinated by science.
m) This T-shirt is slightly smaller/tiny now.
n) The weather is cold/freezing today! I
need my coat!
KEY
1. TIRED - EXHAUSTED
2. BIG – HUGE/ENORMOUS
3. UGLY - HIDEOUS
4. PLEASED - DELIGHTED
5. SHOCKED – HORRIFIED
6. INTERESTED - FASCINATED
7. DIRTY - FILTHY
8. COLD - FREEZING
9. HUNGRY - STARVING
10. ANGRY - FURIOUS
11. UPSET – DEVASTATED
12. SCARED/FRIGHTENED – PETRIFIED/TERRIFIED
13. SMALL - TINY
14. HOT - BOILING
15. CLEVER - BRILLIANT
16. SURPRISED – AMAZED/ASTONISHED
17. FUNNY – HILARIOUS
II.
a) His joke was absolutely HILARIOUS (funny). We just couldn’t stop laughing!
b) You should take a coat if you’re going out. It’s FREEZING (cold) out there tonight.
c) Jane was really FURIOUS (angry) when she discovered that her son had taken her car.
d) We felt HORRIFIED (shocked) when we learnt about our neighbour’s accident.
e) I haven’t eaten anything since lunchtime and I’m STARVING (hungry). Is that a sandwich?
f) The hotel room was so TINY (small) that we had to pile the suitcases up.
g) Anne was ASTONISHED (surprised) when her former boyfriend appeared out of the blue.
h) My sister felt DEVASTATED (upset) when her boyfriend went abroad for a year.
i) The house was absolutely FILTHY (dirty) when we finished the renovation
III.
1. She’s very clever. She’s BRILLIANT
2. It’s hot in here. It’s BOILING
3. This T-shirt is dirty. THIS T-SHIRT IS FILTHY
4. I’m so tired! I’M SO EXHAUSTED!
5. This place is very big! THIS PLACE IS HUGE/ENORMOUS
6. You have a small hand. YOU HAVE A TINY HAND
7. I’m interested in jazz music. I’M FASCINATED BY JAZZ MUSIC (preposition change)
8. That dress is very ugly. THAT DRESS IS HIDEOUS
IV.
a) The monster in the film was absolutely hideous.
b) The clown’s performance was very funny.
c) Tom was absolutely boiling after going
sunbathing.
d) Jeff was pleased/delighted with his surprise
party.
e) Liz is a very clever student.
f) Those jeans are too big for you.
g) The clothes were very dirty because of the dog.
h) John is absolutely terrified of flying.
i) Mike feels a bit tired in the mornings.
k) Jane was very surprised when we gave her
such an expensive present.
l) Luck has always been fascinated by science.
m) This T-shirt is slightly smaller now.
n) The weather is cold/freezing today! I need my
coat!
Short term lesson plan
Unit of a long term plan
Unit 6. Tradition and language
Lesson plan 63
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Language Focus: Present Perfect and Past Simple.
Present Perfect Simple and Continuous. p.73
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives

Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Number absent:
9.S2 ask complex questions to get information about a wide range of general and
curricular topics
9.S3 explain and justify their own and others’ point of view on a range of general
and curricular topics
9.S6 link comments with flexibility to what others say at sentence and discourse
level in pair, group and whole class exchanges
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an
increased range of general and curricular topics
9.C8 develop intercultural awareness through reading and discussion
9.W3 write with grammatical accuracy on a range of familiar general and
curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for usage of the Present Perfect/ present Perfect
Continuous and Past Simple for speaking about the things that happened or
started in the past. Transfer information from the given information into a
graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; speak about the
experiences.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a presentation about your last trip.Respond to and discuss the
reading passage using interpretive, evaluative and creative thinking skills.
Cooperation, respect each other's opinion, support, functional literacy.
Social Science, Psychology, Information Technology, Geography, Biology, P.E.
Talking about the things that happened or started in the past.
Smart board for showing a presentation, getting additional information, playing
the audio files.
Students will be able to understand that people should travel and speak about the
experiences of visiting different places.
Health and Safety
Breaks and physical activities used.
Everyday classroom precautions will ensure that safety measures are provided to
prevent the exposure of electrical power cords.
Plan
Planned
timings
Planned activities
Resources
The lesson greeting.
Slide (useful phrases)
Pictures
PPT
Beginning
of the
lesson
6 min.
Main
Activities
15 min.
13 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Warm up. Free talk.
 What did you do at the weekend? The teacher
tells Sts. about her trip during the weekend. Sts.
speak about weekend too.
 Listen to the song” Our Last Summer” by
ABBA and guess where did the people spend their
summer? Give your reasons. Speak in pairs.
LISTENING TASK:
In the song, define grammar tenses and find time
expressions.
Unfinished period of Finished period of
time
time
1. Look at the photos. Match them with the words
from the song. Then listen to the song. Arrange the
sights in the way you hear.
2. Listen to in the song. Look at the lyrics. Put the
words in the brackets into The Past Simple. Try to
fill in the gaps with the words from the box. Listen
and check.
Ex.1 p.73
Complete the text, then listen and check.
Ex. 2 p.73 Gist listening.
Listen to the key phrases and reply.
Practise the dialogue. Ex.3 p.73.
Listen to 3 short conversations and choose the best
answers to the questions.
Make a short dialogue about your trip using time
expressions.
DESCRIPTION OF PICTURES:
Writing
Worksheet
A book” Song – to study- English”
Writing
Worksheet
A Table
https://www.youtube.com/watch?v=Ko
yNlVQbUPc
Writing
Worksheet
CD2.25
Pictures
Student Book p.73
The introduction of the Present Perfect Workbook p.49
Continuous.
Ex 4 -5 p.73
Ex.6 p.73. Creative exercise.
You look cold – I’ve been waiting for the bus.
Giving the home task: W.B. p.49.
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Critical thinking
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment criteria:
16. Identify the main idea
in extended talks with
little support.
17. Apply topic related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
18. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
 Feedback
 Peer-assessment
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
Peer-assessment.
Rubric
Category
Fluency
Spelling and
Grammar
Presentation/
Memorization
Pronunciation/
Expression
Excellent
4 pts
Author demonstrates
normal pace, not too
fast, not to slow.
There
are
no
spelling,
punctuation,
or
grammar errors.
Dialogue is well
organized and flows
like
a
natural
conversation.
No
pronunciation
errors are noted.
Conversation
is
recited
with
appropriate
expression.
Good
3 pts
Author demonstrates
adequate
normal
pace, not too fast,
not to slow.
There
are
1-2
spelling,
punctuation,
or
grammar errors.
Dialogue is fairly
well organized and
mostly flows like a
natural
conversation.
There are 1-2 errors
in
pronunciation.
Conversation
is
recited with mostly
appropriate
expression.
Fair
2 pts
Author demonstrates
some normal pace,
not too fast, not to
slow.
There
are
3-4
spelling,
punctuation,
or
grammar errors.
Dialogue is slightly
confusing
and
somewhat flows like
a
natural
conversation.
There
are
3-4
pronunciation errors.
Conversation
is
recited
with
somewhat
appropriate
expression.
Poor
1pts
Author demonstrates
little normal pace,
not too fast, not to
slow.
There are more than
4
spellings,
punctuation,
or
grammar errors.
Dialogue is hard to
follow and doesn't
flow like a natural
conversation.
There are 5 or more
pronunciation errors.
Appropriate
expression not used.
Short term lesson plan
Unit of a long term plan
Unit 6. Tradition and language
Lesson plan 64
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Invitations. An email to a friend. p.74 - p.75
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives

Number absent:
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.C10 use talk or writing as a means of reflecting on and exploring a range of
perspectives on the world
9.L2 understand specific information in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.S1 use formal and informal language registers in their talk on a range of
general and curricular topics
9.W2 write independently about factual and imaginary past and future events,
activities and experiences on a wide range of familiar general and curricular
topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for discussion.
 Demonstrate knowledge for writing email invitation to a friend. Transfer
information from the given information into a graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation.
Provide a point of view in conversations and discussions; speak about
invitations.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Make a scheme of writing an email invitation.Respond to and discuss the
reading passage using interpretive, evaluative and creative thinking skills.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Cooperation, respect each other's opinion, support, functional literacy.
Social Science, Psychology, Geography, Information Technology, Stylistics.
Talking about making and responding to invitations and writing an email.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Students will be able to understand how to write an email invitation to a friend,
make and respond to it.
Breaks and physical activities used. Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of electrical power
cords.
Planned activities
The lesson greeting.
Resources
Slide (useful phrases).
Pictures
PPT
Beginning
of the
lesson
The teacher sets the lesson objectives, letting
Student Book p.74
students know what to anticipate from the lesson.
Writing
Warm up. Free talk.
Worksheet
 What is an email invitation? How can you
write it? How do you usually invite people to a
party you have?
Slide (useful phrases).
7 min.
Main
Activities
10 min.
Look at the model text and say what the email is
about?
Speaking (Pre-listening) (P)
In pairs, learners discuss the following questions Student Book p.74
of Ex.1 p.74.
Vocabulary (W)
Teacher asks learners to match 10 pictures with
the words and check as a whole class.
CD2.26
A game" The best interpreter". One pupil reads
the sentences, the partner translates it into Russian.
Then the second St. gives Russian sentences and
asks to give English translation.
The third paragraph should be translated into
Kazakh or other language.
Student Book p.74
Key – words for making and responding to
invitations. Ex 3 – 6 p. 74.
THE INTRODUCTION OF a structure of
email invitations.
Look at the email and be ready to speak about it. Writing
Worksheet
10min
7 min.
WRITING TASK:
Ex.4 p.75. Write an email to a friend. You are
going to celebrate a birthday. (Do this task in
groups).
Ex.2 – 3 p.75.
Student Book p.75
Cambridge Dictionary.
Student Book p.75
Giving the home task. W.B. p.51, An invitation (w).
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Critical thinking
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Students
think
critically,
exploring,
developing, evaluating
and making choices
selection of learning materials and Apply topic related vocabulary about their own and
resources based on the individual abilities in
speech
appropriately others’ ideas
of learners.
arranging words and phrases
into well-formed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Peer-assessment.
Rubric
Category
Fluency
Spelling and
Grammar
Presentation/
Memorization
Pronunciation/
Expression
Excellent
4 pts
Author
demonstrates
normal pace, not
too fast, not to
slow.
There are no
spelling,
punctuation, or
grammar errors.
Dialogue is well
organized
and
flows like a
natural
conversation.
Good
3 pts
Author
demonstrates
adequate normal
pace, not too
fast, not to slow.
There are 1-2
spelling,
punctuation, or
grammar errors.
Dialogue is fairly
well organized
and mostly flows
like a natural
conversation.
No pronunciation
errors are noted.
Conversation is
recited
with
appropriate
expression.
There are 1-2
errors
in
pronunciation.
Conversation is
recited
with
mostly
appropriate
expression.
Fair
2 pts
Author
demonstrates
some
normal
pace, not too
fast, not to slow.
There are 3-4
spelling,
punctuation, or
grammar errors.
Dialogue
is
slightly
confusing
and
somewhat flows
like a natural
conversation.
There are 3-4
pronunciation
errors.
Conversation is
recited
with
somewhat
appropriate
expression.
Poor
1 pts
Author
demonstrates
little
normal
pace, not too
fast, not to slow.
There are more
than 4 spellings,
punctuation, or
grammar errors.
Dialogue is hard
to follow and
doesn't flow like
a
natural
conversation.
There are 5 or
more
pronunciation
errors.
Appropriate
expression
not
used.
Short term lesson plan
Unit of a long term plan
Unit 6. Tradition and language
Lesson plan 65
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
My Country. Traditions and language.
Talking about wedding traditions in Kazakhstan. p.76
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.C8 develop intercultural awareness through reading and discussion
9.C9 use imagination to express thoughts, ideas, experiences and feelings
9.L1 understand the main points in unsupported extended talk on a wide range of
general and curricular topics, including talk on a limited range of unfamiliar
topics
9.L6 deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.S1 use formal and informal language registers in their talk on a range of
general and curricular topics
9.S8 recount extended stories and events on a wide range of general and
curricular topics
9.R2 understand specific information and detail in extended texts on a growing
range of familiar general and curricular topics, and some unfamiliar topics
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
7 min.
All learners will be able to:
 Comprehend the reading;
 Discuss a problem in groups;
 Apply topic related vocabulary in speech.
Most learners will be able to:
 Comprehend the reading surely and understand main ideas while reading;
 Discuss a problem in groups and suggest solution for a problem;
 Select, compile, and synthesize information for an oral presentation
Some learners will be able to:
 Demonstrate the ability to find correct information without any mistakes;
 Comprehend the reading and understand main ideas while reading surely;
 Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Geography, Information Technology, Culture, Art.
Talking about wedding traditions in Kazakhstan.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Discuss the diversity of traditions in Kazakhstan
Breaks and physical activities used. Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of electrical power
cords.
Planned activities
The lesson greeting. Pre-learning (W)
Teacher greets the class and suggests playing the
game to the learners. Teacher explains the rules for
this game.
 Game “Back to Blackboard” Rules:
One person stands back to the picture of a holiday
adventure;
Classmates should not name the holiday adventure;
Classmates can give some associations with the
holiday adventure;
Classmates can mime the holiday adventure;
Classmates can sing some lines from the songs.
 Teacher can organize competition between
two teams, when the first team mimes, the
second should guess the word.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.76
Writing
Worksheet
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson Pictures
looking a short film about wedding traditions in PPT
Kazakhstan.
Warm up. Free talk about the wedding.
W-E-D-D-I-N-G
Slide (useful phrases).
Main
Activities
15 min.
Give one word with this letter connected with the
theme
Reading about the wedding traditions in
Student Book p.76
Kazakhstan (W I)
 Teacher suggests the list of new vocabulary
Teacher’s Book p.98
with their synonyms, opposites or
definitions for learners.
(P) Learners work with new vocabulary first. They
get a list of words, read the words with the teacher
and write them down into their vocabularies.
Learners create 3-4 sentences with new words to
show the meaning of them.
Differentiation
Learners that are more able help the others to read
CD. 2.28
the words correctly.
Ex.1 p.76. Working with active words.
12 min
POST -READING ACTIVITY: Ex.2 p.76.
Check answers as a class.
Student Book p.76
Ex.3 p.76 Revision of grammar.
A teacher draws Sts. attention to the grammar
tenses used in the texts.Ex - 4 .p.76.
Ex.5 p.76 Creative Exercise. Speak about other
Pictures
Kazakh traditions in groups.
PPT
Giving the home task.
W.B. p.52 Ex.1
"Wedding traditions in Kazakhstan"(topic or a presentation).
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
6 min.
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
Critical thinking
how are you planning to check
learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply topic related vocabulary
in
speech
appropriately
arranging words and phrases
into well-formed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects
an
appropriate
answer.
 completes the task.
 uses appropriate subjectspecific
vocabulary
while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Students
think
critically, exploring,
developing,
evaluating
and
making choices about
their own and others’
ideas
Kazakh wedding
Thinking and mentality of people are changed, but habits and traditions of people are not
changed. Nowadays there are people who honor and esteem the habits of their ancestors. Kazakh
people are not exception. They always had their established traditions and customs of wedding
ceremonies.
Matchmaking (Kuda tusu) is the most interesting and unusual of all pre-wedding traditions.
Groom’s father and the most honorable relatives go to the bride’s home. Generous and holiday
table is served, everybody talk about different themes and complement friendly atmosphere by
jokes. Later the main theme – kalym is discussed. Groom’s parents give money to buy furniture
and bride’s parents must buy bedding, dishes, utensils, etc.
“Kyzyzatu” – farewell with girl. The girl is usually seen off in the morning. Sunrise is the
symbol of a new day and a new life.
“Neke Kiyar” – wedding ceremony. A cup of water is put before Mullah, covered with a
handkerchief. Mullah reads prayers, and then he asks in the presence of the witnesses about
agreement of groom and bride to marry. There are only closest relatives of the groom and bride
in this ceremony. But if the bride is pregnant, the rite is carried out after the baby is born.
“Koshtasu” – farewell to a home. Girl says goodbye to her parents and relatives before she
leaves the house. According to the traditions, a girl will not be able to come home for a year so
that to get used to a new family.
“Kelin tusiru” – the arrival of the bride to the groom’s house. The whole village is prepared
for this celebration. By tradition, a bride is not brought to the house at once. Other girls see her
off to the house without permitting her open her face. Then all relatives and friends are gathered
so that to organize a feast with treats. Everyone wants to see the future bride. Only after all
relatives are gathered, the bride is solemnly appeared.
“Betashar” – the ceremony of opening bride’s face. It is usually accompanied by traditional
song-zhyr. Here the husband’s relatives congratulate and give good advices for a happy family
life.
So the wedding ceremony is over and newlyweds become separate happy family.
Short term lesson plan
Unit of a long term plan
Unit 6. Tradition and language
Lesson plan 66
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
CLIL. Language and literature:
Word building: adjectives.p.77
Learning
objectives(s) that
this lesson is
contributing to

Lesson objectives

Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
Number absent:
9.C3 respect differing points of view
9.C5 use feedback to set personal learning objectives
9.L6 deduce meaning from context in unsupported extended talk on a wide range
of general and curricular topics, including talk on a limited range of unfamiliar
topics
9.W1 plan, write, edit and proofread work at text level with support on a limited
range of general and curricular topics
9.S2 ask complex questions to get information about a wide range of general and
curricular topics
9.UE3 use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a wide
range of familiar general and curricular topics
All learners will be able to:
 Comprehend the reading;
 Discuss a problem in groups;
 Apply topic related vocabulary in speech.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions; practise drawing
and filling a story map.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Demonstrate the ability to find correct information without any mistakes;
 Comprehend the reading and understand main ideas while reading surely;
 Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy.
Literature, Social Science, Geography,Information Technology, Stylistics.
Talking about wedding traditions in Kazakhstan.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Students will be able to understand that people should read a lot
Breaks and physical activities used. Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of electrical power
cords.
Planned activities
The lesson greeting.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.77
Gulliver's Travels Trailer
7 min.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Cluster "Gulliver's Travels".
Warm up. Free talk.
Look at the cover of the book; tell your partner if
he/ she knows what the book is about and who the
main character is. In pairs, name words
associated with it and make a cluster.
Pictures
PPT
Main
Activities
15 min.
12 min
LISTENING TASK:
Read the text and choose the correct words. Listen
and check your answers. Ex.1 p.77 . Pay attention
to the new words:
Proudly, army, dishonesty, neighbours, customs,
murder, judges, laws.
Ex.2 p.77. Match the words from Ex.1
Look at the text again and do Ex.3 p.77. Sts. can
work in pairs.
Answers:
1. customs
2. proudly
3. laws
4. judges
5. army
6. neighbours
7. murder
8. dishonestyScore - 8
Ex.3 Answers:
1. True
2. True
3. False
4. True
Student Book p.77
CD2.29.
Writing
Worksheet
Student Book p.77
5. False
6. False
Score - 6
Pictures
To the false sentences give the right answers. Each A story map graphic organiser
student counts the scores for the tasks.
In group of 4, fill in a story map.
Teacher's Book p.99.
A Table p.77
Ex.4. Form an adjective with the help of suffixes.
Optional Activity. Teacher’s Book
Ex.5 p.77 (Activate).
In groups, make a short play of the conversation p.99
between a king and Gulliver.
Giving the home task.
W.B. p.52 Ex.3 -5.
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
Ending the
 White: What have you leant today?
lesson
 Black: What were the weaknesses of your work?
6 min.
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
Peer-assessment.
Rubric
Category
Fluency
Spelling and
Grammar
Presentation/
Memorization
Pronunciation/
Expression
Excellent
4 pts
Author demonstrates
normal pace, not too
fast, not to slow.
There
are
no
spelling,
punctuation,
or
grammar errors.
Dialogue is well
organized and flows
like
a
natural
conversation.
No
pronunciation
errors are noted.
Conversation
is
recited
with
Good
3 pts
Author demonstrates
adequate
normal
pace, not too fast,
not to slow.
There
are
1-2
spelling,
punctuation,
or
grammar errors.
Dialogue is fairly
well organized and
mostly flows like a
natural
conversation.
There are 1-2 errors
in
pronunciation.
Conversation
is
recited with mostly
Fair
2 pts
Author demonstrates
some normal pace,
not too fast, not to
slow.
There
are
3-4
spelling,
punctuation,
or
grammar errors.
Dialogue is slightly
confusing
and
somewhat flows like
a
natural
conversation.
There
are
3-4
pronunciation errors.
Conversation
is
recited
with
Poor
1pts
Author demonstrates
little normal pace,
not too fast, not to
slow.
There are more than
4
spelling,
punctuation,
or
grammar errors.
Dialogue is hard to
follow and doesn't
flow like a natural
conversation.
There are 5 or more
pronunciation errors.
Appropriate
expression not used.
appropriate
expression.
appropriate
expression.
somewhat
appropriate
expression.
Group Assessment
№ гр. Правильность Логика
Культура Дополнения Поведение в
изложения
изложения изложения других
группе,
материала
материала, материала групп
умение
чёткость
сотрудничать
I
II
III
IV
Short term lesson plan
Unit of a long term plan:
Unit 6. Tradition and language
Lesson plan 67.
School:
Teacher's name:
Date:
CLASS: 9
Number present:
absent:
Summative assessment for the 6th unit.
Review
Lesson title
TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the 6th unit "Tradition and language."
Learning objectives
9.L2 understand most specific information in unsupported extended talk on
a wide range of general and curricular topics
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about
an increased range of general and curricular topics
9.UE3 use a variety of compound adjectives and adjectives as participles
and a variety of comparative structures to indicate degree on a range of
familiar general and curricular topics
Assessment criteria
Identify the position of speakers in an extended talk with some
Level of thinking skills
Duration
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Application
Knowledge and comprehension
Higher order thinking skills
20 minutes
Listening. Task 1.
Speaking. Task 2. An individual interview on the suggested topic for approximately 2 minutes
for each student.
Review. Unit6
Short term lesson plan
Unit of a long term plan:
Unit 6. Tradition and language
Lesson plan 68
Date:
CLASS: 9
School:
Teacher's name:
Number
present:
absent:
Lesson title
Skills Round - up. p.79
Learning objectives(s)
9.S2 ask complex questions to get information about a wide range of
general and curricular topics
9.S3 explain and justify their own and others’ point of view on a
range of general and curricular topics
9.S6 link comments with flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges
9.S8 recount extended stories and events on a wide range of general
and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general
and curricular topics
9.W6 write coherently at text level using a variety of connectors on a
wide range of familiar general and curricular topics
Lesson objectives
Level of thinking
Assessment criteria
All learners will be able to:
 Use some target vocabulary successfully in speaking tasks and
show some basic organisational coherence and cohesion in a writing
task.
 Demonstrate basic knowledge for usage of the structures:
Present Perfect/ Present Perfect Continuous and PastSimple Tenses
Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions;
 Use most target vocabulary successfully in speaking tasks and
show clear organisational coherence and cohesion in writing
task
Some learners will be able to:
 Apply the correct form of the studied grammar tenses in the
context;
 Use most target vocabulary successfully in speaking tasks and
show good organisational coherence and cohesion and some
elements of appropriate style in writing task.
 Justify a decision and use information in new situations.
Higher order thinking skills (according to the revised Bloom's
taxonomy).
 Read the given text and identify the general information.
 Demonstrate skills of organizing and expressing ideas
accurately.
 Illustrate a viewpoint in a discussion.
Active vocabulary of lessons 59 - 68
Target language
Values links
Cross-curricular links
Previous learning
Responsibility, Global Citizenship, cooperation, respect each other's
opinion, functional literacy.
Literature,Social Science, Psychology, History, Geography, P.
E.,Information Technology, Biology, Art.
Vocabulary relating to language and literature.
Plan
Planned
timings
Start
2 min
Planned activities (replace the notes below with
Resources
your planned activities)
ORGANISATION MOMENTS (WC):
Teacher informs learners that the aims of this lesson are Slide (objectives)
to revise the material that was taught in this unit.
Slide (useful
phrases)
PPT
Middle
5 min
REVISION. CONSOLIDATION. (GW)
Rules for Jeopardy game
There are 2 kinds of games. Teacher can feel free to
choose any or play during the whole lesson.
1. Students play jeopardy in groups.
Student's book p.78
p.79
12 min
16 min.
End
5 min
2. They have to choose a category and a point value.
3. Teacher clicks on the chosen box for the question.
(The teacher may want to set a time limit for answering
the question)
4. To see if a student or group is correct, click again for
the answer.
5. Click the Back to Board button on the slide to return
to the main board.
5. If the student or team is correct, they are awarded the
point value of the question
6. Continue until all questions have been answered.
The team with the most points wins.
Ex. 1 - 2 p. 78 (Revision of vocabulary)
Revision of Grammar. Present Perfect/ Present
Perfect Continuous/ Past Simple
( +, -, ? forms )
Ex. 3 - 4 ( do ex. individually)
LISTENING TASK:
You will listen to a text and complete the sentences:
COMMUNICATION.
Choose the correct responses to the sentences:
Ex. 6 p.78
SKILLS ROUND - UP.
LISTENING.
Ex. 1 - 3 p.79.
Speaking: Ex.4 - 5 p.79. Situations in a big city.
Writing: Ex.6. p.79
A letter to a friend about a situation of losing or finding
something. (Fast finishes can swap emails with another
fast finisher.
If a teacher has time, she/ he can ask students to do
Optional activity: Consolidation.
Home task.
W.B. p.53, St.B. p.78 Ex. 4.
FEEDBACK: Your impression!
Sts write their impression of the whole unit and share
ideas with their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Additional information
PPT Jeopardy
Student's book p.78
A mind - map
"Past Simple"
a graph organizer
CD 2.31.
Student's book p.79
Teacher’s Book
p.101
Slide
Differentiation – how do
you plan to give more
support? How do you plan
to challenge the more able
learners?
Task format: Learners can
contribute at their own
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and
achievement,
and
challenge to thinking and
Task format: Learners can
setting
future
objectives.
contribute
at their
own
Assessment – how are you
planning to check learners’
learning?
 Self-assessment worksheet
 Observe learners when
participating in discussion. Did
 each learner contribute to
the discussion? If not, why not?
Learners managed to
understand the rules and do the
tasks.
Learners
managed
to
understand the rules and do the
tasks.
Health and safety check
Everyday
classroom
precautions will ensure that
safety measures are provided
to prevent the exposure of
electrical power cords.
Critical thinking
Critical thinking on this lesson
lies in understanding grammar
point of these rules in English
language and it is based on
clarity, accuracy, precision,
depth, breadth, and fairness.
Oral assessment and support
Learners work in groups,
apply skills and knowledge to
a practical and cooperative
task, and produce their own
materials.
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and
achievement,
and
challenge to thinking and
setting future objectives.
Use the space below to reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson.
Short term lesson plan
Unit of a long term plan
Unit 7Music and film
Lesson plan 69
Date:
Class: 9
School:
Teacher’s name:
Number present:
Number absent:
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Music and film images. p.80 - p.81
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C6 organise and present information clearly to others
9.S2 ask complex questions to get information about a wide range of general and
curricular topics
9.S3 explain and justify their own and others’ point of view on a range of general
and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about an
increased range of general and curricular topics
9.UE6 use a wide variety of relative, demonstrative, indefinite, quantitative]of
pronouns and reflexive pronoun structures on a wide range of familiar general
and curricular topics
All learners will be able to:
 Comprehend the reading;
 Discuss a problem in groups;
 Apply topic related vocabulary in speech.
Most learners will be able to:
 Comprehend the reading surely and understand main ideas while reading;
 Discuss a problem in groups and suggest solution for a problem;
 Select, compile, and synthesize information for an oral presentation
Some learners will be able to:
 Demonstrate the ability to find correct information without any mistakes;
 Comprehend the reading and understand main ideas while reading surely;
 Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy.
Art, Social Science, Psychology, Literature (English, Kazakh, Russian),
Geography,Information Technology.
Talking about activities in a city.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Discuss that students should know what art is.
Breaks and physical activities used. Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of electrical power
cords.
Planned activities
Resources
Beginning
of the
lesson
7 min.
Main
Activities
15 min.
The lesson greeting. Pre-learning (W)
Teacher greets the class and suggests watching a
video. Before the short film Sts. Name form of art
they know. Watch a video about music and film
Slide (useful phrases).
Pictures
PPT
film-english.com/2012/02/05/the-joyof-books/. Films.
1.
2.
images.
A-R-TGive one word with this letter connected with the
theme.
Do you like to read or listen? What do you watch
on T.V.?
Start Thinking. Group Work. Music and film
Quiz. p.80
Ex.1 p.80. Vocabulary Work: match the words with
the definitions and put in a correct column in the
table.
What can people do to change the personal
appearance? Why?
Differentiation
In a weaker class: drill the pronunciation of the
difficult words (beard, moustache, dreadlocks,
tattoo, and braids).
In a stronger class, ask students to make up
sentences.
St. support or critique a strong change in
appearance. Ex.3.p.81
Writing
Worksheet
Student Book p.80
English - Russian Oxford
Dictionary
Student Book p.81
THE
INTRODUCTION
OF
GRAMMAR:
Reflective pronouns.
Personal pronouns
Reflective pronouns
12 min
Sts. give their examples with pronouns.
Ex. 4 - 6p.81. Choose the correct pronoun.
ACTIVATE: Language focus.
Writing
Write answers to the questions. What is the
Worksheet
difference between reflective pronouns and each
other?
Teacher's Book p.103.
Workbook p.p.40 – 41(more practice).
Giving the home task.
W.B. p.54
Topic» Body Decoration" or presentation
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
Ending the
 Red: How do you feel about your work today?
lesson
 White: What have you leant today?
6 min.
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
19. Identify the main idea
in extended talks with
little support.
20. Apply topic related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
21. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
 Feedback on the
work
Appendix 1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments ___________________________________________________
Appendix 2
yes
I understand the rule of reflective pronouns
I did exercises for this rule without any mistakes
I understand the rule for “each other”
I will do the description of the appearance
I understand the facts about body decoration
I have answered all the questions about changing the
appearance
no
Need
revising
Need
more
practice
Short term lesson plan
Unit of a long term plan
Unit 7 Music and film
Lesson plan 70
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Reading. Galymzhan Moldanazar. p.82
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Number absent:
9.R5 deduce meaning from context in extended texts on a wide range of familiar
general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a wide
range of familiar general and curricular topics
9.L8 understand supported narratives, including some extended talk, on an
increasing range of general and curricular topics
9.W4 use style and register to achieve appropriate degree of formality in a
growing variety of written genres on a range of general and curricular topics
9.W5 develop with support coherent arguments supported when necessary by
examples and reasons for a wide range of written genres in familiar general and
curricular topics
9.S1 provide basic information about themselves and others at sentence level on
an increasing range of general topics
All learners will be able to:
 Comprehend the reading;
 Discuss a problem in groups;
 Apply topic related vocabulary in speech.
Most learners will be able to:
 Comprehend the reading surely and understand main ideas while reading;
 Discuss a problem in groups and suggest solution for a problem;
 Select, compile, and synthesize information for an oral presentation
Some learners will be able to:
 Demonstrate the ability to find correct information without any mistakes;
 Comprehend the reading and understand main ideas while reading surely;
 Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy.
Art, Social Science, Psychology, Literature, Geography, Information
Technology.
Talking about changing the image.
Smart board for showing a presentation, getting additional information,playing
the audio files.
Intercultural
awareness
Health and Safety
Planned
timings
Discuss the diversity of lives of musicians in Kazakhstan, in the UK, in Russia.
Breaks and physical activities used. Everyday classroom precautions will ensure
that safety measures are provided to prevent the exposure of electrical power
cords.
Planned activities
The lesson greeting. Pre-learning (W)
Teacher greets the class and suggests playing the
game to the learners. Teacher explains the rules for
this game.
 Game “Back to Blackboard” Rules:
One person stands back to the picture of a popular
Kazakh singer ;
Classmates should not call the name of the singer ;
Classmates can give some lines from the song of
this singer ;
Classmates can sing some lines from the songs.
Resources
Slide (useful phrases).
Pictures
PPT
Writing
Worksheet
Beginning
of the
lesson
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
7 min.
Pictures
PPT
Warm up. Free talk about popular Kazakh singers.
Look at the portraits of some singers, what can you
say about them?Can you name any Kazakh
musicians?
Main
Activities
15 min.
Student Book p.82
Slide (useful phrases).
Ex.1 p.82
Look at the portraits of young people? What do you Student Book p.82
know about them? Students give their own answers.
Pictures
PPT
12 min
Galymzhan Moldanazar
Cluster or a table.
The students in groups will read information about
Student Book p.82
a musician and make a story map. Then a leader is
going to present Galymzhan Moldanazar.
Reading and listen to the text about a Kazakh
musician. (W I).
Teacher suggests the list of new vocabulary with
their synonyms or opposites for learners.
Ex.1,3 p.82
(P) Learners work with new vocabulary first. They
get a list of words, read the words with the teacher CD. 3.01
and write them down into their vocabularies.
Learners create 3-4 sentences with new words.
Differentiation
Learners that are more able help the others to read
the words correctly.
Ex.3 p.82. Working with active words.
POST -READING ACTIVITY: Ex.4 p.82.
Give the definition of the underlined words.
The teacher divide the class into 2 groups: boys and
girls. One group will speak about a popular singer
of 80s and the second group will retell the text Pictures
about a modern musician. They should do it in the PPT
form of presentation.
Ex.5 p.82. Creative task.
Cluster or a table.
Speak about a life of a musician.
Make a conclusion: Have you ever wanted to sing
in public?
Describe another musician in pairs. Try to make Student Book p.82
a story map.
Giving the home task.
W.B. p.56
Students express their attitude to the lesson and give self-assessment using the method:
“Six thinking hats”:
 Green: How can you use today's learning in different subjects?
Ending the
 Red: How do you feel about your work today?
lesson
 White: What have you leant today?
6 min.
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still need to
work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment criteria:
22. Identify the main idea
in extended talks with
little support.
23. Apply topic related
vocabulary in speech
appropriately
arranging
Critical thinking
Students think critically,
exploring,
developing,
evaluating and making
choices about their own and
others’ ideas
words and phrases into
well-formed sentences.
24. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses
questions
and answers the questions
within the group.
 Observation
 Feedback on the
work
 Peer-assessment
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
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 the lesson about this class or individuals
that will inform my next lesson?
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Short term lesson plan
Unit of a long term plan
Unit 7Music and film
Lesson plan 71
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Language Focus.Active or
Passive:Introduction.p.83
Learning
objectives(s) that
this lesson is
contributing to




Lesson objectives


Value links
Crosscurricular
links
Previous learning
Useof ICT
Number absent:
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
Introduction.p.83
9.C6 organise and present information clearly to others
9.L1 understand the main
pointsorin
unsupported
extended talk on a wide
Active
Passive:
Introduction.p.83
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics
9.UE7 use perfect continuous forms and a variety of simple perfect active
and passive forms including time adverbials … so far, lately, all my life ,
on a wide; use a variety of relative clauses including with which [whole
previous clause reference]
All learners will be able to:
develop speaking skills through communication about clothes crimes;
improve reading skills through recognising typical features at word;
write descriptions given facts about the clothes using passive voice.
Most learners will be able to:
Select, compile, and synthesize information from the reading passage
for an oral presentation.
Some learners will be able to:
Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
Demonstrate the ability to find correct information without any
mistakes;
Respond to and discuss the reading passageusing interpretive, evaluative
and creative thinking skills.
Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Geography,Information Technology, Art.
Talking about Kazakh musicians.
Smart board for showing a
information,playing the audio files.
presentation,
getting
additional
Intercultural
awareness
Health and Safety
Planned
timings
Beginning of
the lesson
Discuss the problems of clothes crime in different countries.
Breaks and physical activities used. Everyday classroom precautions will
ensure that safety measures are provided to prevent the exposure of
electrical power cords.
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting students Slide (useful phrases).
know what to anticipate from the lesson.
Pictures
Then to create a positive learning environment the PPT
teachers asks students to start the lesson giving each
other compliments about appearance, clothes, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to predict
the topic of the lesson.
Student Book p.83
Writing
Worksheet
Pictures
PPT
7 min.
Slide (useful phrases).
Warm up.Free talk about wearing hooded
sweatshirts in Britain. Ex.1. p.83.
The teacher asks Sts. in pairs the information
about hoodies.
By the early noughties in the UK, the hoodie had Writing
become directly politicised, symbolising the furtive Worksheet
menace of Britain's inner-city teenage population. In
May 2005, it was banned by the Bluewater shopping
centre in Kent and later by several schools
in England and Wales.
Main
Activities
15 min.
Main part
Look at the sentence from the text: …young people
wearing hooded sweatshirtswere banned from
shopping centers….
*Teacher suggests revising a basic rule for asking
questions in the Passive:
(W)This information can be helpful. P.83 Rules.
Ex.2 p.83. Fill in a table with the Passive Voice.
The teacher asks Sts. to read the text” Clothes Crimes”
and express their own opinion. Write negative
adjectives about hoodies.
Advantages of hoodies Disadvantages of
hoodies
Student Book p.83
Workbook p.55
Pictures
PPT
12 min
Student Book p.83
Ending the
lesson
6 min.
Ex.3 - 4. Work with grammar.
Activate. Speak about problems connected with
clothes among teenagers: hoody tops, baggy jeans,
jeans with holes, short skirts.
Giving the home task.
W.B. p.55
A mind - map: Passive Voice
Students express their attitude to the lesson and give self-assessment using
the method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Critical thinking
Differentiation can be achieved through
the selection of activities, identification
of learning outcomes for a certain
student, provision of individual support
to learners, selection of learning
materials and resources based on the
individual abilities of learners.
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Students
think
critically,
exploring,
developing,
evaluating
and
making
choices
about their own and
others’ ideas
Transform the sentences from Active Voice to Passive Voice
1. Peter bought this house. ____________________________________________________
2. Mary will make the coffee. ___________________________________________________
3. My friends are repairing the car. ______________________________________________
4. Most students speak English in this class. ______________________________________
5. A policeman helped her. ___________________________________________________
6. She finished her work early. _________________________________________________
7. They carried him into the hospital. ____________________________________________
8. They make this computer in the USA. _________________________________________
9. They have cancelled the meeting. ____________________________________________
10. I sent the package to Austria by train. _________________________________________
The following sentences have 2 objects, transform them in both ways :
1.
Ann showed them the church. _________________________________________________
_______________________________________________________________
2.
Someone will give us a new notebook. _________________________________________
____________________________________________________________________________
3.
Mum gave me a watch for my birthday. _________________________________________
____________________________________________________________________________
4.
They are taking her some flowers. _____________________________________________
____________________________________________________________________________
Short term lesson plan
Unit of a long term plan
Unit 7Music and film
Lesson plan 72
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
School:
Teacher’s name:
Number present:
Number absent:
Discussing music.
Talking about how music is recorded. p.84
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C6 organise and present information clearly to others
9.S3 explain and justify their own and others’ point of view on a range of
general and curricular topics
9.R4 read a wide range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide range of
familiar general and curricular topics
All learners will be able to:
 Comprehend the reading;
 Discuss a problem in groups;
 Apply topic related vocabulary in speech
Most learners will be able to:
 Comprehend the reading surely and understand main ideas while
reading;
 Discuss a problem in groups and suggest solution for a problem;
 Select, compile, and synthesize information for an oral presentation
Some learners will be able to:
 Demonstrate the ability to find correct information without any
mistakes;
 Comprehend the reading and understand main ideas while reading
surely;
Apply topic related vocabulary in speech with grammar accuracies.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Cooperation, respect each other's opinion, functional literacy.
Art, Social Science, Kazakh and Foreign Literature, Psychology,
Information Technology.
Talking about clothes crimes.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss the process of recording music in different countries.
Breaks and physical activities used. Everyday classroom precautions will
ensure that safety measures are provided to prevent the exposure of
electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning of Then to create a positive learning environment the
teachers asks students to start the lesson giving each
the lesson
other
compliments
about
appearance,
job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, listening to short fragments of
different types of music, the learners are asked to
predict the topic of the lesson.
Sts. sing a song in the style of country "Numb” and
speak about the plot of it.
Resources
Slide (useful phrases).
Pictures
PPT
Course books.google.co
m.co/books?isbn=05213
76661 Michael Swan –
1990
Country cover of
"Numb" by Linking
Park
Student Book p.84
Writing
Worksheet
7 min.
Have you ever tried to compose a song or music?
Which of you studies or has finished a music
school?
Pictures
PPT
Slide (useful phrases).
Main
Activities
15 min.
12 min
Ending the
lesson
6 min.
Warm up.Free talk.Have you ever tried to
compose a song or music? Which of you studies
or has finished a music school?
The teacher asks Sts. in pairs make a list of the
types of music?
Main part
Look at the words. Which of these are not types of
music?Ex.1 p.84. Write adjectives about the types of Student Book p.84
music :
A Table
Pop
Classical
funny, moving.....
exciting, fascinating....
Use dictionaries to translate the words you don't know
and give definitions:
Funny, exciting, moving, dull, appealing, scary,
imaginative, fascinating. Give synonyms and
opposites to these words. Ex.2 p.84.
Speak about the famous types of music among the
students of a class?
Pre-listening stage.
Predicting and guessing.Ex.3 p.84. Where do they say
music can be recorded?
While-listening stage.
The teacher informs the class that they will be
participating in the contest” Best in comprehension”.
Ex.4. True – false sentences (Score – 6) and listen
and practise the dialogue. (Score – 4).
Use active word – combinations:
To be really into, to have quite a few number one hits,
a mixture of, the lyrics are really clear, to be
released, to be to one of the gigs, to be to a live
performance, due to go on tour. (Score – 10).
Ex.5. Activate. Creative Task.
In pairs, speak about one’s favourite music.
CD. 3.02
Student Book p.84
Writing
Worksheet
Giving the home task.
W.B. Ex.5.p.84 w, W.B. p.56
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support? Assessment –
how are you planning to
How do you plan to challenge the more
check learners’learning?
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and resources
based on the individual abilities of learners.
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Numb
I'm tired of being what you want me to be
Feeling so faithless lost under the surface
Don't know what you're expecting of me
Put under the pressure of walking in your shoes
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)
I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
Can't you see that you're smothering me
Holding too tightly afraid to lose control
Cause everything that you thought I would be
Has fallen apart right in front of you
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
Critical thinking
Students think
critically,
exploring,
developing,
evaluating and
making choices
about their own and
others’ ideas
(Caught in the undertow just caught in the undertow)
And every second I waste is more than I can take
I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
And I know
I may end up failing too
But I know
You were just like me with someone disappointed in you
I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
I've become so numb I can't feel you there
(I'm tired of being what you want me to be)
Numb
I'm ------- of being what you want me to be
Feeling so ___ lost under the surface
Don't know what you're ____ of me
Put under the ...... of walking in your .....
(Caught in the ..... just caught in the .....)
Every..... that I take is another .... to you
(Caught in the undertow just caught in the undertow)
I've become so.... I can't feel you.....
I've become so.... so much more.....
I'm becoming this all I want.....
Is be more like.... and be less like.....
Can't you see that you’re..... me
Holding too.... afraid to lose .....
Cause ..... that you thought I would be
Has fallen..... right in front of you
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)
And every ..... I waste is more than I can.....
I've become so numb I can't feel you there
I've become so tired so much more.....
I'm becoming this all I want to do
Is be more like.... and be less like....
And I know
I may end up.... too
But I.....
You were just like me with someone ...... in you
I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
I've become so numb I can't feel you there
(I'm tired of being what you want me to be).
Short term lesson plan
Unit of a long term plan
Unit 7Music and film
Lesson plan 73
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
School:
Teacher’s name:
Number present:
Number absent:
Language Focus. Passive: past, present and
future. Passive: questions. p.85
9.C6 organise and present information clearly to others
9.S7 use appropriate subject-specific vocabulary and syntax to talk about
an increased range of general and curricular topics
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general and
curricular topics
9.UE1 use a variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics, and some
unfamiliar general and curricular topics
All learners will be able to:
 Identify the theme, give the examples of the Passive Voice, use

Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning of
the lesson
active vocabulary speaking about clothes and fashion.t lifestyle.
 Transfer information from the book about grammar into a graphic
organizer.
 Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Select, compile, and synthesize information from the reading
passage for an oral presentation.
 Provide a point of view in conversations and discussions;
Some learners will be able to:
Respond to and discuss the reading rules and texts using interpretive,
evaluative and creative thinking skills, practice transforming active
sentences to passive without mistakes.
Cooperation, respect each other's opinion, functional literacy.
Art, Social Science, Literature, Psychology, Information Technology.
Talking about music.
Smart board for showing a
information,playing the audio files.
presentation,
getting
additional
Discuss the production of clothes, fashion and products in the world.
Breaks and physical activities used. Everyday classroom precautions will
ensure that safety measures are provided to prevent the exposure of
electrical power cords.
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting students Slide (useful phrases).
know what to anticipate from the lesson.
Pictures
Then to create a positive learning environment the
PPT
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to predict
the topic of the lesson.
Student Book p.85
Writing
Worksheet
F-A-S-H-I-O-N.
7 min.
Pictures
PPT
PASSIVE VOICE: To be +V3
Slide (useful phrases).
Main
Activities
Warm up.Free talk about the theme of the lesson.
A mind - map
The teacher asks Sts. in pairs make a mind – map of
the Passive Voice.
Main part
Look at the sentences and find sentences with a Student Book p.85
passive voice. In groups, speak about the differences
between Active Voice and Passive Voice.
(W)This information can be helpful. Rules. This
grammar rule also needs regular and irregular forms.
The table
15 min.
Pictures
PPT
Graphic organizers
Ex. 1 - 2 p.85.Choose the right verbs in the right
voice. Do this exercise in pairs and check each other.
Listening Task 1. Ex.3
(I) Teacher suggests listening activity to the learners.
Learners listen to the text. Their first task is to answer
only one question: What clothes are made for films? Student Book p.85
Listening Task 2
12 min
II.Listen to the passage for the second time and fill in
the right form of the Passive.
Remember: a word “clothes” is used only in the plural
A Table
form.
• Clothes is a plural noun. If you want to talk about
one shirt, one sock etc., you say a piece of clothing or
an item of clothing
• Clothes is always followed by a plural verb: All my
clothes are packed and I’m ready for my trip.
Teacher discusses the right answers and assesses the
task asking the question: Who has 9 right answers? 8?
5? Etc. Teacher should explain the right choice in
listening tasks.
III.Draw a chain of the process of creating special Graphic organizers
clothes.
IV. Ex.4 -5 p.85 (Grammar Exercises).
Student Book p.85
Speaking about a product of the company.
Do this activity in groups of 3.
Choose two students in each group to design a leaflet
to advertise a company.
A Play.
How many activities have Sts. done?
Sts. write the activities they have done and two pupils
from the class try to write the sentences. The winner is
the person who will collect and write a lot of
activities.
Giving the home task.
W.B. p.57.A mind - map
Students express their attitude to the lesson and give self-assessment using
Ending the
the method: “Six thinking hats”:
lesson
 Green: How can you use today's learning in different subjects?
6 min.
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
 Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats".
Differentiation –
Assessment –
how do you plan to give more
Critical thinking
how are you planning to
support? How do you plan to
check learners’learning?
challenge the more
able learners?
Students
think
Differentiation can be achieved through Assessment criteria:
the selection of activities, identification Identify the main idea in critically,
of learning outcomes for a certain extended talks with little exploring,
developing,
student, provision of individual support support.
and
to learners, selection of learning Apply
topic
related evaluating
making
choices
materials and resources based on the vocabulary
in
speech
individual abilities of learners.
appropriately
arranging about their own and
words and phrases into others’ ideas
well-formed sentences.
Demonstrate the ability to
participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Short term lesson plan
Unit of a long term plan
Unit 7 Music and film
Lesson plan 74
Date:
Class: 9
Number absent:
Changing something in a shop.
Giving feedback on a product.
p.p.86 - 87skills to solve problems creatively and
9.C1 use speaking and listening
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives

Value links
Crosscurricular
links
Previous learning
Intercultural
awareness
Teacher’s name:
Number present:
Lesson title
Useof ICT
School:
cooperatively in groups
Giving feedback on a product.
9.C6 organise and presentp.p.86
information
- 87 clearly to others
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a wide
range of written genres, including some which focus on unfamiliar topics
9.S5 keep interaction going in basic exchanges on a growing range of
general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
9.W8 spell most high-frequency words accurately for a limited range of
familiar general and curricular topics
9.W6 write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics
All learners will be able to:
 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate basic knowledge for usage of the Present and Past
Tenses.
 Transfer information from the given information into a graphic
organizer.
Most learners will be able to:
 Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions;
 Offer constructive peer-feedback using rubric.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Use information in new situations.
Make a feedback on a product.
Cooperation, respect each other's opinion, functional literacy.
Social Science, Art, Literature, Psychology, Marketing and
Finance,Information Technology.
Talking about products.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Give feedback on a bought product and learn how to buy and change
something in a shop.
Health and Safety
Planned
timings
Beginning of
the lesson
Breaks and physical activities used. Everyday classroom precautions will
ensure that safety measures are provided to prevent the exposure of
electrical power cords.
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting students Slide (useful phrases).
know what to anticipate from the lesson.
Pictures
Then to create a positive learning environment the
PPT
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to predict
the topic of the lesson.
Student Book p.86
Writing
Worksheet
5 min.
Warm up.Free talk. Look at the photos: Where are
these people? What are they discussing? In pairs speak
about shopping: how do you usually buy anything?
Can you change a bought product or clothes?
Main
Activities
15 min.
Main part:
Teacher suggests listening to the dialogue and how is
the connected with Ex.1.Is it a real life story?
Give definitions to the following words:
Record, scratch, refund, exchange, receipt,
No, I’m good.
The Introduction of new key phrases:
Sts. do Pronunciation task. Ex.3. p.86.
What is the dialogue about?
Ex.4 - 5 p.86. Creative task: make a mini - dialogue
about changing things in a shop.
DISCUSSION ABOUT THE CHANGING THING.
Ex.6 p.86.
Student Book p.86
CD. 3.05
CD. 3.06
CD. 3.07
pictures
Ex.1 – 2 p.87. (Problems with a bought product).
In groups of 4, play the problem situations from Ex.1.
Use Key Phrases of Ex.2.
Ex.3 p.87.
12 min.
Ending the
lesson
6 min.
Working with the writing guide: Giving feedback Student Book p.87
on a product.Two Sts.will read the essay; others
speak later about it and give their own opinion.
The teacher pays attention to adverbs in the task and
asks Sts. to do ex.3.p.87.
In groups of 3 or 4, Sts. write a book review or film A Table on p.87
review according to the writing guide of Ex.5. p.87.
1. Make sure learners understand that all the
information has been included in the feedback.
Encourage learners to notice how the essay has been
organised into 4 paragraphs.
Giving the home task.
W.B. p.59, Ex.4 p.87 St. B.
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification
of learning outcomes for a certain
student, provision of individual support
to learners, selection of learning
materials and resources based on the
individual abilities of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making
choices
about their own and
others’ ideas
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments ___________________________________________________
Short term lesson plan
Unit of a long term plan:
Unit 7 Music and film
Lesson plan 75
School:
Teacher's name:
Date:
CLASS: 9
Number present:
Lesson title
absent:
Summative assessment for the 7th unit.
TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the seventh unit "Music and films"
Learning objectives
9.C6 organise and present information clearly to others
9.R4 read a range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics
9.R5 deduce meaning from context in extended texts on a range of
familiar general and curricular topics
9.W2 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
9.W6 write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics
9.UE7 use a variety of simple perfect forms including some passive forms
including time adverbials on a range of familiar general and curricular
topics
Assessment criteria
Form ideas effectively and demonstrate the ability to express them
clearly
Find particular facts and parts in reading passage.
Write sentences about real and imaginary past events, activities and
experiences connecting sentences into paragraphs.
Organize sentences, paragraphs and ideas logically using a variety of
linking devices.
Identify and use punctuation in the sentences properly
Make up simple perfect forms including some passive forms with time
adverbials to express recent, indefinite and unfinished past.
Level of thinking skills
Duration
Application
Higher order thinking skills
20 minutes
Short term lesson plan
Unit of a long term plan
Unit 7 Music and films
Lesson plan 76
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
School:
Teacher’s name:
Number present:
Number absent:
My Country. Music and film. p.88
CLIL.Culture: Britain in the 1960s.
p.89
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on a
wide range of familiar general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a wide
range of written genres, including some which focus on unfamiliar topics
9.C4 evaluate and respond constructively to feedback from others
9.C7 develop and sustain a consistent argument when speaking or writing
9.S5 keep interaction going in basic exchanges on a growing range of
general and curricular topics
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C6 organise and present information clearly to others
All learners will be able to:
Identify the meaning of the text about a famous Kazakh actor and Britain
in the 1960s, recall facts and basic concepts.
Most learners will be able to:
Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions;
Synthesize information from the reading passagesfor a discussion.
Some learners will be able to:
Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
Discuss and give their opinions about an alternative lifestyle using own
words.
Cooperation, respect each other's opinion, functional literacy,
Responsibility, Global Citizenship, Respect and Love to people.
Social Science, Art, History, Psychology, Literature,
Geography,Information Technology.
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Talking about shopping and problems with bought products.
Smart board for showing a presentation, getting
information,playing the audio files.
additional
The life of people nowadays and in the 1960s.
Breaks and physical activities used. Everyday classroom precautions will
ensure that safety measures are provided to prevent the exposure of
electrical power cords.
Planned activities
Resources
The lesson greeting.
The teacher sets the lesson objectives, letting students Slide (useful phrases).
know what to anticipate from the lesson.
Pictures
Then to create a positive learning environment the PPT
teachers asks students to start the lesson.
Warm up.Free talk about the life of Chingiz Kapin
and Britain in the 1960s.A teacher suggests listening
the lines from the song” Yesterday|” by the group
Beatles and an episode with Chingiz Kapin from the
film.
Student Book p.88
the song” Yesterday|”
Beginning of
the lesson
Writing
Worksheet
7 min.
Slide (useful phrases).
Main
Activities
15 min.
Main part
Pre - reading task: introduction of new words: Ex.1
Ex.2 p.88. Listen and read the text.
Ex.3 - 4 p.88 for comprehension of the text.
Name the films with this actor in the leading part.
Student Book p.89
CD. 3.08
(PROJECT O R D I N A R Y
F A M I L Y (CHINGIZ
KAPIN)
Pictures
PPT
(A film”Zaure).
12 min.
Look at the photos of Ex.1 and speak about this
period in the life of people in Britain. Answer the
questions.
The 1960s overturned the country’s old order and
brought in the new, as the economic boom
reverberated: governments fell through scandal; spies
were exposed in the heart of the establishment;
England won the World Cup; the arts, fashion and
entertainment industries burst with new ideas and
young people dominated events.
The students in pairs write down some facts about the
life in 1960s.
Britain in 1960s
Kazakhstan in 1960s
Student Book p.88
CD.3.09
A Table
During the 1950s and 1960s, Soviet citizens were urged to
settle in the Virgin Lands of the Kazakh Soviet Socialist
Republic.
Writing
Worksheet
Ex.3 – 5 p.89.
Ending the
lesson
6 min.
Make a short presentation of Alma-Ata in sixties.
Giving the home task.
W.B. p.58, Ex.5 p.89 St. B. (group work).
Students express their attitude to the lesson and give self-assessment using
the method: “Six thinking hats”:
 Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support? How
do you plan to challenge the more
able learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and resources
based on the individual abilities of learners.
Assessment –
how are you planning to
check learners’ learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making
choices
about their own and
others’ ideas

o
o
o
o
o
o
o
o
o
o
o
o

Чингиз Капин - актер театра и кино.
Родился 24 июля 1986 г. в г. Актюбинск.
В 2009 году окончил ВГИК, актерский факультет (маст. В. А. Грамматикова).
Роли в кино:
2013 Игры (к/м, Казахстан) - Диас
2012 Цена свободы (сериал, Казахстан) - Канат
2012. Теряя невинность в Алма-Ате (Казахстан)
2012 Золотой запас (сериал, Россия) - молодой Али
2012 Виртуальная любовь | Ғаламтордағы махаббат (Казахстан) - эмобой
2010-2011 Асель, друзья и подруги (сериал, Казахстан) - бывший бойфренд Сауле
2007 Дерибас (Казахстан) - Игорь Булаковский
2001-2003 Саранча (сериал, Казахстан) - Есен
Роли в театре:
Полоумный Журден (Михаил Булгаков) - Латорильер (по пьесе - маркиз
Дорант, 2008)
Большая Маленькая жизнь (Клоун с осенью в сердце) - Леонид
Енгибаров (учебный спектакль ВГИК, маст. М. М. Хуциева, реж. А. Степанова, 2008)
Три сестры (А. П. Чехов) - Федотик Алексей Петрович (2008)
Записки Ларионова (дипломный спектакль ВГИК, реж. В. А. Грамматиков) Литвин (2009)


Short term lesson plan
Unit of a long term plan:
Unit 7 Music and films
Lesson plan 77
Date:
CLASS: 9
Lesson title
School:
Teacher's name:
Number present:
absent:
Summative assessment for the 3rd term
Learning objectives(s)
Lesson objectives
All learners will be able to:
 Listen to the text;
 Plan and write a piece of writing;
 Speak on the taught topics
Most learners will be able to:
Identify the correct form of a word, appropriate sentence
structure and text layout;
 Speak on the taught topics with expressing points of view
Some learners will be able to:
 Write a composition keeping appropriate format and plan of
a given genre;
Recognise the content of an extended conversation using some
supporting information;
Level of thinking
Knowledge and comprehension
Assessment criteria
Target language
• Identify the main idea in extended talks
• Write topic related words correctly
• Connect sentences into paragraphs with basic connectors and
linking words with some support
Words of Units 5 - 7
TERM 3 SUMMATIVE ASSESSMENT TASKS
Summative assessment 7 for the unit “Reading for pleasure”
Learning objective:
6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.C5 use feedback to set personal learning objectives
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited
range of familiar general topics
• Identify the position of speakers in an extended talk with some support
• Write a text keeping the layout and format of a given genre with a little support
Level of thinking skills: Knowledge and comprehension
Application Duration 20 minutes
Listening Task 1. Listen to the conversation twice and answer the questions:
Short term lesson plan
Unit of a long term plan:
Unit 7 Music and film
Lesson plan 78
Date:
CLASS: 9
Lesson plan 78
School:
Teacher's name:
Number present:
absent:
Review. p.90.
Project. A webpage: a film director.
9.S2 ask complex questions to get information about a wide range of
general and curricular topics
9.S3 explain and justify their own and others’ point of view on a range of
general and curricular topics
Learning objectives(s) 9.S7 use appropriate subject-specific vocabulary and syntax to talk about
an increased range of general and curricular topics
9.W1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics
9.W5 link without support sentences using basic coordinating connectors
All learners will be able to:
*Use some target vocabulary successfully in speaking tasks and show
some basic organisational coherence and cohesion in writing task
*Demonstrate basic knowledge for usage of the Passive Voice. Offer
constructive peer-feedback using rubric.
Most learners will be able to:
*Select, compile, and synthesize information for an oral presentation

*Provide a point of view in conversations and discussions;

*Use most target vocabulary successfully in speaking tasks and show
Lesson objectives
clear organisational coherence and cohesion in writing tasks.
Some learners will be able to:
*Apply the correct form of the Passive Voicein the context;
*Use most target vocabulary successfully in speaking tasks and show
good organisational coherence and cohesion and some elements of
appropriate style in writing task;
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
Lesson title
46
Level of thinking
Higher order thinking skills (according to the revised Bloom's taxonomy).
Assessment criteria
 Read the given text and identify the general information.
 Demonstrate skills of organizing and expressing ideas accurately.
 Illustrate a viewpoint in a discussion.
Target language
Active vocabulary of lessons 69 – 78.
Values links
Responsibility, Global Citizenship, Respect and Love to people, care to
modern technology.
Cross-curricular links Art, Social Science, Psychology, Information Technology.
Vocabulary relating to people's lifestyles.
Previous learning
Plan
Planned
timings
Start
2 min
Middle
5 min
Planned activities (replace the notes below with your
Resources
planned activities)
ORGANISATION MOMENTS (WC):
Teacher informs learners that the aims of this lesson are Slide (objectives)
to revise the material that was taught in this unit and Slide (useful
make a project about a famous film director.
phrases)
PPT
REVISION. CONSOLIDATION. (GW)
Rules for Jeopardy game
There are 2 kinds of games. Teacher can feel free to
Student's book p.90
choose any or play during the whole lesson.
1. Students play jeopardy in groups.
2. They have to choose a category and a point value.
PPT Jeopardy
3. Teacher clicks on the chosen box for the question.
(The teacher may want to set a time limit for answering
the question)
4. To see if a student or group is correct, click again for
the answer.
5. Click the Back to Board button on the slide to return to
the main board.
5. If the student or team is correct, they are awarded the
point value of the question
6. Continue until all questions have been answered. The Student's book p.90
team with the most points wins.
Ex. 1 - 2 p. 90(Revision of vocabulary).
28 min
Revision of Grammar. Passive Voice.Correct form of
the Passive.
Ex. 3 - 5 ( do ex. individually)
Do this task in a table: Ex. 4 p.90
Active Voice
Passive Voice
LISTENING TASK:
You will listen to the text and complete the sentences:
Keys:
1. twice
2. exhibitions
3. forty
A mind - map
"Passive Voice"
a graph organizer
CD 3.10
Student's book p.90
4. environment
5. increasing
6. buyers
7. on the Internet
Ex.7 p.42
COMMUNICATION.
Projects about Kazakh film directors.
Students are going to present the information about
Kazakh film directors.
One group will speak about Yermek Tursunov. This
group will use the material from the book on page 91.
Student's book p.91
Ex.1 -2 p.91
https://kazakhtv.kz/en/tags/Yerme
k%20Tursunov
1.
Film Director
Yermek Tursunov was born in July 20, 1961 in
Kazakhstan. Novelist, writer and film director. He
graduated from the Faculty of Journalism of Kazakh
National University named after Al-Farabi then the
Faculty of Scenario and Film History of Russian State
University of Cinematography.
Yermek Tursunov is famous for his books: “Prelude”,
“Tamga”, “KurakKorpe”, “Mustafa Shokai”,
“Mamlyuk”, “Kelin”, “Seven days in May”, “One way
ticket”, etc.
He also translated from Kazakh to Russian classic and
modern Kazakh literature by MagzhanZhumabayev,
Writing
Worksheet
ShakarimKudaiberdiev, Akhmet Baitursynov,
MerzhakypDulatov, etc.
Yermek wrote scripts to well-known Kazakh films:
“AbulKhair Khan”, “Mother’s paradise” (with
M.Makhmalbaf), “Mustafa Shokai” (with Sergey
Bodrov), “Mongol” (with Sergey Bodrov),
“KurakKorpe”, “Forth world”, “Mytar”, “Sabalak” (with
TimurBekmambetov), “Baksy” (with
GulshatOmarova), “Mamlyuk”, “Kelin”, “Kenzhe”,
“Seven days in May”, “Gift to Stalin” (with Pavel Finn),
“Shal”, “Who are you , Mr. Ka?”, etc.
The career of director
2009 – “Kelin” (“The Bride”)
2012 – “Shal” (“The Old Man”)
2014 – “Kempyr” (“Crone”)
2015 – “Kenzhe” (“Little brother”)
2015 – “Zhat” (STRANGER)
YermekTursunov won Grand Prix in Competition of
scriptwriters (Russia), won “Golden Star” prize for his
script “Tell me, who is your friend” (Russia), won
Kazakh National Prize “Kulager” for “Best Film”(2010),
“Best Director”(2012), “The Man of the Year”
End
5 min
(Kazakhstan, 2011).
Home task.
WB p.38
FEEDBACK: Your impression!
Sts write their impression of the whole unit and share
ideas with their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Additional information
Slide
Differentiation – how do you
plan to give more support?
How do you plan to
challenge the more able
learners?
Task format: Learners can
contribute at their own
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and achievement, and
challenge to thinking and
Task format: Learners can
setting
future
objectives.
contribute
at their
own
Assessment – how are you
planning to check learners’
learning?
 Self-assessment worksheet
 Observe learners when
participating in discussion.
 Did each learner contribute
to the discussion? If not, why
not?
Learners managed to understand
the rules and do the tasks.
Learners managed to understand
the rules and do the tasks.
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
Oral assessment and support
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and
achievement,
and
challenge to thinking and
setting future objectives.
Health and safety check
Everyday classroom
precautions will ensure that
safety measures are provided to
prevent the exposure of
electrical power cords.
Critical thinking
Critical thinking on this lesson
lies in understanding grammar
point of these rules in English
language and it is based on
clarity, accuracy, precision,
depth, breadth, and fairness.
Learners work in groups, apply
skills and knowledge to a
practical and cooperative task,
and
produce
their
own
materials.
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments __________________________________________________
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Appendix 2
yes
no
Need
revising
Need
more
practice
I understand the rule for Passive Voice
I did exercises for this rule without any mistakes
I understand the material about Kazakh Film directors
I have done the report about them well






The five most common exercises at an assessment center
1) The introduction. A round of introductions is the most common starting point at an
assessment center. ...
2) The inbox exercise. The inbox exercise is a classic among assessment center tasks. ...
3) Role playing. ...
4) The presentation. ...
5) The group discussion. ...
Conclusion.
A song” Yesterday”
Yesterday,
All my troubles … so far away,
Now it looks as though they're here to …
Oh, I believe in yesterday.
Suddenly
I'm not … the man I used to....,
There's a shadow hanging … me,
Oh, yesterday came......
Why … had to go
I don't know she wouldn't say
I said something …
Now I long for yesterday.
Love was such an easy …,
Now I need a place to …
Oh, I believe in yesterday.
Why she had to go....
I don't know she …
I saidsomething …,
Now I … for yesterday.
Yesterday,
All my troubles … so far away,
Now it looks as though they're here to …
Oh, I believe in yesterday.
Suddenly
I'm not … the man I used to....,
There's a shadow hanging … me,
Oh, yesterday came......
Why … had to go
I don't know she wouldn't say
I said something …
Now I long for yesterday.
…
Love was such an easy …,
Now I need a place to …
Oh, I believe in yesterday.
Why she had to go
I don't know she …
I saidsomething …,
Now I … for yesterday.
Short term lesson plan(IV TERM), the ninth grade
”Travel and tourism”. Unit 8 p.p. 92 – 103 (12 hours)
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 79
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
School:
Teacher’s name:
Number present:
Number absent:
Travel: nouns.Talking about holiday plan.
p.p.92
- 93
9.C4 evaluate and respond
constructively
to feedback from others
Talking about holiday plan.
9.C5 use feedback to set personal learning objectives
p.p.92 - 93
9.L4 understand the main points of supported extended talk on a range
of general and curricular topics
9.L5 understand most specific information and detail of short,
supported talk on a wide range of familiar topics curricular topics.
9.C8 develop intercultural awareness through reading and discussion
9.S3 explain and justify their own and others’ point of view on a range
of general and curricular topics
9.S4 respond with flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
9.W1 plan, write, edit and proofread work at text level independently on
a range of general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general
and curricular topics



Lesson objectives

All learners will be able to:
develop listening skills through working on the song"Our Last
Summer". improve speaking skills by working in pairs, groups and
whole class;
express their ideas including emotions and senses;
identify some specific information from the text and use some target
vocabulary using the structure to be going to.
Most learners will be able to:
identify most specific information in texts and in the song, research and
write short organised text using a range of their own words talking about the
dream holiday using the structure to be going to.
Some learners will be able to:
identify most specific information in texts and research and write short
organised text using a range of their own words using key phrases, make a
short presentation on the topic.
Love to the place you live, cooperation, respects each other's opinion,
functional literacy.
Value links
Crosscurricular
links
Previous learning
Social Science, Psychology, Geography,Information Technology.
Talking about Kazakh directors.
Smart board for showing a presentation,
information,playing the audio files.
Useof ICT
Intercultural
awareness
Health and Safety
getting
additional
Discuss the holiday dream of people in different countries.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
timings
Beginning of The lesson greeting.
Look at the smart board. You can see a picture that
the lesson
reflects the topic we're going to discuss. What do
you think will be the theme of our lesson?
Formulating the aim using Bloom taxonomy.
Recall, describe, compare, discuss. The lesson
greeting.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.92 p.93
Warm up.
7 min.
To stimulate interest in the topic, watching video
with a song
” Our Last summer”.
Refer Ss a video; askthemto tell you what they know
about the city in the song and its sights. Why do a lot of
people dream of going to this place? Elicit answers and
Writing Worksheet
Video about a city
Pictures
PPT
Slide (useful phrases).
http://www.youtube.co
m/watch?v=KoyNlV...
songs-to-study-englishask Ss to tell you what information they would like to
2-short
know about the city.
 Play the recording. Ss watch and in 3 groups write as
many places of interest as they can.
Ss put the sights in order of great importance?
Main part
Ex.1 p.92 First of all, I want to make sure you don't
forget the words connected to our topic "Travel". Let's
brainstorm key words and phrases and organize them
into the following categories:
Main
Activities
15 min.
12 min
Types of
holiday
activity
holidays
or adventure
backpacking
beach
holidays
camping
(лагерь)
city break
(sightseeing,
excursion
cruise
driving tour
farmstay
health resort
hitchhiking
package
holidays
(турпутевка)
safari
study trip
(поездканао
бучение)
trekking
(горы)
Adjectives
describing a
holiday
Places where
people stay
on holiday
stay at home
hotel
youth hostel
(молодежная
гостиница)
campsite
tent
bed and
breakfast
Places
people
visit on
holiday
museums
galleries
cafe
monume
nts
parks
castles
cathedral
Student Book p.92
Things
people do on
holiday
Problems people
can have on
holiday
go camping
go fishing
go for a walk
go to a
concert
go to the
cinema
travel
take photos
go out with
friends
listen to
music
read a book
watch TV
relax
sunbathe
chat/surf on
the Internet
swim
eat out
go on picnics
buy souvenirs
get lost
get robbed
luggage is lost at the
airport
problems with Pictures
accommodation
bad weather PPT
crowded beaches
lose passport
queues, crowds
miss the flight Teacher's Book p.114
delays
A Table
have an accident
food poisoning
Thrilling (захватывающий), tiring, fascinating (восхитительный),
exciting (захватывающий), boring, interesting, fun, amazing,
awesome (потрясающий), dull, luxurious.
Writing Worksheet
Add some words from the tables of Ex.1. Give
definitions to the words. (Do it in pairs).Fill in the table:
Tour
Travel
A Table
1.
2.
3.
4.
5.
6.
7.
8.
1.
2.
3.
4.
5.
Work in pairs. Interview your partner to get some
information about his memorable holiday or a dream
holiday. Use the following questions and make notes of
his/her answers.
A memorable holiday.
Where did you go? How long did you stay
there?
How did you get there? How long did it take to
get there?
Describe the accommodation.
What were the people like?
What historical or interesting places did you
visit?
What did you do in the morning (afternoon,
evening)?
Did you have any problems?
Would you recommend the place?
A dream holiday.
Where would you like to go?
Who would your ideal companion be?
Where would you like to stay? How long?
What historical or interesting places would you
like to visit?
What would you do there (in the morning,
afternoon, evening)?
Do the quiz” My dream holiday”. Ex.3 p.92 –p.93.
The Introduction of: be going to.
I’m going to visit Egypt this year.
We use be going to when we speak about
intentions and plans.
Ex.6 p.93. Listening comprehension task.
Ex.7 -9 p.93.
Where are you going this summer? Student’s own
answers.
Extra activity. Picture description.
To sum up everything we've said about holidays let's
do cinquains. Do you remember what is it? It's a kind of
poem consisting of 5 lines:
a general word
2 adjectives on the topic
3 verbs
The main idea of your poem (it must consist of 4 words)
A synonym of the general word.
Holidays
Great, funny
Swam, sunbathed, went hiking
Had a good time
Vacation
Pictures
PPT
Student Book p.93
C.D. 3.11
Pictures
PPT
Giving the home task.
W.B. p.62
Ending the
lesson
6 min.
Our lesson is over. I'd like you to express your attitude to the lesson and give your
self-assessment.
Use the following statements to help you evaluate your learning:
The most difficult part of today's lesson was ...
With the information that I learnt today, I will be able to ...
Today, I was able to make progress because ...
After today's lesson, I can now explain ...
I was surprised to learn that ...
The part of the lesson I found the easiest to understand was ...
I am proud of myself today because ...
I think it is important to remember what I learnt today because ...
I feel that the most important thing I learnt today was ...
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Critical
thinking
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into wellformed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions within
the group.
Students think
critically,
exploring,
developing,
evaluating and
making choices
about their own
and
others’
ideas
 Observation
 Feedback on the work
 Peer-assessment
Listening” Our Last Summer”
I can still recall our last
I still
it all
Walks along the Seine, laughing in the
Our last summer
Memories that remain
We made our way along the
And we sat down in the grass
By the Eiffel
I was so happy we had met
It was the age of no regret
Oh
Those crazy years, that was the time
Of the flower-power
But underneath we had a fear of flying
Of getting old, a fear of slowly
We took the chance
Like we were
our last dance
I can still recall our last
I still see it all
In the tourist jam, round the Notre Dame
Our last summer
Walking hand in hand
Paris restaurants
Our last summer
Morning croissants
Living for the
, worries far away
Our last summer
We would laugh and play
And now you're working in a
The
,a
And your name is
How dull it seems
Yet you're the
of my dreams?
ANSWER
I can still recall our last summer
I still see it all
Walks along the Seine, laughing in the rain
Our last summer
Memories that remain
We made our way along the river
And we sat down in the grass
By the Eiffel tower
I was so happy we had met
It was the age of no regret
Oh yes
Those crazy years, that was the time
Of the flower-power
But underneath we had a fear of flying
Of getting old, a fear of slowly dying
We took the chance
Like we were dancing our last dance
I can still recall our last summer
I still see it all
In the tourist jam, round the Notre Dame
Our last summer
Walking hand in hand
Paris restaurants
Our last summer
Morning croissants
Living for the day, worries far away
Our last summer
We would laugh and play
And now you're working in a bank
The family man, a football fan
And your name is Harry
How dull it seems
Yet you're the hero of my dreams?
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 80
Date:
Class: 9
School:
Teacher’s name:
Number present:
Number absent:
Lesson title
Learning
objectives(s) that
this lesson is
contributing to





Lesson objectives


Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
Holiday advice
Talking about travelling. p.94
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C2 use speaking and listening skills to provide sensitive feedback to
peers
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
9.S2 ask complex questions to get information about a wide range of
general and curricular topics
9.S3 explain and justify their own and others’ point of view on a range
of general and curricular topics
9.R8 use a wide range of familiar and unfamiliar paper and digital
reference resources to
9.W1 plan, write, edit and proofread work at text level independently on
a range of general and curricular topics
All learners will be able to:
*develop speaking skills through communication about holiday
advice; a modern city
* improve reading skills through recognising typical features at
word;
* write instructions during holidays, use right grammar tenses.
Most learners will be able to:
*Select, compile, and synthesize information from the reading
passage for an oral presentation.
Some learners will be able to:
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*Demonstrate the ability to find correct information without any
mistakes;
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*Apply topic related vocabulary in speech with grammar accuracies.
Loves to the place they live, Cooperation, respect each other's opinion,
functional literacy.
Social Science, Psychology, Geography, Information Technology,
History.
Talking about a dream holiday.
Smart board for showing a presentation, getting additional information,
playing the audio files.
Discuss what not to do on holiday.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
Resources
The lesson greeting.
Look at the board. I'd like to start our lesson with
Slide (useful phrases).
lesson
proverb "I get more tired by travelling than
anything". What do you think these words mean? What
did the author want to say by it?
What do you think will be the theme of our lesson?
Formulating the aim using Bloom taxonomy.Identify,
recommend.Watching the pictures, the learners are
Pictures
PPT
asked to predict the topic of the lesson.
Student Book p.94
Writing
Worksheet
7 min.
Pictures
PPT
Slide (useful phrases).
Main
Activities
15 min.
12 min
Warm up.Free talk about visiting the cities.
Main part
What do you usually take with you when you go on
holiday?
In pairs, write a list of things to take and be ready to
explain why?
Look at the title and headings in the text. What
advice or tips would you give people? Ex.1 – 2.
VOCABULARY WORK.
Differentiation
Student Book p.94
Writing Worksheet
CD. 3.12.
Writing
Worksheet
Read the words with the class which are usually
confused.
In a weaker class, give brief definitions with the
examples; in a stronger group ask to write sentences
with the words.
CD. 2.36.
Pictures
PPT
Teacher's Book p. 116.
A Table
Student Book p.94
o
o
o
o

o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Have a good trip! Air travel is less dangerous. My
voyage on that ship was wonderful!
Give synonyms to these words. Ex. 3 – 4 p.94.
Creative ex. 5. Speak about tips for travelling.
We hope this list of our best travel tips will
inspire and help you to travel and travel more
often!
1. Make Travel a Priority
2. Spend More Time in Fewer Places
3. Don’t Expect Things to Be Like
They Are at Home
4. Travel Does Not Have to Stop
Once You Have Kids
Top Tips for Traveling with
kids:
5. Plan it Together
6. Talk to the Locals
7. Learn the Basics of the Local
Language
8. Travel In Your Own Backyard
9. Do the FREE Stuff
10. Stay in Apartments or Airbnb
(and share the costs)
11. Fly Where the Deals Are
12. Blow Your Budget
13. Be Flexible
14. Don’t Travel Without Travel
Insurance
15. Working Holidays Are a Great
Way to Experience the World
16. Pack Smart
17. Have More Than One Way To
Access Your Money
18. Use Credit Card Reward Points
19. Get Up Early
Writing
Worksheet
Teacher's Book p. 116.
o


Ending the
lesson 
6 min. 

20. Put Down Your Phone and
Camera
Giving the home task. Ex.5p.94 (w), My trip (composition)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
25. Identify the main
idea in extended talks
with little support.
26. Apply topic related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
27. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues. I make connections to prior knowledge and experiences.
Appendix1
Teacher observation checklist









Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
Didn't complete the individual role-card.
Didn't appear to be listening or interrupted when others were speaking.
Did not use text to support his/her opinions.
Do you know any proverbs about travelling?
"The world is a book and those who do not travel
read only a page.”
"The more you travel the more you see, the
more you see the more you know."
"You travel East, you travel West, but remember
your Home is best".)
Short term lesson plan
Unit of a long term plan
Unit 8 Travel and tourism
Lesson plan 81
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Language Focus: Will / to be going to.p.95
Learning
objectives(s) that
this lesson is
contributing to




Lesson objectives

Value links
Crosscurricular
links
Number absent:
9.C5 use feedback to set personal learning objectives
9.C7 develop and sustain a consistent argument when speaking or
writing
9.L6 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.S4 respond with flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics
9.S8 recount extended stories and events on a wide range of general and
curricular topics
9.R7 recognise typical features at word, sentence and text level in a
wide range of written genres, including some which focus on unfamiliar
topics
9.W3 write with grammatical accuracy on a range of familiar general
and curricular topics
All learners will be able to:
*develop speaking skills through communication about holidays;
*improve reading skills through recognising typical features at
word;
*write the plan of future activities.
Most learners will be able to:
*Select, compile, and synthesize information from the reading
passage for an oral presentation.
Some learners will be able to:
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy, love to
people and a Motherland.
Social Science, Psychology, Geography,Information Technology,
History.
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
Talking about the tips for travelling.
Smart board for showing a presentation,
information,playing the audio files.
getting
additional
Discuss experiences in different countries.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving
each other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict thetopic of the lesson.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.95
Pictures
PPT
6 min.
Main
Activities
15 min.
13 min
To be going to/ will
Warm up.Free talk about a difference between to
be going to and will.
The Sts. need to find out if there is a plan or
intention or unexpected decision.
Why shouldn’t you play your mp3 player? – You
will annoy travel companions.
It is raining. You are going to get wet.
Main part
Complete the sentences. Ex.1 p.95.
The Rule about will/ to be going to.(Pair work).
Ex.2- 3 p.95. Do these exercises in pairs.
Students study a short a dialogue and answer some
questions. After this, students give answers to a
number of questions which elicit either 'will' or
'going to'. Finally, students get together for
some small talk to practice.
Dialogue Exercise 1: The Party
Martha: What horrible weather today. I'd love to go
out, but I think it will just continue raining.
Jane: Oh, I don't know. Perhaps the sun will come
out later this afternoon.
Slide (useful phrases).
Student Book p.95
Writing
Worksheet










Ending the
lesson
Martha: I hope you're right. Listen, I'm going to
have a party this Saturday. Would you like to come? Pictures
Jane: Oh, I'd love to come. Thank you for inviting
PPT
me. Who's going to come to the party?
Martha: Well, a number of people haven't told me
yet. But, Peter and Mark are going to help out with
the cooking!
Jane: Hey, I'll help, too!
Martha: Would you? That would be great!
Jane: I'll make lasagna!
Martha: That sounds delicious! I know my Italian
cousins are going to be there. I'm sure they'll love it.
Jane: Italians? Maybe I'll bake a cake...
Martha: No, no. They're not like that. They'll love
it.
Jane: Well, if you say so... Is there going be a
Writing
theme for the party?
Worksheet
Martha: No, I don't think so. Just a chance to get
together and have fun.
Jane: I'm sure it'll be lots of fun.
Martha: But I'm going to hire a clown!
Jane: A clown! You're kidding me.
Martha: No, no. As I child, I always wanted a
clown. Now, I'm going to have a clown at my own
party.
Jane: I'm sure everyone will have a good laugh.
Martha: That's the plan!
Follow-Up Questions:
What do they think about the weather?
What does Martha have to share?
What are Peter and Mark going to do?
What does Jane offer to do?
How does Jane react to the news about the
Italian cousins?
What special plan is there?
Why does Martha want a clown?
Does Martha know exactly how many
people are going to come? If yes, how many. If not,
why not?
How does Jane think people will react to the
clown?
Is there a theme for the party?
LEXICAL TASK: think about an ideal place to live
and make up sentences using will / to be going to.
Ex.5: In my ideal place we are not going to have
factories. We’ll make our life interesting.
DESCRIPTION OF THE IDEAL PLACE.
Use active words and phrases. Make posters in
groups of 3.
Giving the home task. W.B. p.63
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
6 min. 




Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Teaching the future in English is relatively simple in the beginning. Students
understand the future with 'will' and learn the form quickly. However, the
problems begin when discussing the future with 'going to'. The key issue is that
the future with 'going to' is logically a better fit when speaking about the future.
The future with 'going to' tells us about our plans, whereas the future with
'will' is mainly used to discuss reactions that occur at the moment of speaking
and speculation about the future. Of course, there are other uses, but this main
issue leads to a lot of confusion among students.
Short term lesson plan
Unit of a long term plan
Unit 8 Travel and tourism
Lesson plan 82
Date:
Class: 9
Lesson title
School:
Teacher’s name:
Number present:
Number absent:
Travel: verbs
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C6 organise and present information clearly to others
9.L1 understand the main points in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range
Learning
of unfamiliar topics
objectives(s) that
9.S3 explain and justify their own and others’ point of view on a range
this lesson is
of general and curricular topics
contributing to
9.W3 write with support factual descriptions at text level which
describe people, places and objects
9.UE3 use a growing variety of adjectives and regular and irregular
comparative and superlative adjectives on a limited range of familiar
general and curricular topics
All learners will be able to:
 Identify the theme, study a model report, facts in the reading
passage and use them as the basis for discussion.
 Transfer information from the reading passage into a graphic
organizer(mind - map).
 Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Select, compile, and synthesize information from the reading
Lesson objectives
passage for an oral presentation.
Some learners will be able to:
*Respond to and discuss the reading passageusing interpretive,
evaluative and creative thinking skills and compare facts with
Kazakhstan.

*Demonstrate the ability to find correct information without any
mistakes;
*Apply topic related vocabulary in speech with grammar accuracies.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
Cooperation, respect each other's opinion, functional literacy, love to
Motherland.
Social Science, Psychology, Geography,Information Technology,
Geography, Astronomy.
Talking about future plans and intentions.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss places to travel in different countries.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
1.Leading-in stage (W)
Teacher greets students and asks question:
How are you today?
Resources
Slide (useful phrases).
Pictures
PPT
2.Interactive Starter (W)
Teacher shows the pictures of the spaceships and Board, lesson
objectives
students should guess the topic of the lesson.
PowerPoint
Presentation (see the
attached file)
Slide (useful phrases).
8 min.
MOON - Planet
3.Teacher tells the students the objectives of the
lesson
- Ask and answer personal questions with some
support
Writing
Worksheet
- Use some topic vocabulary to create 5-6 sentences
- Explain the importance of going to other planets
and to the Moon.
Warm-up “A Five Minute Activity” (I). Free talk
about the planet we live and travelling to the
planets... Give only adjectives and its synonyms and
opposites.
fashionable historical high low old
modern
busy noisy quiet
peaceful
crowded
deserted wide
narrow
polluted
clean dirty
fancy
shabby
safe
unsafe scary dangerous
industrial
interesting uninteresting cosmopolitan
tasty
delicious
special
cheap expensive lively
sunny cloudy romantic populous
impressive dynamic
amazing awesome
hectic outstanding
bustling
spicy
exotic
cold
pleasant
unpleasant
luxurious
derelict
traditional
friendly
unfriendly growing
rude arrogant
dry
busy old-fashioned heavy typical
tolerant
easy-going stressful rainy unusual
Main Main
Activities
14 min.
Main part
LEXICAL TASK: Ex.1 p.96.
Answers: 1.fasten; 2. Set off; 3.Stop off; 4. Board;
5.turn back; 6. Come across; 7. Book; 8. Check in.
Video file
Student Book p.96
CD. 3.13
12 min
Listening and Reading tasks:
Task 1(W)
Listening and Speaking tasks. Task 2.
Listen to another announcement” The tourist special
CD. 3.14
Teacher's Book p.118
to Jupiter” and compare with the first one.
The Sts. listen and answer the questions. Ex.3 - 4
p.96.
Task2 (G)
After these exercises, students brainstorm what
sightsthey can see on the Moon. Students must use
appropriate adjectives writing the announcement for
a sightseeing trip to the moon.
Each group writes their ideas on the board, the
group with the most ideas wins. Activate: Ex.5 p.96.

Ending the
lesson

6 min.



Pictures
PPT
Student Book p.96
Giving the home task.
W.B. p.64
Students express their attitude to the lesson and
give self-assessment using the method: “Six
thinking hats”:
Green: How can you use today's learning in
different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Critical thinking
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
appropriately
arranging
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
and others’ ideas
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 83
Date:
School:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Present Simple and Continuous for future
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C2 use speaking and listening skills to provide sensitive feedback to
peers
9.S7 use appropriate subject-specific vocabulary and syntax to talk
Learning
about a limited range of general topics general and curricular topics
objectives(s) that
9.W2 write with support a sequence of short sentences in a paragraph
this lesson is
on a limited range of familiar general topics
contributing to
9.W3 write with support factual descriptions at text level which
describe people, places and objects
9.UE3 use a growing variety of adjectives and regular and irregular
comparative and superlative adjectives on a limited range of familiar
general and curricular topics
All learners will be able to:
 understand the main idea of travel arrangements;
 practise speaking skills through communication and getting
Lesson objectives
information about the future arrangements; improve writing
skills through spelling some of the words accurately.

Most learners will be able to:

*Select, compile, and synthesize information from the reading
passage for an oral presentation.
Some learners will be able to:
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.

*Demonstrate the ability to find correct information without any
mistakes;
 *Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion, functional literacy, love to
Value links
the native places and wish to find out new places in the world and outer
space.
Crosscurricular
Social Science, Psychology, Geography,Information Technology,
links
History, Astronomy, Physics.
Previous learning Talking about travelling to other planets.
Smart board for showing a presentation, getting additional
Useof ICT
information,playing the audio files.
Intercultural
Discuss the exploration of space.
awareness
Health and Safety Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
Beginning
of the
lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Slide (useful phrases).
Pictures
PPT
Student Book p.97
7 min.
Warm up.
How can people travel and what will be people’s
destination in 50 years?
Main
Activities
15 min.
Main part
Listen to the recording on travel arrangements and
read along with the conversation. Review the key Writing
vocabulary and underline sentences with future Worksheet
meaning. Choose the right answers.
Travel Arrangements |
What is the man's destination?
Randall's ESL Cyber
1. a) Salt Lake City, USA b) Helsinki, Finland c)
Listening Lab
New York City
https://www.esl-
12 min
Ending the
lesson
6 min. 




2. When is the man's departure date?
lab.com/difficult/travel
a) the twenty-second b) the twenty-fourth c) the
-arrangements/
twenty-third
3. What is the flight number for the second party of 1.
his trip?
a) 1070 b) 555 c) 90
4. How long is the man's layover between flights?
a) less than an hour b) less than two hours c) less
than three hours
4. The man asks for ________.
a) early check in b) an aisle seat c) a special meal
The Consolidation of Grammar: Present Simple
and continuous for future.
In groups, make a cluster of this rule and give the
examples of using future actions. Ex.1. p.97.
Say some words about this rule: Do Kazakh and
Russian languages have the rule of expressing Pictures
PPT
future action?
Task 2 (I)
Students complete the sentences using a rule
listening the dialogue.Ex.2 – 3.
Feedback: Students express their opinions about the Student Book p.97
arrangements beforehand.
Ex.2 p.97.
CD. 3.15.
Differentiation
Allow less confident learners to give different levels
CD. 3.16.
of response (differentiation by outcome)or
Some learners ask and answer a fewer number of
questions (differentiation by task).
Task 3 (W). Complete the dialogues and make
your own about planning a weekend trip to a
city.
Ex.4 - 5 p.97.
Creative Exercises: Ex. 6 p.97.
Giving the home task.
W.B. p.65.
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Differentiation can be achieved through Assessment criteria:
the selection of activities, identification of Identify the main idea in
learning outcomes for a certain student, extended talks with little
provision of individual support to learners, support.
selection of learning materials and Apply
topic
related
resources based on the individual abilities vocabulary
in
speech
of learners.
appropriately
arranging
words and phrases into wellformed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers
the
questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical
thinking
Students think
critically,
exploring,
developing,
evaluating and
making choices
about their own
and others’
ideas.
“TRAVEL ARRANGEMENTS” (Listening).TRAVEL ARRANGEME
Travel Agent: Freedom Travel. How may I help you?
Caller: Yes, I'd like to make a flight reservation for the twenty-third of this month.
Travel Agent: Okay. What is your destination?
Caller: Well. I'm flying to Helsinki, Finland.
Travel Agent: Okay. Let me check what flights are available? [Okay] And when will you be
returning?
Caller: Uh, well, I'd like to catch a return flight on the twenty-ninth. Oh, and I'd like the
cheapest flight available.
Travel Agent: Okay. Let me see. Um, hmm . . .
Caller: Yeah?
Travel Agent: Well, the price for the flight is almost double the price you would pay if you
leave the day before.
Caller: Whoo. Let's go with the cheaper flight. By the way, how much is it?
Travel Agent: It's only $980.
Caller: Alright. Well, let's go with that.
Travel Agent: Okay. That's flight 1070 from Salt Lake City to New York, Kennedy
Airport, transferring to flight 90 from Kennedy to Helsinki.
Caller: And what are the departure and arrival times for each of those flights?
Travel Agent: It leaves Salt Lake City at 10:00 AM, arriving in New York at 4:35 PM, then
transferring to flight 90 at 5:55 PM, and arriving in Helsinki at 8:30 AM the next day.
Caller: Alright. And, uh, I'd like to request a vegetarian meal.
Travel Agent: Sure, no problem. And could I have you name please?
Vocabulary:







destination (noun): the place a trip ends
- We'll reach our destination by 3:00 PM.
available (adjective): not busy, ready for use
Are there any seats available on the next train?
catch (verb): get
- You can catch a taxi outside of the hotel lobby.
go with (phrasal verb): choose something
- I think I'll go with the budget tour to Hawaii on this trip.
transfer (verb): change to a different transportation line
- You'll need to transfer to a city bus when you arrive at the train station.
departure (noun): the act of leaving
- Passengers should check in two hours before their departure time.
vegetarian (noun): one who eats little or no meat, fish, or animal products
- Although Charles considers himself a vegetarian, he sometimes eats chicken.
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 84
Date:
Class: 9
Learning
objectives(s) that
this lesson is
contributing to




Lesson objectives


Value links
Crosscurricular
links
Previous learning
Intercultural
awareness
Teacher’s name:
Number present:
Lesson title
Useof ICT
School:
Number absent:
Asking for and giving information.
9.S2 ask complex questions to get information about a wide range of
general and curricular topics
9.S3 explain and justify their own and others’ point of view on a range
of general and curricular topics
9.S4 respond with flexibility at both sentence and discourse level to
unexpected comments on a range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general and curricular topics
9.L6 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.R6recognise the attitude or opinion of the writer in extended texts on
a wide range of familiar general and curricular topics
All learners will be able to:
*develop speaking skills through communication about a travel
information;
*improve reading skills through recognising typical features at
word
*write descriptions given facts about travelling.
Most learners will be able to:
*Select, compile, and synthesize information from the reading
passage for an oral presentation.
Some learners will be able to:
*Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*Demonstrate the ability to find correct information without any
mistakes;
*Apply topic related vocabulary in speech with grammar accuracies.
Love to people and travelling, Cooperation, respect each other's
opinion, functional literacy.
Social Science, Psychology, Geography,Information Technology,
History, P.E.
Talking about travel information.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss experiences of travelling in different countries.
Health and Safety
Planned
timings
Beginning
of the
lesson
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving
each other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.98
Writing
Worksheet
http://bit.ly/kidsonlinecha
nnelsubscribe
7 min.
Main
Activities
15 min.
Warm up.People like travelling. But how can
they find out the information about the places to
visit? What do people usually do? Did you
travel a long way?
Main part
Look at the photo and guess: where are the
people?
Ex.1 p.98.What is Mary asking?
Answers: They are at the tourist office and she is
Student Book p.98
CD. 3.17.
asking some information.
Listen to the dialogue and do ex.2.
Answers: 8 pounds.
Differentiation:
Development of Vocabulary(I/P/G)
Task 1(I)
Students complete the dialogue with key phrases:
Ex.3 p.98.
Read them and put by memory into the dialogue.
In a weaker group: find the phrases in the dialogue
and complete them before listening.
Grammar:will for spontaneous decisions
12 min
Pictures
PPT
CD. 3.18.
Making Decisions
Offers Promises ESL
Activities Games ...
Decision Dominoes
In this engaging decisions and offers activity, https://www.teachstudents play a game of dominoes to practice this.com › Grammar
spontaneous decisions and offers. In the activity,
students match statements and questions to
spontaneous decisions and offers with ‘will’ and
vice-versa. The students are divided into groups of
three and each group is given a set of dominoes. The
students shuffle the dominoes and deal out six each,
leaving the rest in a pile, face down. The students
then turn over the top card from the pile and place it
face up on the table. The first player puts a domino
down either before or after the domino on the table,
making sure the statement or question matches with
Writing
an appropriate decision or offer. Play then passes to
Worksheet
the next student and so on. If a player cannot put
down one of their dominoes, they take a domino
from the top of the pile and put it down if they can.
If there are no dominoes left in the pile, play passes
to the next student. The first player to get rid of all
their dominoes wins the game.
Offers and Promises
In this making offers and promises activity, students
respond to statements by making offers with 'will'
and 'shall' and promises with 'will' and 'won't'. The
class is divided into pairs (A and B) and each
student is given a corresponding worksheet. Student
A starts by reading the first statement on their
worksheet to Student B. Student B looks at the
words in the box on their worksheet and replies by
making an offer or promise with 'I’ll...', 'I won’t...'
or 'Shall I...?' If the offer or request isn't the same as
what's written on Student A's worksheet, Student B
must try again until they get it right. If it's the same,
Student B writes the offer or request down on their
worksheet. Student A then reads the next statement
and so on until all the offers and requests have been
made correctly. Afterwards, the students swap roles.
Goodness, Cheryl, are you sick? I'll make you some
chicken soup. (When you see how sick she is, you
Student Book p.98.
decide to make her
some soup).
Teacher's Book p.120.

Ending the
lesson 
6 min. 

Ex.4 -5 p.98(situations with will)
Creative exercise Ex.6. make up a dialogue,
changing the information in Ex.1. Speak about an
advertisement: Bike hire.
Optional Activity:
Language Focus.
Giving the home task. Ex 6(w). p.98 St.B., W.B. p.65 (one ex.).
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Situations with Will
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 85
Date:
Class: 9
School:
Teacher’s name:
Number present:
Number absent:
An email about a visit.
9.C4 evaluate and respond constructively to feedback from others
9.C5 use feedback to set personal learning objectives
9.C7 develop and sustain a consistent argument when speaking or
writing
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported
Learning
extended talk on a wide range of general and curricular topics, including
objectives(s) that
talk on a limited range of unfamiliar topics
this lesson is
9.R7 recognise typical features at word, sentence and text level in a
contributing to
limited range of written genres
9.W1 plan, write, edit and proofread work at text level independently on
a range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics and curricular topics
All learners will be able to:

*develop speaking skills through communication about the city;
*write an email about a visit using the right grammar.
Most learners will be able to:
*select, compile, and synthesize information from the reading passage
Lesson objectives for an oral presentation.
Lesson title
*apply, pronounce and spell most target vocabulary accurately in production
tasks and integrate with some success in extended writing task

Some learners will be able to:
*respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*demonstrate the ability to find correct information without any
mistakes;
 *apply topic related vocabulary in speech with grammar accuracies;
 *offer constructive peer-feedback using rubric.
Cooperation, respect each other's opinion, functional literacy, Love to
Value links
the native places.
Crosscurricular
Social Science, Psychology, Geography,Information Technology,
links
History.
Previous learning Giving information about the place to visit.
Smart board for showing a presentation, getting additional
Useof ICT
information,playing the audio files.
Intercultural
Discuss experiences in different countries about the sights.
awareness
Health and Safety Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
The lesson greeting.
Slide (useful phrases).
The teacher sets the lesson objectives, letting Pictures
students know what to anticipate from the lesson.
PPT
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
Beginning of performance, talent, etc. and also practice
the lesson
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Student Book p.99.
Writing
Worksheet
7 min.
Warm up.Free talk about your city or a town. Do
you like your city? Why? What's your favourite
place in the town? Why? The teacher asks Sts. in
pairs make a list of favourite places in the
town.What are you going to show to your guests
from other cities?
Pictures
PPT
Slide (useful phrases).
Main
Activities
Main part
Describe Almaty and its sights.
Describe Almaty and London. Group Work.
London
Almaty
1) 2000 years old
1) 850
2) 9 mln. people
2) 1 mln.
Student Book p.99
The song about
Almaty.
Pictures
PPT
15 min.
Pre-reading stage.
Predicting and guessing. What is written in the
email?
Pictures
PPT
Predicting and guessing.
Students move their eyes over the text "My Day"
quickly (1 minute). Then they close the book. After
that students call out words, phrases they remember
from the text, note them. Students work in pairs (1
minute) discuss what the text is about or (create a
text using some of the previous written words).
Students express their ideas (1 minute). Ex.1 -2.
While-reading stage.
Make a plan of their trip to Oxford.
Post-reading stage.
Next, students complete peer-evaluation forms.
What linkers are used in the text? Ex.1 - 3 p.99.
Look at the email and fill in a table. Ex. 4. p.99
12 min
Student Book p.99
A Table
Write in pairs the plan to show Almaty to your
friend.
Use Writing Guide on p.99.
Ending the
lesson
6 min.
Teacher’s Book p.121
Giving the home task.
W.B. p.67
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Tasks:
I. Complete this text, please. Open the brackets. Put the verbs into the necessary verb
forms:
Dostyk Avenue is a fine street which 1 (to see) much history over the centuries. For
generations Dostyk Avenue (to be) the heart of Almaty. It (to be) actually quite long and a lot of
sights (to be) situated on it. People (visit) theatres, a circus, many shops. City library (to attend)
by students and pupils to work there. Yearsagothisavenue (tohave) anothername.
II.Учащимся предлагается просмотреть отрывок из видеофильма
«Алматы» после просмотра учащиеся выполняют следующее задание:
1.
The Central Museum, original in its architectural style was built in
a) 1986
b) 1994
c) 1990
2. Shota Valikhanov, a well-known Kazakhstan's architect ... created:
a) the monument to Abai
b) the monument of Independence
c) the monument to Pushkin
3. The famous Medeo skating rink is only ... km from Almaty
a) 10
b) 25
c) 15
4.When were the biggest earthquakes in Almaty?
a) 1887
b)
c)
1952
1910
5.Name the main streets and squares of Almaty.
III. Translation Exercise. Listen to the newspaper article about Almaty and write the translation
in your copy-books.
«ГородАлматы – золотая колыбель казахстанской государственности», это гнездо, из
которого вылетела наша независимость, и Казахстан стал известен всему мировому
сообществу. Алматы всегда был особым городом. Это о нем поют, не город, а сама мечта».
Супруга Эрнеста Хэмингуэя Мэри объездила, чуть ли не весь мир, посетила огромное
количество городов, но самым красивым назвала Алматы. - «Не Москва, не Ленинград?» переспрашивал ее корреспондент «Алма-Ата» - повторила она.
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 86
Date:
Class: 9
Lesson title
School:
Teacher’s name:
Number present:
Number absent:
My Country. Travel and tourism. p.100
9.C4 evaluate and respond constructively to feedback from others
9.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
Learning
9.S7 use appropriate subject-specific vocabulary and syntax to talk
objectives(s) that
about a limited range of general topics and curricular topics
this lesson is
9.R5 deduce meaning from context in extended texts on a wide range of
contributing to
familiar general and curricular topics, and some unfamiliar topics
9.W3 write with grammatical accuracy on a range of familiar general
and curricular topics
All learners will be able to:
Lesson objectives

*develop speaking skills through communication about the city;





Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
*improve reading skills through recognising typical features at
word;
*write descriptions given facts about the city or a town using the right
grammar.
Most learners will be able to:
*select, compile, and synthesize information from the reading passage
for an oral presentation.
Some learners will be able to:
*respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills;
*demonstrate the ability to find correct information without any
mistakes;
*apply topic related vocabulary in speech with grammar accuracies;
* make a leaflet of a city or a town.
Love to the Motherland, cooperation, respects each other's opinion,
functional literacy.
Social Science, Psychology, Geography,Information Technology,
History.
Talking about a home town.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss home town or city and its sights.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure of
electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.100
Writing
Worksheet
7 min.
Warm-up
Hangman
T. thinks of a word from previous lesson and writes
the number of letters on the board using dashes to
show many letters there are. Then asks learners to
suggest a letter. If it appears in the word, T. writes it
Pictures


Main
Activities
15 min.
in all of the correct spaces. If the letter does not
appear in the word, T. writes it off to the side and
begins drawing the image of a hanging man.
The game is continued until the learners guess the
word correctly (they win) or T. completes the
picture of a hangman (T. wins). (T. can watch the
video with instructions
https://www.youtube.com/watch?v=ywzCUesB61s)
Lead-in
T. shows the picture of apark (Family Park in
Almaty)and learners call out any names of the parks
in the city.
T. asks learners about the places to visit in
Kazakhstan and introduces the topic of the
lesson.
Main part
T. shows the presentation or flashcardsof the first
President's Park in Almaty and Cathedral to
introduce and learners write the words on their
vocabulary: Ex.1 p.100.
What can you see in this park? And match the
words with the definitions.
Countryside
Parks
Trees, paths, plants, Trees, seats, paths,
band stands, flower
beds......
animals, grass
Activity 1: Read and listen to the text. Ex.2
Speak about ten reasons to visit Kazakhstan.
Each group will take 2 reasons and give the
commentary.
(5 groups).
Activity 2: Work with the adverbs. Ex.4 5.Activity 3:Activity 3: make a brochure to visit
a hometown.
PPT
Slide (useful phrases).
Student Book p.100
Pictures
PPT
CD. 3.19
Student Book p.100
A brochure of Almaty
12 min
Pictures
PPT
Ending the
lesson 
6 min. 


Make an advertisement of one sight in your city.
Giving the home task.
W.B. p.66
Travel and tourism(topic)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes
for a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
abilities of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply topic related vocabulary
in
speech
appropriately
arranging words and phrases
into well-formed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects
an
appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
Critical thinking
Students think
critically,
exploring,
developing,
evaluating and
making choices
about their own
and others’ ideas
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Appendix 1
Teacher observation checklist









Student's name ________________________________________
Positive Aspects
Completed the individual role-card.
Used extracts from the text to support his/her ideas.
Asked open-ended questions.
Listened while others talked.
Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
Didn't complete the individual role-card.
Didn't appear to be listening or interrupted when others were speaking.
Did not use text to support his/her opinions.
Comments ___________________________________________________
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 87
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
School:
Teacher’s name:
Number present:
Number absent:
CLIL. Community service. Volunteer
holidays. p.101
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on
a wide range of familiar general and curricular topics
9.R7 recognise typical features at word, sentence and text level in a
wide range of written genres, including some which focus on unfamiliar
topics
9.C4 evaluate and respond constructively to feedback from others
9.C7 develop and sustain a consistent argument when speaking or
writing
9.S5 keep interaction going in basic exchanges on a growing range of
general and curricular topics
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C6 organise and present information clearly to others
All learners will be able to:
 Identify the theme, new grammar material, active vocabulary
and use them as the basis for discussion.
 Transfer information from the reading passage about a rule into
a graphic organizer.
 Offer constructive peer-feedback using rubric.
Lesson objectives Most learners will be able to:
 Select, compile, and synthesize informationfor an oral
presentation.
Some learners will be able to:
 Respond to and discuss the topic using interpretive, evaluative and
creative thinking skills and right forms of the Grammar Tenses
describing pictures.
Love to the Motherland, cooperation, respects each other's opinion,
Value links
functional literacy.
Crosscurricular
Social Science, Psychology, Geography,Information Technology,
links
History, Biology.
Previous learning Talking about a city sight and a brochure of visiting the sights.
Smart board for showing a presentation, getting additional
Useof ICT
information,playing the audio files.
Intercultural
Discuss the topic about community service: volunteer holidays.
awareness
Health and Safety Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
Beginning The lesson greeting.
Slide (useful phrases).
Warm-up
of the
Pictures
Teacher suggests singing a fun song for the
lesson
PPT
Stevie Wonder - I Just
start of the lesson.(" Stevie Wonder I Just
Called To Say I Love You
Called To Say I Love You").
... - AZ Lyrics
* Learners are informed about the lesson
https://www.azlyrics.com ›
objectives.The teacher asks the students to
7 min.
S › Stevie Wonder Lyrics
give the definitions to the words:
Student Book p.101.
Volunteer/ community service/ gap year/ volunteer Writing Worksheet
tourism/ short – term volunteer holidays.
Slide (useful phrases).
Main
Activities
Main part
Do you go on holidays with your family?
A Table
What are advantages and disadvantages of tourism?
advantages of tourism
disadvantages of tourism
15 min.
12 min
Write down your ideas. Work in groups of four,
please!
The second team will put on a yellow hat. You’ll
try to find out only advantages.
Visiting different countries and places.
Discovering traditions and customs of
different countries.
Broadening outlook.
Getting new experience.
Learning about the history and culture.
Admiring the beautiful scenery.
Improving knowledge of the foreign
language.
Meeting different people and making friends.
Have you ever thought that some people don’t
like to travel? They prefer to stay at home. They
say that traveling has many disadvantages.
You are divided into 2 teams. The first team will put
on a black hat. It means that you should think of
disadvantages.
Ex.1 p.101. Look at the photos and speak about the
people’s work.
READING AND DISCUSSING THE TEXT:
Volunteer Family Holidays.
Voluntourism {give associations with this word.
Is it popular nowadays? Does Kazakhstan have
this program?
The teacher informs the class that they will be
participating in the contest "The best volunteer’s
project", a person who will represent a program.
The teacher divides students into groups of 3 and
distributes a set of role cards for each student with a
description of a particular role.
The teacher asks students to discuss and decide the
most desirable role for each member of the group:
volunteer, a parent, a critic, journalist,
correspondent, and narrator.
Ex.4 -5 p.101.
Next, the teacher and students review the criteria for
each role.
After reviewing criteria, students are informed that
they will be filling out a peer-evaluation.
Then the teacher asks visual and word learners to
read the text (auditory learners - listen to the
text) (5 min) to practice each of the roles and make
notes in their graphic organizers follow the
instructions in their role cards (5 min).
Pictures
PPT
Maps
Student Book p.101
Cluster
C.D. 3.20
Writing
Worksheet
Ending the
lesson 
6 min. 


The teacher monitors students' progress and offer
support where necessary.
Then students can have a discussion to represent all Student Book p.101
the roles. (2 min per student).
Discussion :
Task: Lead the discussion. Prepare 5 open-ended
and thought-provoking questions about the story
that your group might want to discuss. Help others
talk about the main idea, help them share their
thoughts and feelings.
Descriptors:
1. Write 5 open-ended questions.
2. Write your responses to these questions.
3. Keep the discussion going.
Options
1. Write more than 5 questions.
Giving the home task.
Volunteer holidays. (Presentation or retelling p.101).
W.B. p.68.
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes
for a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
abilities of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply topic related vocabulary
in
speech
appropriately
arranging words and phrases
into well-formed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects
an
appropriate
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
answer.
 completes the task.
 uses appropriate subjectspecific
vocabulary
while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
I Just Called To Say I Love YouStevie Wonder
No New Year's Day to celebrate
No chocolate covered candy hearts to give away
No first of spring
No song to sing
In fact here's just another ordinary day
No April rain
No flowers bloom
No wedding Saturday within the month of June
But what it is, is something true
Made up of these three words that I must say to you
I just called to say I love you
I just called to say how much I care
I just called to say I love you
And I mean it from the bottom of my heart
No summer's high
No warm July
No harvest moon to light one tender August night
No autumn breeze
No falling leaves
Not even time for birds to fly to southern skies
No Libra sun
No Halloween
No giving thanks to all the Christmas joy you bring
But what it is, though old so new
To fill…
Short term lesson plan
Unit of a long term plan
Unit 8Travel and tourism
Lesson plan 88
Date:
School:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Summative assessment for the 8th unit
TERM 4.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the eighth unit "Travel and tourism"
Learning objectives
Assessment criteria
Level of thinking skills
Duration
9.L3 understand most of the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics
9.L7 recognise typical features at word, sentence and text level of a
wide range of spoken genres
9.S3 explain and justify their own point of view on a range of
general and curricular topics
9.S4 respond with growing flexibility at both sentence and discourse
level to unexpected comments on a range of general and curricular
topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
Identify the position of speakers in an extended talk with some
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Application
Higher order thinking skills
20 minutes
Listening. Task 1.
Speaking. Task 2. An individual interview on the suggested topic for approximately 2 minutes
for each student.
Short term lesson plan
Unit of a long term plan
Unit 8 Travel and tourism
Lesson plan 89
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Unit 8. Review
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Number absent:
9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.L4 understand the main points of supported extended talk on a range
of general and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
9.W5 link without support sentences using basic coordinating
connectors
Write sentences about future plans and intentions connecting them into
paragraphs;
demonstrate respect to people’s opinions using lexical units of topic
vocabulary;
analyse given feedback; form opinion and give constructive answers to
feedback.
Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Geography,Information Technology.
Talking about a voluntarism.
Smart board for showing a presentation,
information,playing the audio files.
getting
additional
Discuss experiences in different countries concerning tourism.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Plan
Planned
timings
Start
2 min
Middle
5 min
Planned activities (replace the notes below with your
Resources
planned activities)
ORGANISATION MOMENTS (WC):
Teacher informs learners that the aims of this lesson are Slide (objectives)
to revise the material that was taught in this unit and Slide (useful
make a project about tourism in Kazakhstan.
phrases)
PPT
REVISION. CONSOLIDATION. (GW)
Rules for Jeopardy game
There are 2 kinds of games. Teacher can feel free to
Student's book p.102
choose any or play during the whole lesson.
1. Students play jeopardy in groups.
2. They have to choose a category and a point value.
PPT Jeopardy
3. Teacher clicks on the chosen box for the question.
(The teacher may want to set a time limit for answering
the question)
4. To see if a student or group is correct, click again for
the answer.
5. Click the Back to Board button on the slide to return to
the main board.
5. If the student or team is correct, they are awarded the
point value of the question
6. Continue until all questions have been answered. The
team with the most points wins.
Ex. 1 - 3 p. 102 (Revision of vocabulary).
28 min
Revision of Grammar. Future Action.Correct form of
expressing future actions.
Ex. 4 - 5 ( do ex. individually)
Do this task in a table: Ex. 4 p.90
Will + v
To be
To be + Ving V/Vs or es
going to
LISTENING TASK: Ex.7
You will listen to the dialogue and choose a correct word.
Communication: Ex.6
Make a dialogue: At the travel agency.
A mind - map
"Future Action"
a graph organizer
CD 3.21
Teacher’s Book
There are some character sketches of different people. p.124
They express their attitude about travelling. Match the
sketches and the people.
Сharacter-sketches-характеристика.
An experienced traveler – опытный путешественник.
A couch potato-домосед.
1 A professor of History
2.A couch potato
3. An experienced traveller
4. Businessman
A. He likes to travel alone or with his
students. They travel from curiosity.
They like to see the beauty of the
world and learn traditions of other
countries. They think that travelling
is fascinating and enjoyable. It
broadens our mind and allows us to
understand other people better.
B. He likes to travel alone or with his
friends. Usually he travels for
pleasure or in search of adventures.
When he travels he likes to go
sightseeing or explore unknown
places. He believes that travelling is
exciting and gives us life experience.
C. He doesn`t like to travel at all. He
believes that it`s better to stay at
home,
because
travelling
is
dangerous,
troublesome
and
expensive.
D. Usually he travels alone on
business. When he travels he likes to
meet new people. He thinks that
travelling is useful but sometimes it`s
a bit tiring.
Writing
Worksheet
Can you imagine what life is without travelling? Is it
possible?
Let’s make up cinquains about travelling. Do you remember
what is it? It is a kind of poem consisting of 5 lines (a general
word. two adjectives on the topic. three verbs. the main idea of
your “poem” (it must consist of 3-4 words) and a synonym of
the general word. Make up as many cinquains as you can. All
your cinquains will be different. Read them aloud when you Writing
Worksheet
are ready.
Travelling
exciting. comfortable
to enjoy. to relax. to
visit
A change of scene.
journey
Travelling
fascinating. interesting
to swim. to sunbathe. to
Travelling
enjoyable. convenient
to impress. to explore. to admire
Travel broadens your mind.
voyage
Travelling
picturesque. romantic
to dance. to bathe. to enjoy
walk
The best way to relax.
holidays
End
5 min
The way to escape from everyday life.
trip
Home task.
WB p.69
FEEDBACK: Your impression!
Sts. write their impression of the whole unit and share
ideas with their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Slide
Additional information
Differentiation – how do you
plan to give more support?
How do you plan to
challenge the more able
learners?
Task format: Learners can
contribute at their own
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and achievement, and
challenge to thinking and
Task format: Learners can
setting
future
objectives.
contribute
at their
own
Assessment – how are you
planning to check learners’
learning?
 Self-assessment worksheet
 Observe learners when
participating in discussion.
 Did each learner contribute
to the discussion? If not, why
not?
Learners managed to understand
the rules and do the tasks.
Learners managed to understand
the rules and do the tasks.
language level for this
activity, as it is relatively
open-ended. This gives each
learner a chance to be
Oral assessment and support
successful.
Reflection at the end of the
lesson and teacher summary
provides support for progress
and
achievement,
and
challenge to thinking and
setting future objectives.
Health and safety check
Everyday classroom
precautions will ensure that
safety measures are provided to
prevent the exposure of
electrical power cords.
Critical thinking
Critical thinking on this lesson
lies in understanding grammar
point of these rules in English
language and it is based on
clarity, accuracy, precision,
depth, breadth, and fairness.
Learners work in groups, apply
skills and knowledge to a
practical and cooperative task,
and
produce
their
own
materials.
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments __________________________________________________
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Appendix 2
yes
no
Need
revising
Need
more
practice
I understand the rule for Future Action
I did exercises for this rule without any mistakes
I understand the material about sights of Kazakhstan
I have done the report about the volunteers well


The five most common exercises at an assessment center
1) The introduction. A round of introductions is the most common starting point at an
assessment center. ...
2) The inbox exercise. The inbox exercise is a classic among assessment center tasks. ...




3) Role playing. ...
4) The presentation. ...
5) The group discussion. ...
Conclusion.
Short term lesson plan
Unit of a long term plan
Unit 8 Travel and tourism
Lesson plan 90
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
School:
Teacher’s name:
Number present:
Number absent:
Skills Round – up.
Welcome
– Unit 8 argument when speaking or
9.C7 develop and sustain
a consistent
writing
9.C10 use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
9.L4 understand the main points of supported extended talk on a range
of general and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
9.UE17 use if / if only in third conditional structures
All students will be able to:
Revise taught material
Most students will be able to:
Demonstrate learned vocabulary about travel and tourism
Some students will be able to:
Use taught vocabulary and grammar with accuracy;
promote the developments of logical, reflecting thinking, language abilities:
the ability to communicate, express views and opinion, to exchange
information.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Geography, Information Technology.
Talking about tourism and travel.
Smart board for showing a presentation,
information,playing the audio files.
getting
Discuss city’s places of interest in different countries.
additional
Health and Safety
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
timings
Planned activities
Resources
Beginning
of the
lesson
The lesson greeting.
ORGANISATION MOMENTS (WC):
Teacher informs learners that the aims of this lesson
are to revise the material that was taught in this unit.
Slide (useful phrases).
Pictures
PPT
3min.
Main
Activities
REVISION. CONSOLIDATION. (GW)
Listening Task
PRE - LISTENING TASK:
Ex. 1 - 2 p. 102. Describe pictures in pairs.
You will listen to a conversation. Where are Annie
and Jack? What are they planning?Try to understand
it, make a graph organizer in any form you like: a
table, cluster, diagram, etc. and say if the sentences
are true or false.
Speaking Task. Ex.4-5. Speak about the city of
Bath/ Cambridge/ Oxford. What are you planning to
do there?
Student Book p.103.
C.D.3.22
Teacher’s Book p.144
Pictures
PPT
15 min.
Grammar Tables
Student Book p.103
12 min
Make a tourist leaflet for a holiday destination. Use
a plan of Ex.6. p.103.
Tourist Leaflets
In the 'Tourist Leaflet' section remember to draw a
text box first and write only within that. You will be
marked for creating text box. Within the text box
write
only
in
bullet
points.









Ending the

lesson
6 min. 


PicturesPPT
Visit a Historical Place : Daulatabad
Location: It is situated 13 kms.away from Aurangabad.
Distance: 413 kms away from Mumbai.
How to reach: Nearest airport and Railway Station is
Aurangabad. S. T. buses from Aurangabad.
When to Visit: Best time for visit throughout the year.
Where to stay: Private hotels, MTDC hotels, Rest house.
What to See. : Chandminar Tower, Maze, Heavy
Cannon, Bibi-ka Makbara.Nearby Ajanta and Ellora caves.
Giving the home task.
Ex.6.p.103 St. B.(w)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt.)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
28. Identify the main
idea in extended talks
with little support.
29. Apply topic related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
30. Demonstrate
the
ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Short term lesson plan
Science and technology. Unit 9 p.p. 104 - 115 (12 hours)
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 91
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
A day in cyberspace.Verbs and prepositions.
p.104 - p.105
Learning
objectives(s) that
this lesson is
contributing to
Number absent:
9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C3 respect differing points of view
9.C7 develop and sustain a consistent argument when speaking or
writing
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
All learners will be able to:
identify some specific information from the text and use some target
vocabulary to describe social media and people’s communicationaccurately in
response to prompts and in production tasks.
Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
Most learners will be able to:
 Select, compile, and synthesize information from the reading
passage "My morning online" for an oral presentation.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
Make an online interview.
Cooperation, respect each other's opinion, functional literacy.
Information Technology Social Science, Science, Psychology,
Geography.
Talking about a holiday destination.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss the topic concerning social media.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.104
Writing
Worksheet
7 min.
Warm up.Free talk about using mass media.
By the way, do you have your mobile phones with
you? Please, show it to us. Do you often use it? How
often do you use it? When was it invented?
(1983).What century is it? (The 20th century)
Look at the blackboard, there are three sentences but
one of it is not completed. Read the sentences and
complete the last one.
On the board:
Pictures
PPT
The Medieval time is famous for inquisition and
conquests.
The Renaissance is famous for its so called
“golden” age of art.
The 20th century is famous for...(developing science
and technology)
So, the theme of our lesson is Science and
Technology.
Main part
When you hear these words, Science and
Technology, what associations you have connected
to these words? What words do occur to your mind?
One by one go to the board and write one word.
Traveling into space
robots
a
computer
Internet Science and Technology
Device
inventions
stereo system
discoveries.
Main
Activities
15 min.
Slide (useful phrases).
Student Book p. 104 p.105.
Pictures
PPT
Speak about the life
A table
With social media
Without social media
Working with the text. Lexical Work. Ex.1.p.104
What computer words are mentioned in the text?
Give definitions to each word in blue. In pairs, make
a conceptual table.
Leona’s morning online
My morning online
Writing
Worksheet
Make a conclusion about today’s modern devices.
Science
We are living in the modern world, full of
computers, automatic devices, gadgets, cell phones
and many other different interesting and useful
things that technological progress has given us for
usage.
12 min
Science has given us possibility to fly into space and
step on the moon, to start studying different parts of
our galaxy and even farther. For example, what
wonderful pictures of our galaxy and planets and
stars surrounding Earth Hubble telescope has
showed to us.
Technology has made our life easier due to different
discoveries. For example, nowadays we can travel
with extremely high speed in different directions:
many countries have high-speed trains which help
us to feel comfortable all the way.
Writing
Worksheet
Student Book p.105.
Grammar: Verbs and prepositions.
Ex.2 – 4. p.105 (individually).
Ex.4. Keys:
1. posted, on; 2. Through; 3. On; 4. Opened; 5.
Commented; 6. At; 7. Turned on; 8. Wake; 9. On.
A teacher divides the class into 4 groups. Each
group should prepare some information about
benefits and problems with using social media.
Pictures
PPT
Giving the home task.
W.B.p.70 – p.71
Students express their attitude to the lesson and give self-assessment using the
Ending the
method: “Six thinking hats”:
lesson
6 min.  Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
Assessment –
how do you plan to give more support?
Critical thinking
how are you planning to
How do you plan to challenge the more
check learners’learning?
able learners?
Differentiation can be achieved through
the selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and
resources based on the individual abilities
of learners.
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
(how active I was at the
lesson)
very active:
active:
not active:
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary in speech
appropriately
arranging
words and phrases into
well-formed sentences.
Demonstrate the ability to
participate
in
a
conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses
appropriate
subject-specific
vocabulary
while
speaking.
 discusses questions and
answers the questions
within the group.
 Observation
 Feedback on the work
 Peer-assessment
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the
lesson)
very active:
active:
not active:
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the lesson)
very active:
active:
not active:
passive:
passive:
How many words have I
learnt :
Active vocabulary:
My mark:
Teacher's mark:
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the
lesson)
very active:
active:
not active:
passive:
How many words have I
learnt :
Active vocabulary:
My mark:
Teacher's mark:
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the
lesson)
very active:
active:
not active:
passive:
How many words have I
learnt :
Active vocabulary:
My mark:
Teacher's mark:
passive:
How many words have I
learnt :
Active vocabulary:
My mark:
Teacher's mark:
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the
lesson)
very active:
active:
not active:
passive:
How many words have I
learnt :
Active vocabulary:
My mark:
Teacher's mark:
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the
lesson)
very active:
active:
not active:
passive:
How many words have I
learnt :
Active vocabulary:
My mark:
Teacher's mark:
How many words have I learnt :
Active vocabulary:
My mark:
Teacher's mark:
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the lesson)
very active:
active:
not active:
passive:
How many words have I learnt :
Active vocabulary:
My mark:
Teacher's mark:
Self - evaluation check list
Name and surname:
Form:
How I did my homework:
A mind - map:
Answers and questions:
( how active I was at the lesson)
very active:
active:
not active:
passive:
How many words have I learnt :
Active vocabulary:
My mark:
Teacher's mark:
Short term lesson plan
Unit of a long term plan
Unit 9Science and technology
Lesson plan 92
Date:
School:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
The psychology of "Yes". p.106
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L2 understand specific information in unsupported extended talk on a
Learning
objectives(s) that wide range of general and curricular topics, including talk on a limited
this lesson is
range of unfamiliar topics
contributing to
9.L3 understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
9.UE8 use a variety of future active and passive and future continuous
forms range of familiar general and curricular topics
All learners will be able to:
 Identify the theme, be able to speak about the psychology of
“yes” for general meaning and specific information, give a short
information about the active and passive approach to life;
 Transfer information from the reading passage into a graphic
organizer.
Lesson objectives Most learners will be able to:
 Select, compile, and synthesize information from the reading
passage for an oral presentation;
Some learners will be able to:
 * Respond to and discuss the reading passage"The psychology of
"Yes"using interpretive, evaluative and creative thinking skills.
* Offer constructive peer-feedback using rubric.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular
Science, Psychology, Social Science,Information Technology,
links
Medicine.
Previous learning Talking about social media.
Smart board for showing a presentation, getting additional
Useof ICT
information,playing the audio files.
Intercultural
Speak about psychology of people.
awareness
Breaks and physical activities used. Everyday classroom precautions
Health and Safety will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
The lesson greeting.
Beginning
The teacher sets the lesson objectives, letting Slide (useful phrases).
of the
students know what to anticipate from the lesson.
Pictures
lesson
Then to create a positive learning environment the PPT
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Student Book p.106
Writing
Worksheet
7 min.
Slide (useful phrases).
Teacher's Book p.128.
Warm up.Free talk about pictures with a word
“yes”. How often do you say it? Is it possible to say
“yes” more often than “no”. The teacher gives Sts.
background information about Danny Wallace.
Main
Activities
15 min.
12 min
Main part
The teacher asks Students to watch a video
on You Tube “How to Make People Say Yes”
and speak about technique to persuade people
to say “yes”.
One St. make a conclusion about the ways of saying
yes.
PRE - READING EXERCISE:
The teacher shows the headline of the text to
students and asks them to speak about the problem.
Ex.1
Sts. read the questions to the text to prepare the
answers after reading.
WHILE - Reading exercise:Ex.2 p.106: give the
right answers. (Pair work).
How will you react if a girlfriend or a boyfriend
leaves you?
In groups, speak about optimistic and pessimistic
How to Make People
Say Yes - YouTube
https://www.youtube.c
om/watch?v=RMUs9e
GXtIw
CD. 3.23.
Student Book p.106
people.
The teacher monitors students' progress and offer
support where necessary.
Then students can have a discussion to represent all
the roles. (2 min per student).
Role-cards.
Discussion Director(Interpersonal Intelligence).
Task: Lead the discussion. Prepare 3 open-ended
and thought-provoking questions about the story
that your group might want to discuss. Help others
talk about the main idea, help them share their
thoughts and feelings.
Descriptors:
1. Write 2 open-ended questions.
2. Write your responses to these questions.
3. Keep the discussion going.
Role-cards.
Discussion Director(Interpersonal Intelligence).
Task: Lead the discussion. Prepare 2 open-ended
and thought-provoking questions about the story
that your group might want to discuss. Help others
talk about the main idea, help them share their
thoughts and feelings.
Descriptors:
1. Write 2 open-ended questions.
2. Write your responses to these questions.
3. Keep the discussion going.
Passage Picker(Body-Kinesthetic Intelligence).
Task: Choose a paragraph that you think your group
would like to re-read.
Descriptors:
1. Choose an interesting or important paragraph and
write down its location.
2. Read passage aloud yourself (using body
language), or ask someone else to read it, or ask the
group to read it silently and then discuss.
Options
Write why you have chosen this paragraph.
Possible reasons for selecting the paragraph:
 important to text
 surprising
 makes you think
 well written
 confusing
 interesting
Word Wizard (Verbal-linguistic Intelligence).
Task: Find in the text 5 words or phrases that you
had difficulty reading or understand in the story.
Descriptors:
1. Write 5 unfamiliar or puzzling words in a full
sentence. (You may also find familiar word repeated
Pictures
PPT
Writing
Worksheet
Student Book p.106
A Writing
Worksheet
Pictures
PPT
Teacher's Book p.128.
a lot).
2. Write the location of the word (e.g. Pg.58 § 4).
3. Try and guess the meaning from context.
3. Find a dictionary definition.
The STs. do Ex. 3 - 5 p.106
Options
1. Find more that 5 phrases with look/ smell/ feel/
taste.
2. Make a list of synonyms and antonyms.
3. Create new sentences with these words.
4. Use online dictionary to find out the
pronunciation of the words.
Summariser(Intrapersonal Intelligence).
Task: Prepare a brief description of the key points
in the story.
Descriptors:
1. Write at least 2 sentences.
2. Write in your own words.
3. Present the important events in a logical order.
Options
1. Include the moral and meaning of the story.
2. Give your opinion of the story so that other
students can express theirs.
Illustrator(Visual-spatial Intelligence).
Task: Draw a picture related to the story.
A Writing
Descriptors:
Worksheet
1. Prepare an illustration.
2. Share your drawing and ask group members what
he/she thinks you have drawn and how it is
connected with the story.
3. Explain your illustration.
Options
You can draw a character, a moment or a setting.
Connector(Logical-mathematical Intelligence).
Task: Find a part of the story that reminds you of
something you have seen, heard, done or read about
before.
Descriptors:
1. Write at least 2 sentences. Make connections with
your own experience, another text or the world.
2. Give evidence from the book to support your
connection.
Options
Use graphic organiser to record and compare your
connections to what happened in the text.
Character Analyser(Logical-mathematical
Intelligence).
Task: Share observations about the main characters.
Descriptors:
1. Select 3 main characters and using adjectives
describe their characteristics.
2. Write at least 5 sentences.

Ending the

lesson

6 min.


Consider:
 How the character is feeling and why?
 How the character reacts to different events?
 How the character interacts with other
characters
Options
Put yourself in the character's shoes and explain the
story from his (her) point of view.
Creative Exercise: Ex.6 p.106.
Find opposites in the text, make up sentences: mean,
rude, boring, negativeand optimistic.
Giving the home task.
W.B. p.72, Ex.6 p.106 retell
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’learning?
challenge the more
able learners?
Differentiation can be achieved Assessment criteria:
through the selection of activities, Identify the main idea in
identification of learning outcomes extended talks with little support.
for a certain student, provision of Apply topic related vocabulary
individual support to learners, in
speech
appropriately
selection of learning materials and arranging words and phrases into
resources based on the individual well-formed sentences.
abilities of learners.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate answer.
 completes the task.
 uses appropriate subjectspecific
vocabulary
while
speaking.
 discusses
questions
and
answers the questions within the
group.
Critical thinking
Students think
critically,
exploring,
developing,
evaluating and
making choices
about their own
and others’ ideas
 Observation
 Feedback on the work
 Peer-assessment
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology Lesson
plan 93
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Language Focus. Third conditional.
Talking about theimaginary situation in the
past. p.107
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Value links
Number absent:
9.L6 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.L8 recognise inconsistencies in argument in extended talk on a range
of general and curricular subjects
9.C7 develop and sustain a consistent argument when speaking or
writing
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L2 understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.L3 understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
9.UE17 use if / if only in third conditional structures
All learners will be able to:
 Identify the theme, give the examples of the third conditional,
use active vocabulary speaking about the positive look at life;
 Transfer information from the book about grammar into a
graphic organizer.
Most learners will be able to:
 Select, compile, and synthesize information from the reading
passage for an oral presentation, usethird conditional sentences clearly
and in the correct form.
Some learners will be able to:
 Respond to and discuss the reading rules and texts using
interpretive, evaluative and creative thinking skills.
 Apply third conditional sentences to express their own opinions
and answer third conditional questions about their own lives.
 Offer constructive peer-feedback using rubric.
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
Social Science, Psychology, Physics, Geography,Information
Technology.
Talking aboutthe psychology of saying “yes”.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss the positive view to life of people in the society.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.107
A table
6 min.
Main
Activities
15 min.
Warm up.Free talk about the last topic. The
teacher asks Sts. in pairs find sentences with the
third conditional.
Writing Worksheet
Tell the students about why you decided to become
a teacher, and about another possibility you had at
that time.
For example: ‘I decided to become an English
teacher when I was 23, because I wanted to be able
to travel around the world and work at the same
time giving knowledge to students.
If I hadn’t become an English teacher, I would
have visitedLondon.’
Main part
Look at the rule and do Ex. 1 - 2 p.107. While doing
Ex.1. the Sts. will pay attention to the facts from the Student Book p.107
life of Danny.
IF + PAST PERFECT (had +V3) – main clause A table
SHOULD/ WOULD/COULD+ have +V3.
Grammar drill exercises:
Conditional sentences type 3
Panic at the bank
It was a quiet morning at the bank in Little
Rissington. The cashiers were counting money,
there were two customers in the bank and the
13 min
Writing Worksheet
manager was having a cup of coffee.
Suddenly a robber ran in. He was carrying a gun.
One of the customers, an old lady, screamed and
tried to run out of the bank. She slipped and fell
over. The other customer tried to pull the robber to
the floor. A cashier rang the alarm bell.
The manager telephoned the police. The robber
panicked and jumped out of the window.
A policeman arrived. First he helped the old lady
and then he chased the robber. The robber escaped.
What would/wouldn’t you have done if you had
been the following people?
 If I had been the manager, I would
(wouldn’t)…
 If I had been the cashier, I would (wouldn’t)
…
 If I had been the old lady, I would C.D. 3.24
(wouldn’t) …
 If I had been the second customer, I would
(wouldn’t)
 If I had been the policeman, I would Student Book p.107
(wouldn’t) …
 If I had been the robber, I would (wouldn’t)
Rewrite the sentences using the third conditional Teacher’s Book p.129
Ex.3 p.107
(Explain the importance of putting a comma after if
when it comes before the main clause)!
If Hayley hadn’t been tired, she would have gone.
Ex.4 p.107. Complete the sentences: Pair Work.
Creative Exercises.
Optional Activity: language focus.
Giving the home task.
W.B. p.73, Ex.4 p.107 write
Ending the
lesson 
6 min. 


Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
 Completed the individual role-card.
 Used extracts from the text to support his/her ideas.
 Asked open-ended questions.
 Listened while others talked.
 Encouraged peers to share their ideas.
 Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
 Didn't complete the individual role-card.
 Didn't appear to be listening or interrupted when others were speaking.
 Did not use text to support his/her opinions.
Comments ___________________________________________________
CONDITIONAL SENTENCES
Exercise 1. Zero Conditional
Write about George’s day. Make sentences in the Zero Conditional.
bed late  up late
If George goes to bed late, he gets up late.
up late  breakfast late
breakfast late  not catch bus
not catch bus  work on foot
work on foot  not in office before 11 a.m.
not in office before 11 a.m.  boss angry
boss angry  George work badly
Exercise 2. First Conditional
Jill and Sue are waiting at the bus-stop. They are on their way to the cinema. Put the verbs
in brackets in the proper tense.
Oh dear, the bus is late.
If the bus (not arrive) soon, we (be) late.
If we (be) late, we (miss) the beginning of the film.
If we (miss) the beginning of the film, we (not understand) the story.
If we (not understand) the story, we (be) bored.
If we (be) bored, we (fall asleep).
If we (fall asleep), we (miss) the end of the film.
Let’s not go to the cinema.
Exercise 3. Third Conditional
Read the text in the box and make sentences.
get up early catch the 8.15 train  sit by a beautiful foreign woman fall in love and marry
her  go to live in her country  work in her father's diamond business  become very rich 
go into politics
If I had got up early, I would have caught the 8.15 train.
Conditional sentences (First or Second)
Exercise 1. Look at the two underlined parts of these sentences. One part is right and the
other is wrong. Correct the wrong part.
1. When you come home tonight, we go and see Fred in hospital.
2. I’m going to visit the Colosseum when I’ll be in Rome.
3. Do you tell me what happened when I see you later?
4. It’s a pity this room is so small. If it were bigger, we can put all our furniture in it.
5. If I will see Ann, I will ask her about her exam.
6. Sam doesn’t get up early enough to catch the 7.30 train. If he would get up earlier, he
wouldn’t be late.
7. I’m sure Bill will ring you before he will go on holiday.
8. If it won’t rain soon, all the plants will die in the garden.
9. I haven’t got a bike, I’m afraid. If I have one, I would lend it to you.
10. Barbara is in bed with a fever. She would be here with us if she wouldn’t be ill.
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology Lesson
plan 94
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
School:
Teacher’s name:
Number present:
Number absent:
Phobias.
Discussion about phobias. p.108
9.L1 understand a sequence of supported classroom instructions
9.C2 use speaking and listening skills to provide sensitive feedback to
peers
9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
9.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
All learners will be able to:
 Identify the theme, plot, new words in the reading passage and
use them as the basis for discussion.
 Listen to the passage and mark sentences concerning phobias;
 Listen to the passage and fill inmissing words;
Most learners will be able to:
Lesson objectives
 Select, compile, and synthesize information from the reading
passage for an oral presentation.
 Provide unprepared speech to answer a variety of questions at
sentence level and in conversations with some flexibility;
Some learners will be able to:
 Respond to and discuss the reading using interpretive, evaluative and
creative thinking skills and make a mini – dialogue with new words.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular
Social Science, Science, Psychology, Physics, Geography,Information
links
Technology.
Previous learning Talking about unreal situations in the past.
Smart board for showing a presentation, getting additional
Useof ICT
information,playing the audio files.
Intercultural
Discuss people’s phobias.
awareness
Health and Safety Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
Beginning
of the
lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the words on the board, the learners are
asked to predict the topic of the lesson.
Slide (useful phrases).
Pictures
PPT
Student Book p.108
Writing
Worksheet
PHOBIA/ FEAR/ IRRITATION/ NERVOUS/
FRIGHT/ HORROR
8 min.
Main
Activities
14 min.
Warm up.Free talk about phobia.What is it? Who
has got such illness in class?
Phobia
plural noun: phobias
an extreme or irrational fear of or aversion to
something.
"she suffered from a phobia about birds";
Synonyms:
fear, dread, horror, terror, dislike, hatred, loathing, d
istaste, revulsion, repulsion.
When a person has a phobia, they will often shape
their lives to avoid what they consider to be
dangerous. The imagined threat is greater than any
actual threat posed by the cause of terror.
Phobias are diagnosable mental disorders.
The person will experience intense distress when
faced with the source of their phobia. This can
prevent them from functioning normally and
sometimes leads to panic attacks.
In the United States, approximately 19 million
people have phobias.
Main part
Ex.1 - 3 p.108. Work with abbreviations to know if
the students understand parts of speech. Complete
the table of word – formation.
Listen to the radio programme about phobias
and speak about this illness. Ex.4 - 5.
What things do the speaker’s mention?
Speak about them in groups of 3.
Ex.6 -7 are connected with a test: All about me. Is
there something which terrifies you? Every student
writes this task individually on a piece of paper.
The teacher asks the students to name as many
Pictures
PPT
Slide (useful phrases).
Student Book p.108
Oxford English English Dictionary
CD. 3.25.
Pictures
PPT
phobias as possible especially among teenagers.
Optional Activity: Listening.
12 min

Ending the

lesson
6 min. 


The students are given situations concerning
phobias. Try to give some advice to avoid this fear.
1. How can you cope with fear of flying?
Today, flying is both the fastest and easiest mode of
transport between countries. But many of us are
terrorized by the mere thought of boarding a plane.
Why is that, and how do we deal with this anxiety?
Teacher’s Book p.130.
Writing
Worksheet
2. A panic attack happens because of heightened
anxiety. Anyone can have a panic attack, but it is
also a hallmark symptom of panic disorder. It can
lead to a rapid heartbeat, rapid breathing, sweating,
shaking, and other symptoms.
Giving the home task.
W.B. p.74(a table)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give
more support? How do
you plan to challenge the
more
Differentiation can be
achieved through the
selection
of activities,
able
learners?
identification of learning
outcomes for a certain
student, provision of
individual support to
learners, selection of
learning materials and
resources based on the
individual abilities of
learners.
Assessment –
how are you planning to check
learners’ learning?
Assessment criteria:
Identify the main idea in extended
talks with little support.
Apply topic related vocabulary in
speech appropriately arranging words
and phrases into well-formed
sentences.
Demonstrate the ability to participate
in a conversation.
Descriptor:
A learner:
 selects an appropriate answer.
Critical thinking
Students
think
critically, exploring,
developing, evaluating
and making choices
about their own and
others’ ideas
 completes the task.
 uses appropriate subject-specific
vocabulary while speaking.
 discusses questions and answers the
questions within the group.
Observation/Feedback on the
work/Peer-assessment
Treatment
Treatment includes different types of psychotherapy.
Phobias are highly treatable, and people who have them are nearly always aware of
their disorder. This helps diagnosis a great deal.
Speaking to a psychologist or psychiatrist is a useful first step in treating a phobia that
has already been identified.
If the phobia does not cause severe problems, most people find that simply avoiding
the source of their fear helps them stay in control. Many people with specific phobias
will not seek treatment as these fears are often manageable.
It is not possible to avoid the triggers of some phobias, as is often the case with
complex phobias. In these cases, speaking to a mental health professional can be the
first step to recovery.
Most phobias can be cured with appropriate treatment. There is no single treatment
that works for every person with a phobia. Treatment needs to be tailored to the
individual for it to work.
The doctor, psychiatrist, or psychologist may recommend behavioral therapy,
medications, or a combination of both. Therapy is aimed at reducing fear and anxiety
symptoms and helping people manage their reactions to the object of their phobia.
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology Lesson
plan 95
Date:
Class: 9
Lesson title
School:
Teacher’s name:
Number present:
Number absent:
Language Focus.
Defining and non - defining relative clauses.
p.109 skills to solve problems creatively and
9.C1 use speaking and listening
cooperatively in groups
9.C3 respect differing points of view
9.L4 understand implied meaning in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
Learning
range of unfamiliar topics
objectives(s) that 9.L5 recognise the attitude or opinion of the speaker(s) in unsupported
this lesson is
extended talk on a wide range of general and curricular topics, including
contributing to
talk on a limited range of unfamiliar topics
9.S8 recount extended stories and events on a wide range of general and
curricular topics
9.R3 understand the detail of an argument- both explicitly stated and
implied - in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
All learners will be able to:
 Identify the difference between the sentences with who, where,
why and which.
 Most learners will be able to:
 Select, compile, and synthesize information from the reading
Lesson objectives passage for an oral presentation;
 Produce the sentences with who, where, why and which.
Some learners will be able to:
 * Respond to and discuss the reading rules and texts using interpretive,
evaluative and creative thinking skills;
 * Apply the sentences with who, where, why and which fluently.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular
Social Science, Geography,Stylistics, Literature.
links
Previous learning Talking about phobias.
Smart board for showing a presentation, getting additional
Useof ICT
information,playing the audio files.
Intercultural
Discuss the people’s psychological problems.
awareness
Health and Safety Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
Beginning
of the
lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Slide (useful phrases).
Pictures
PPT
Student Book p.109
Writing
Worksheet
7 min.
Main
Activities
15 min.
Warm up.
Ex.1 p.109. Recognition exercise connected with
“All about me”.
Answers:
1) Sentences: 1,2,4,5,6,9.10;
2) Sentences: 3,8;
3) Sentences: 7;
4) Sentences: 2.
Rules
1) people
2) places
3) things
4) reasons
Main part
Relative clauses add extra information to a sentence
by defining a noun. They are usually divided into
two types – defining relative clauses and nondefining relative clauses.
Non-defining relative clauses
Look at this sentence.
My grandfather, who is 87, goes swimming every
day.
‘who is 87’ is a non-defining relative clause. It
adds extra information to the sentence. If we take
the clause out of the sentence, the sentence still has
the same meaning.
Look at some more examples.
My eldest son, whose work takes him all over the
world, is in Hong Kong at the moment.
The film, which stars Tom Carter, is released on
Friday.
The car, which can reach speeds of over 300km/ph,
costs over $500,000.
B. Rule II.
Remember that defining relative clauses are used
to add important information. The sentence would
have a different meaning without the defining
Pictures
PPT
Slide (useful phrases).
Student Book p.109
A Table


relative clause.
I’m going to wear the skirt that I bought in
London.
The skirt, which is a lovely dark blue colour,
only cost £10.
The first sentence with a defining relative clause
tells us which skirt. The second sentence, with a
non-defining relative clause, doesn’t tell us which
skirt – it gives us more information about the skirt.
The context (which is missing here) makes it clear
which skirt is being talked about.
A Table
Student Book p.109
12 min
Ending the
lesson
6 min.
Non-defining relative clauses can use most relative
pronouns (which, whose etc,) but they CAN’T use
‘that’ and the relative pronoun can never be omitted.
Writing
Grammar Drill Exercises:
Ex.2 p.109. Join the sentences halves with relative Worksheet
pronouns:
Ex.3 p.109. Make sentences using the phrases in the
chat. Students do this task in pairs.
Ex.4 – 5 p.109. What is the difference between
defining and non –defining relative clauses?
Find this difference in the sentences and explain the
rule.
Extra task. Creative exercise.
Ex.6. (also five – minute test, Test bank
MultiRom).
Giving the home task.
W.B. p.77 Ex.5 -7
Self-assessment.
“Five”. Children draw a picture of their hand and write the most important
things about the lesson on each finger. The thumb - something interesting, the
index finger - something difficult, the middle one - something that was not
enough, the ring finger - the mood, the little finger - the suggestions
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved through
the selection of activities, identification
of learning outcomes for a certain
student, provision of individual support
to learners, selection of learning
materials and resources based on the
individual abilities of learners.
Assessment –
how are you planning to
check learners’learning?
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply
topic
related
vocabulary
in
speech
appropriately
arranging
words and phrases into wellformed sentences.
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate
answer.
 completes the task.
 uses appropriate subjectspecific vocabulary while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Relative clauses
1 Underline any relative pronouns that can be left out in these sentences.
1. I think that my boss is the person who I admire most
2. Harry, who was tired, went to bed very early.
3. We're taking the train that leaves at 6.00.
4. Have you seen the book that I left here on the desk?
5. The film which we liked most was the French one.
6. My radio, which isn't very old, has suddenly stopped working.
7. The clothes which you left behind are at the reception desk.
8. The couple who met me at the station took me out to dinner.
9. Last week I ran into an old friend who I hadn't seen for ages.
10. Don't cook the meat that I put in the freezer, it’s for the dog.
2 Replace the relative pronoun underlined with “that“, where possible.
1. This is the magazine which I told you about.
This is the magazine that I told you about.
2. John's flat, which is in the same block as mine, is much larger.
3. The girl whose bag I offered to carry turned out to be an old friend.
4. The policeman who arrested her had recognised her car.
5. I work with someone who knows you.
6. We don’t sell goods which have been damaged.
7. Brighton, which is on the south coast, is a popular holiday resort
8. I don’t know anyone whose clothes would fit you.
9. There's a pub near here which serves very good meals.
10. People who park outside get given parking tickets.
3 Decide whether each sentence contains a defining or a non-defining relative clause.
1. Everyone who got to the sales early found excellent bargains.
2. Leave the questions which you can't answer until the end.
3. Helen picked up the book, which had a green cover.
4. The guests who were late didn't have enough to eat.
5. Sue, who was extremely hungry, decided to cook some spaghetti.
6. The person I spoke to before said the repair would be free of charge.
7. My bedroom, which was rather small, looked out on a noisy street.
8. David's sister, who likes cats, offered to take one of the kittens.
9. The person who finishes first will be the winner, of course.
10. Smith, who had earlier missed a penalty, scored after twenty minutes.
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 96
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
Reacting to news and sympathizing p.110
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Number absent:
9.L6 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.L8 recognise inconsistencies in argument in extended talk on a range
of general and curricular subjects
9.C7 develop and sustain a consistent argument when speaking or
writing
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L2 understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.L3 understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
9.UE17 use if / if only in third conditional structures.
All learners will be able to:
 Understand a dialogue in which people sympathize with
someone;
 Recognize key phrases for sympathizing with someone.
 Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Ask for and give advice to people who you sympathize with
some support.
Some learners will be able to:
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills;
 Create and act out their own dialogues on the topic.
 Offer constructive peer-feedback using rubric.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Beginning
of the
lesson
Cooperation, respect each other's opinion, functional literacy.
Social Science, Psychology, Information Technology.
Talking aboutdefining and non- defining relative clauses.
Smart board for showing a presentation, getting additional information,
playing the audio files.
Discuss experiences in different countries concerning reaction to news.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
Warm up.Free talk about the reaction to different
news.
Resources
Slide (useful phrases).
Pictures
PPT
Student Book p.110
Writing
Worksheet
Pictures
PPT
7 min.
Slide (useful phrases).
A PROBLEM SHARED IS A PROBLEN
HALVED.
The teacher asks students who they talk to when
they are feeling upset or worried.
Main
Activities
15 min.
12 min
Ending the
lesson
6 min. 




Main part
Ex.1 p.110. Identifying the feelings of a girl. Student Book p.110
Predicting based on the picture.
Answer:
They are chatting and Marie doesn’t feel happy.
Ex.2 p.110. Gist listening.Is Dan optimistic or CD. 3.26.
pessimistic about Marie’s situation? Pay attention to
useful speech phrases: It isn’t the end of the world.
Don’t take it too badly. It is not worth worrying Pictures
PPT
about. Cheer up!
Dan is optimistic. Prove it.
Sentence completion task. Role-play.
CD. 3.27.
Ex.3. Listen to the key - phrases and complete the
dialogue:
Answers:
1. look
2.hear
3.end
4.badly
5.this
6. up
What will you advise to do? How will you CD. 3.28.
sympathize people?
Ex.4 p.110. Sentence completion task. Role-play.
Pronunciation practice. Speak about conditions in CD. 3.29.
these sentences.
Ex.5 - 6 p.110. Do this exercise in pairs. In pairs, Student Book p.110
make new mini- dialogues using active words
combinations and key - phrases.
OPTIONAL ACTIVITY: Communication. The Teacher's Book p.132.
teacher asks students to work individually and think
of a situation which might make them unhappy. The
students move around the class and tell each other
about the situation The one student will make a
general review of some problems and their
solutions.
Giving the home task.
St.B. Ex.6p.110(w)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check
support? How do you plan to
learners’learning?
challenge the moreable
learners?
Differentiation can be achieved Assessment criteria:
through the selection of activities, 31. Identify the main idea in
identification
of
learning extended talks with little support.
outcomes for a certain student, 32. Apply
topic
related
provision of individual support to vocabulary
in
speech
learners, selection of learning appropriately arranging words and
materials and resources based on phrases
into
well-formed
the individual abilities of learners. sentences.
33. Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate answer.
 completes the task.
 uses
appropriate
subjectspecific
vocabulary
while
speaking.
 discusses
questions
and
answers the questions within the
group.
 Observation
 Feedback on the work
 Peer-assessment
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology Lesson
plan 97
Date:
Class: 9
Lesson title
Learning
objectives(s) that
this lesson is
contributing to
School:
Teacher’s name:
Number present:
Number absent:
Writing: An experience.
Practicing writing about a personal experience.
p.111
9.C7 develop and sustain a consistent argument when speaking or
writing
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L3 understand the detail of an argument in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
9.L4 understand implied meaning in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.R5 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.R7 recognise typical features at word, sentence and text level in a
wide range of written
genres, including some which focus on unfamiliar topics
9.W1 plan, write, edit and proofread work at text level with minimal
teacher support on a range of general and curricular topics



Lesson objectives

Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
All learners will be able to:
* Develop speaking skills through communication about a personal
experience;
* Improve reading skills through recognising typical features at
word;
* Understand the general writing structure of a model opinion
essay.
Use key phrases for an opinion essay.
Most learners will be able to:
*Select, compile, and synthesize information from the reading passage
for an oral presentation.
*Use key phrases for writing a story with some support.
Some learners will be able to:
* Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills;
*Write an opinion essay building extensive sentences.
Cooperation, respect each other's opinion, functional literacy. Students
will be able to understand that every work is important, worthy and
fruitful.
Social Science, Information Technology, Psychology.
Talking about the reaction on the situations.
Smart board for showing a presentation,
information,playing the audio files.
additional
Discuss personal experiences of young people in different countries.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
Beginning
of the
lesson
7 min.
getting
Resources
Slide (useful phrases).
Pictures
PPT
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving
each other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the words on the board, the learners are
Student Book p.111.
asked to predict the topic of the lesson.
ROBOTICS/ Science Exam/ Fail/ feed up/ Writing
Worksheet
Robotics competition.
Warm up.Free talk about the theme, the problems
of a boy, his feelings and emotions. In pairs, Sts.
speak about this headline and give their versions.
Main
Activities
15 min.
Main part
Sts. read the text and make a mind - map:
“Personal Experience". Ex.1 p.111.
Activity 2: Read the model text again and
answer the questions. Ex.2. p.111.
Activity 3: The Sts. Are going to work with the
words and key – phrases and in groups speak
about a happy ending.
Language point: Modifying comparatives.
Order the words: Ex.3. Optional Activity:
Language Focus.
Student Book p.111
Pictures
PPT
Teacher’s Book p.133
12 min
Creative exercise. Activate. Write a story with a title
“A happy ending”.
Ending the
lesson
6 min. 




Giving the home task.
W.B. p.75, A composition” A happy ending”.
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more support?
How do you plan to challenge the more able
learners?
Differentiation can be achieved through the
selection of activities, identification of
learning outcomes for a certain student,
provision of individual support to learners,
selection of learning materials and resources
based on the individual abilities of learners.
Assessment –
how are you planning to
check learners’ learning?
Assessment criteria:
34. Identify the main idea in
extended talks with little
support.
35. Apply
topic
related
vocabulary
in
speech
appropriately arranging words
and phrases into well-formed
sentences.
36. Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects
an
appropriate
answer.
 completes the task.
 uses appropriate subjectspecific
vocabulary
while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Peer-assessment.
Your text is interesting to read
Your text is well structured
Your English sounds fluent. You
vary your sentences in length and
structure
You know a lot of words
You spell the words right
Your text is grammatically correct
and your sentences make sense
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 98
Date:
School:
Teacher’s name:
Critical thinking
Students
think
critically,
exploring,
developing,
evaluating
and
making
choices
about their own and
others’ ideas
Class: 9
Number present:
Lesson title
Review 9 p.114
Summative assessment for the 9th unit
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 99
School:
Number absent:
Date:
Teacher’s name:
Class: 9
Number present:
Lesson title
My Country.
Science and technology.p.112
Learning
objectives(s) that
this lesson is
contributing to




Lesson objectives
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Planned
timings
Number absent:
9.L1 understand a sequence of supported classroom instructions
9.C2 use speaking and listening skills to provide sensitive feedback to
peers
9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics
9.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
All learners will be able to:
Develop speaking skills through communication about future cities;
Understand a text about future cities and improve reading skills
through recognising typical features at word;
Write some ideas about future life.
Most learners will be able to:
 Select, compile, and synthesize information from the reading
passage for an oral presentation.
Some learners will be able to:
Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills;
Demonstrate the ability to find correct information without any
mistakes;
Apply topic related vocabulary in speech with grammar accuracies.
Cooperation, respect each other's opinion and the way to live,
functional literacy, love to the place you live.
Science, Social Science, History, Psychology, Geography,Information
Technology.
Talking about situations with happy ends.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss the life in future cities in different countries of the world.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned activities
Resources
Beginning
of the
lesson
The lesson greeting.
The teacher sets the lesson objectives, letting Slide (useful phrases).
students know what to anticipate from the lesson.
Pictures
Then to create a positive learning environment the PPT
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
Top 10 Futuristic
accepting compliments.
Watching the fragments from the film, the learners Movie Cities
http://www.WatchMojo.c
are asked to predict the topic of the lesson.
om
Pictures
PPT
Warm up.Free talk about future cities. The teacher
asks Sts. in pairs to speak about changes in new
cities.Use a Venn’s Diagram for this task:
Venn Diagram.
7 min.
Student Book p.112
Main
Activities
15 min.
12 min
Compare cities: in the past/ nowadays/ in the future.
Main part
Look at these words and give definitions and
define parts of speech.
Ex.1 – 2 p.112. What can you say about cities of
future? Listen and read the text "Cities of the
future". While listening to the text, complete it with
the missing sentences.
Activity 2. Speak about the imaginary facts in the
present and past.Ex.3
Creative Exercise. Planning an expedition to a
future city. Make a picture of the place you are
going to visit.
Work in groups of 3; make a design of a city in
2050.
Ex.4 – 5 p.112.
Today, cities are overshadowed by multiple threats:
climate change, overpopulation, social division, and
urban warfare all endanger our way of life in urban
areas. The fundamental way in which we make
Student Book p.112
CD. 3.30.
Pictures
PPT
Student Book p.112
sense of these uncertain futures is through the
imagination. Architects, artists, filmmakers and
fiction writers have long been inspired to imagine
cities of the future, but their work tends to be based
on scientific predictions that separate hard evidence
from flights of fancy. In a digital age when the real
and the virtual exist together, it is important to know
how the two are entangled, and how together they
may help us to think of the future.
Exploring a breathtaking range of imagined cities –
submerged, floating, flying, vertical, underground,
ruined and salvaged.
Ending the

lesson

6 min.



Giving the home task.
St.B. p.112 Ex.5
A Kazakh Scientist (topic)
W.B. p.76
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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?
Critical thinking
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes
for a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
abilities of learners.
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply topic related vocabulary
in
speech
appropriately
arranging words and phrases
into well-formed sentences.
Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects
an
appropriate
answer.
 completes the task.
 uses appropriate subjectspecific
vocabulary
while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
Students
think
critically,
exploring,
developing,
evaluating
and
making choices
about their own
and others’ ideas
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 100
Date:
School:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Summative Control work for the fourth
term.
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 101
Date:
School:
Teacher’s name:
Class: 9
Number present:
Lesson title
CLIL. Physics and chemistry: Satellites and
spacecraft. p.113
Learning
objectives(s) that
this lesson is
contributing to
Lesson objectives
Number absent:
9.C3 respect differing points of view
9.C7 develop and sustain a consistent argument when speaking or
writing
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L6 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.L8 recognise inconsistencies in argument in extended talk on a range
of general and curricular subjects
9.S3 explain and justify their own and others’ point of view on a range
of general and curricular topics
9.S6 link comments with flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges
9.R7 recognise typical features at word, sentence and text level in a
wide range of written genres, including some which focus on unfamiliar
topics
All learners will be able to:
 Identify the theme, plot, and new words in the reading passage
"Out of this world" and use them as the basis for discussion.
 Transfer information from the reading passage into a graphic
organizer.
 Offer constructive peer-feedback using rubric.
Most learners will be able to:
 Select, compile, and synthesize information from the reading
passage"Out of this world" for an oral presentation.
Some learners will be able to:
 Respond to and discuss the reading passage"Out of this world"using
interpretive, evaluative and creative thinking skills.
Value links
Crosscurricular
links
Previous learning
Useof ICT
Intercultural
awareness
Health and Safety
Cooperation, respect each other's opinion, functional literacy.
Science, Social Science, Psychology, Geography,Information
Technology.
Talking about future cities.
Smart board for showing a presentation, getting additional
information,playing the audio files.
Discuss explorations of space.
Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Plan of the lesson:
Planned
timings
Planned activities
Beginning
of the
lesson
The lesson greeting.
The teacher sets the lesson objectives, letting
students know what to anticipate from the lesson.
Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Watching the pictures, the learners are asked to
predict the topic of the lesson.
7 min.
Warm up.Free talk about space and space travel.
The teacher asks Sts. in pairs to speak about films
about space and space explorations and make a list
of films.
What do you know about space?
Resources
Slide (useful phrases).
Pictures
PPT
Pictures
PPT
K-W-H-L Chart.
Main
Activities
15 min.
Main part
Look at these words, give definitions and do
matching exercise.
Ex.1 – 2 p.112. Ask the students to find out
compound words.
Listen and read the text "Out of this world". While
listening to the text, complete it with the missing
words.
Activity 2. Answering true/false questions.Ex.3
Student Book p.113
CD. 3.31.
Pictures
PPT
Brainstorming.
The students are given dates of figures. In the
groups of 4, they try to give the event of great
importance. The winning team will be rewarded.
1957, 3000, 1990s, 200000$, $35mln, Gagarin,
Armstrong.
12 min
Discussion :
Task: Lead the discussion about the popularity of
space tourism. Prepare 5 open-ended and thought-
Student Book p.113
provoking questions about the story that your group
might want to discuss. Help others talk about the
main idea, help them share their thoughts and Writing
Worksheets
feelings.
Descriptors:
1. Write 5 open-ended questions.
2. Write your responses to these questions.
3. Keep the discussion going.
Advantages of going into
Disadvantages of going
space
into space
Whiteboard

Ending the

lesson
6 min. 


Speak about Kazakh scientist. (Presentation of
groups).
Giving the home task.
W.B. p.77
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give
more support? How do
you plan to challenge
the more
Differentiation
able
learners? can be
achieved through the
selection of activities,
identification of learning
outcomes for a certain
student, provision of
individual support to
learners, selection of
learning materials and
resources based on the
individual abilities of
learners.
Assessment –
how are you planning to check
learners’learning?
Assessment criteria:
Identify the main idea in extended talks
with little support.
Apply topic related vocabulary in speech
appropriately arranging words and
phrases into well-formed sentences.
Demonstrate the ability to participate in a
conversation.
Descriptor:
A learner:
 selects an appropriate answer.
 completes the task.
 uses appropriate subject-specific
vocabulary while speaking.
 discusses questions and answers the
questions within the group.
Critical thinking
Students
think
critically, exploring,
developing,
evaluating
and
making
choices
about their own and
others’ ideas
 Observation
 Feedback on the work
 Peer-assessment
Let’s talk about ALIENS
Conversation cards
Do you think there are aliens
somewhere in the universe?
Explain.
Do you think we will ever see
aliens in our lifetime?
Why or why not?
What kind of possible alien life
forms can you think of?
What would you say to an alien if
you met one?
In movies, aliens are often seen
as enemies invading the Earth.
Do you think this is a likely
scenario?
In your opinion, would aliens be
more intelligent and advanced
than humans?
If so, in what way?
Which three questions would you
ask an alien if you ever had the
chance?
Do you think aliens are likely to
be friendly or unfriendly?
Explain.
How do you think aliens might
communicate?
If aliens visited Earth, what
would they say about our planet
and people when they returned
home?
Where do you think the idea of
aliens from outer space came
from?
What is your favourite film
about aliens?
What would you do if a spaceship
landed in your garden or near
your house?
Have you ever seen a UFO?
Do you believe the people who
claim to have seen one?
Why or why not?
Do you believe people who say
they were abducted (=
kidnapped) by aliens?
Why would aliens do this?
If the government discovered
aliens, do you think they would
tell the public? Explain.
Do you think we will ever be able
to visit another planet populated
by alien life?
Have you ever heard of Area 5
What is it?
Do research.
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Short term lesson plan
Unit of a long term plan
Unit 9 Science and technology
Lesson plan 102
Date:
Class: 9
Lesson title
School:
Teacher’s name:
Number present:
Number absent:
Project. Robots
9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.L4 understand the main points of supported extended talk on a range
Learning
objectives(s) that of general and curricular topics
this lesson is
9.R5 deduce meaning from context in short texts on a limited range of
contributing to
familiar general and curricular topics
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
9.W5 link without support sentences using basic coordinating
connectors
All learners will be able to:
 Recognize and use vocabulary about the robots;
 Identify the meaning of the text about robots;
 Understand the general writing structure.
Most learners will be able to:
 Select, compile, and synthesize information from the reading
Lesson objectives passage for an oral presentation;
 Provide unprepared speech to answer a variety of questions at
sentence level and in conversations with some flexibility;
 Create a project with minimal support.
Some learners will be able to:

Respond to and discuss the reading using interpretive, evaluative and
creative thinking skills and make a project without support.
Cooperation, respect each other's opinion, functional literacy, great wish
Value links
to explore space and new lands.
Crosscurricular
Science, Social Science, Psychology, Geography, Information
links
Technology.
Previous learning Talking about space travel.
Smart board for showing a presentation, getting additional information,
Useof ICT
playing the audio files.
Intercultural
Discuss experiences and achievements in space explorations in
awareness
different countries.
Health and Safety Breaks and physical activities used. Everyday classroom precautions
will ensure that safety measures are provided to prevent the exposure
of electrical power cords.
Planned
Planned activities
Resources
timings
Beginning
of the
lesson
The lesson greeting.
Teacher organizes a warm-up activity for a start of
the lesson. Learners look at the names of different
things which are on the classroom walls. They
choose the things they like and go to that place. In
small groups they try to give arguments and explain
why the thingthey have chosen is the best.
Learners are informed about the lesson objectives.
Slide (useful phrases).
Pictures
PPT
Student Book p.115
Writing
Worksheet
Pictures
PPT
7 min.
Main
Activities
15 min.
Warm up.Free talk about the robots.Where can you
see robots and what their functions are.The teacher
asks Sts. in pairs to make a list of books or films
with robots.(we can assume that a lot of what people
know about robots comes from films. This activity
gives students a chance to talk about films they have
seen with robots in and to discuss whether they
believe any aspects of these films may one day
become a reality.
Slide (useful phrases).
Main part
The teacher asks the students to listen to a short text
and speak about the robot’s activity.
A long time ago, robots belonged to science fiction.
Children loved looking at movies with robots. https://www.listenamin
Today, robots are real, and they are helping us. In ute.com/r/robots.html
the future, we will all have robots. They will
vacuum the floor, wash the dishes, and perhaps even1.
drive our cars. I even think one day we’ll have robot
friends. In Japan today, robot engineers are making
robots to help old people and to keep them
company. It’s still early days. I’d say we are another
20 to 30 years away from robots being everywhere
in our lives. What will happen to us when the world
Pictures
is full of robots? There’ll be no jobs. McDonalds
PPT
will be full of smiling robots. Maybe one day we
won’t be able to tell robots and humans apart.
Maybe they’ll take over the world.
What do you think about robots? Would you like to
have robots as teachers? The teacher asks students
to speak about I. Asimov and his books about
robots.
12 min
A whiteboard
Student Book p.115
Isaac Asimov was an American writer and
professor of biochemistry at Boston University. He
was known for his works of science fiction and
popular science. Asimov was a prolific writer who
wrote or edited more than 500 books and an
estimated 90,000 letters and postcards.


Ending the
lesson 
6 min. 

Writing
Worksheet
Discussion of the text” Robots”. Ex.1 p.115
In the groups of 4, the students write a short article
about robots. They also have to think about the
headline of the article. 2 students have to choose
one book of I. Asimov and write a blurb of it.
Giving the home task: A text of I. Asimov about the future(read)
Students express their attitude to the lesson and give self-assessment using the
method: “Six thinking hats”:
Green: How can you use today's learning in different subjects?
Red: How do you feel about your work today?
White: What have you leant today?
Black: What were the weaknesses of your work?
Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt...)
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
Differentiation –
how do you plan to give more
support? How do you plan to
challenge the more
able learners?
Differentiation can be achieved
through the selection of activities,
identification of learning outcomes
for a certain student, provision of
individual support to learners,
selection of learning materials and
resources based on the individual
Assessment –
how are you planning to
check learners’learning?
Critical thinking
Assessment criteria:
Identify the main idea in
extended talks with little
support.
Apply topic related vocabulary
in
speech
appropriately
arranging words and phrases
Students think
critically,
exploring,
developing,
evaluating and
making choices
about their own
abilities of learners.
into well-formed sentences.
Demonstrate the ability to
participate in a conversation
and write an article.
Descriptor:
A learner:
 selects
an
appropriate
answer.
 completes the task.
 uses appropriate subjectspecific
vocabulary
while
speaking.
 discusses questions and
answers the questions within
the group.
 Observation
 Feedback on the work
 Peer-assessment
and others’ ideas
ACTIVITIES
LISTENING GAP FILL
A long time ago, robots ____________________ fiction. Children loved looking at movies with
robots. Today, robots are real, and ____________________. In the future, we will all have
robots. They will vacuum the floor, wash the dishes, ____________________ our cars. I even
think one day we’ll have robot friends. In Japan today, ____________________ making robots
to help old people and to ____________________. It’s still early days. I’d say we are another 20
to 30 years away from robots ____________________ in our lives. What will happen to us when
the world is full of robots? There’ll be no jobs. McDonalds will be ____________________.
Maybe one day we won’t be able to tell robots and humans apart. Maybe
____________________ world.
CORRECT THE SPELLING
A long time ago, robots dnebelgo to science fiction. Children loved looking at vomesi with
robots. Today, robots are real, and they are helping us. In the ueufrt, we will all have robots.
They will vacuum the floor, wash the dishes, aphspre even drive our cars. I even think one day
we’ll have robot friends. In Japan today, robot eineegrsn are making robots to help old people
and to keep them cpmnoya. It’s still early days. I’d say we are another 20 to 30 years away from
robots being everywhere in our levis. What will pehnpa to us when the world is full of robots?
There’ll be no jobs. McDonalds will be full of ilmisng robots. Maybe one day we won’t be able
to tell robots and haunms apart. Maybe they’ll take over the world.
UNJUMBLE THE WORDS
A long time ago, fiction to robots science belonged. Children loved looking at
movies with robots. Today, robots are real, and they are helping us. In the future, we
will all have robots. will the , They vacuum floor wash the dishes, perhaps even
drive our cars. I even think one day robot we’ll friends have. In Japan today, robot
engineers to old are robots help people making and to keep them company. It’s still
early days. I’d say we are another 20 robots from away years 30 to being everywhere
in our lives. will to when What happen us the world is full of robots? There’ll be no
jobs. McDonalds will robots of be smiling full. Maybe one day we won’t be
able apart humans and robots tell to. Maybe they’ll take over the world.
What do you know about astronauts? How would you describe this profession?
What do astronauts do?
Everyone knows that astronauts work in space. But what do they do out there?
Some astronauts are mission specialists who fly or navigate the space shuttle. In other
words, they are pilots. Other astronauts are specialists who work with the equipment that is
launched into space, for instance conducting scientific experiments or replacing parts of
satellites.
In brief, an astronaut’s tasks divide into three areas: supply, repair and research, not to
mention self-care.
Supply
A considerable amount of equipment is orbited in space. However, some are carried into
orbit in the payload bay of a space shuttle and launched by its crew. Currently, astronauts work
mostly with transport of equipment, new modules, supplies and crews for the international space
station.
Repair and maintenance
Sometimes astronauts visit orbiting satellites for maintenance and repair. Often they work
using the space shuttle’s robotic arms, but sometimes they pull a satellite into the payload bay so
they may work more leisurely. Sometimes they put on their space suits and soar to a satellite that
is moving at a speed of seven kilometers a second or more.
Self-care
Weightlessness requires astronauts to spend a considerable amount of time on exercise
and self care. Exercise in space is so important that it’s part of the job, a duty that cannot be
shirked. Astronauts exercise every day. Space shuttle astronauts, who seldom are in space for
more than two weeks at a time, exercise half an hour a day. But astronauts on the space station
must exercise two hours a day to stay healthy.
So astronauts have more than enough to keep themselves busy and seldom have time to
be bored on the job. An astronaut with spare time can just gaze out the window…
Adapted from <http://www.spacecentre.no/English/Spaceflight/Astronauts/>
2) Read the text and find:
a) What are the areas in which the astronauts’ tasks are divided?
b) Underline what astronauts do in the supply area.
c) What tools do astronauts use to do maintenance in space?
d) Do astronauts exercise? Why?
3) In your opinion, what are the positive and negative points of his job?
DEBATE: ROBOTS vs. HUMANS
Artificial Intelligence (A. I.) and Robots pose some difficult questions. Do you really
believe…
1. an artificial brain can learn faster than a human brain?
2. robots have emotions?
3. robots can be smarter than humans?
4. people will be controlled by intelligent machines?
5. A. I. can make the world a better place?
6. robots can help us create a more pleasant way of life and more free time?
ROBOTS – HELP OR PROBLEMS?
Arguments in favour of robots
Arguments against robots
 do the heavy, repetitive work (are very  cause unemployment;
useful on production lines);
 make the workplace and the world
 do the difficult and dangerous jobs (in impersonal;
space, with bombs, …);
 don’t keep company;
 can help those with disabilities to be  don’t solve problems and make
more independent;
decisions;
 simplify the work;
 aren’t adaptable to circumstances and
 allow a considerable reduction in costs can’t handle emergency situations;
(don’t get paid);
 can get smarter than humans;
 increase productivity;
 can turn against humans and,
 don’t eat or sleep;
consequently, control them;
 don’t get bored;
 can’t recognise and express emotion
 don’t get sick or grow old (don’t die);
(so, will never have true Emotional
 don’t have feelings, so, don’t get Intelligence) and, therefore, can’t help
depressed and don’t create bonds with people at an emotional level;
people, treating everyone equally;
 can make people get lazy, with no will
 don’t go on strike;
to learn, study or work;
 make the world a better place;
 can make people get dependent on
 can simulate some aspects of human them;
intelligence;
 don’t need to go to school, just need to
be programmed;
 can learn faster than humans;
 can be controlled by humans;
Useful expressions:
❀ Do you really think so?
❀ I agree up to a point, but don’t you think…?
❀ I’m not sure you’re right about…
❀ But surely that can’t be right.
❀ No, I’m sorry but I disagree with you there.
❀ No, I’m afraid I can’t agree with you about that.
❀You can’t be serious!
❀You must be joking!
❀ Like I mentioned / said before…
❀ I’d just like to say…
❀In my opinion… / From my point of view…
Read the text "The Surgeon" and say what makes the end of the story unexpected.
The Surgeon
(After Isaac Asimov)
The surgeon looked up without expression. "Is he ready?"
"He is nervous," said his assistant.
"They always are... Well, it's a serious operation."
"I'll see him in this room," said the surgeon. "Has he made up his mind?"
"Yes. He wants metal; they always do."
The surgeon's face didn't change expression. He stared at his hands. "Sometimes one can
talk them out of it."
"Why bother?" said the assistant, indifferently. "If he wants metal, let it be metal."
"You don't care?"
"Why should I? Both way it’s a medical engineering problem and I'm a medical engineer.
Why should I go beyond that?"
"I care. I have to try." The surgeon pushed a small button and the door opened. The patient
moved into the room in his motorchair, the nurse stepping along beside him.
"You may go, nurse," said the surgeon, "but wait outside. I will call you." He nodded to the
assistant, who left with the nurse, and the door closed behind them. The man in the chair
watched them go. He looked worried and uncomfortable. He said, "Will we be starting today?"
The surgeon nodded. "This afternoon."
"I understand it will take weeks."
"Not the operation itself. But there are a number of small points to take care of."
"Is it dangerous?" Then, as though trying to sound friendlier, but against his will, he added,
"...doctor?"
The surgeon paid no attention to this. He said calmly, "We take our time to make it less
dangerous, and we already have all the required equipment. But I must ask you to make a
decision. It is possible to supply you with either of two types of cyber-hearts1 metal or ..."
"Plastic!" said the patient irritably. "Cheap plastic. I don't want that. I've made my choice. I
want the metal because it is better."
"It depends on the patient. In my opinion, in your individual case, it is not. And we prefer
not to call them plastic. It is a fibrous2 cyber-heart. It's made of a polymeric material designed to
imitate as closely as possible the human heart you now have in your chest."
"Exactly, and the human heart I now have in my chest is worn out, although I am not yet
sixty years old. I don't want another one like it, thank you. I want something better."
"We all want something better for you. The fibrous cyber-heart will be better. It has a
potential life of centuries."
"But it does wear out. No, I want it to be metallic, doctor. What's the matter with you? Are
you afraid I'm making myself into a robot... into a Metallo, as they call them since Metallos
became citizens?"
"There is nothing wrong with a Metallo. As you say, they are citizens. But you're not a
Metallo. You're a human. Why not stay a human?"
"Because I want the best and that's a metallic heart. And will you be the surgeon in charge?
They tell me you're the best."
The surgeon nodded. "Very well. I will do what I can to make the operation an easy one."
The door opened and the chair moved the patient out to the waiting nurse.
The medical engineer came in. "Well," he said, "I can't say what happened just by looking at
you. What was his decision?"
The surgeon bent over his desk, putting together some records. "What you predicted. He
insists on the metallic heart. It has become a real mania with people ever since Metallos became
citizens. Men have this strange desire to make Metallos out of themselves because they think that
Metallos are physically strong and powerful."
"It isn't one-sided, doc. You don't work with Metallos but I do; so I know. The last two who
came in for repairs have asked for fibrous elements... I suppose that someday we shall have
Metallos that are a kind of flesh and blood, and humans half made of metal. We have two varieties of intellect on Earth now and in the near future we won't be able to tell the difference between
them. We'd have the best of both worlds; the advantages of man combined with those of robot."
"You'd get a hybrid," said the surgeon almost angrily. "You'd get something that is not both
but neither. I believe in being what one is. I wouldn't change a bit of my own structure for any
reason. I am myself; well pleased to be myself; and would not be anything else."
He had finished now and had to prepare for the operation. He placed his strong hands into
the heating oven and kept them there until they became red-hot and completely sterilized.
Though his speech had been emotional, his voice had never risen, and on its metal face there
was, as always, no sign of expression.
See how well you remember the text and choose the right item.
1. The patient had a ... problem.
a) brain b) heart c) eye
2. Before the operation the surgeon wanted to talk to the... . a) nurse b) medical engineer c)
patient
3. The surgeon wanted to supply the patient with a ... heart, a) metallic b) fibrous polymeric c)
human
4. The patient wanted to get a ... heart.
a) metallic b) fibrous polymeric c) human
5. The surgeon ... the results of his talk with the patient.
a) was pleased with b) was not pleased with c) didn't care about
6. The medical engineer thought that in the near future there would be only ... on Earth.
a) humans b) robots c) hybrids of men and robots
7. The surgeon himself was... .
a) a human
b) half a man and half a robot
c) a Metallo
Answer the questions.
1. Why was the patient nervous before the operation? 2. What did the surgeon want to try and
do? 3. Why was a fibrous cyber-heart better for the patient? 4. Did the patient agree with his
doctor? 5. What was the patient's argument? 6. Who were Metallos? 7. What made Metallos
attractive for humans? 8. Was the idea of becoming human also attractive for Metallos? What
could make this idea attractive for them? 9. How did the medical engineer see the future of his
planet? 10. Why did the engineer's words make the surgeon angry? 11. Whose point of view - the
surgeon's or the engineer's — would you support? Why? 12. At what point in the story did you
begin to understand that the surgeon was not human? 13. What details in the story could make us
understand that the surgeon was a Metallo? 14. Science fiction stories tell us about impossible
things but they also help us to understand ourselves better. What does this story teach us? 15. Do
you think that hybrids of humans and robots can appear in future? Can modern engineers and
doctors make polymeric organs for the human body? Can you look at that as the first step in this
direction?