Think for Kazakhstan Grade 9 TERM 2 Unit 3

School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 1
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: A friend to native people
Learning objective (s) 9.3.2.1 - ask complex questions to get information on a range of
that this lesson is general and curricular topics;
contributing to 9.4.3.1 - understand the detail of an argument in extended texts on a
range of familiar general and curricular topics;
All learners will be able to:
Most learners will be able to: Expressing surprise
GRAMMAR present and past passive (review); past
Lesson objectives
continuous passive; future and present perfect passive
VOCABULARY verb + noun collocations; geographical features
Some learners will be able to:
• identification of levels for later work
Success criteria • reinforcement of learning and pupil motivation
• identification of problem areas
Lifelong learning.
Value links
Cross curricular links Kazakh, Russian, PE
Plan
Stages of the Planned activities (replace the notes below with your planned activities)
lesson
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Unit 1 Books open. Encourage students to talk about what they see in the picture and
presentation elicit any vocabulary that might be useful for following activities.
2 As a lead-in, ask students: How can you travel to … (city near the school)?
Elicit answers from students in open class and make a note on the board.
Ask: Imagine there are no roads or railways. How can you travel? How long
will it take? Ask students to discuss with a partner before listening to some of
their ideas in open class. Students discuss the questions in pairs. If they have
access to the Internet, give them time to research their answers to the questions
before discussing them.
3 Ask students to work with a partner to discuss the pictures and title before
checking their answers by reading the text quickly. Confi rm answers in open
class. Note: the highlighted state on the map is of Rondônia.
4 Before reading the text again, ask students to underline the key words in the
statements that will help them decide if the sentence is true, false or not in the
article. Students read the article again to complete the activity and correct the
false statements. Check answers with the whole class. Ask students to refer to
the parts of the article to explain their answers.
Answers
1 DS 2 T 3 F 4 T 5 DS 6 T
Exploring hidden messages
1 Ask students to read the introduction and to consider whether they do this.
Ask: Do you ever avoid saying what you really think? Can you give any
examples? Students discuss with a partner. Invite students to
share their answers in open class.
 Give students time to read the statements and think about what the person might
be hiding. Do the first one in open class as an example if necessary. Ask
students to work in pairs to complete the exercise. Tell them to think about who
could have said each
statement. Check answers in open class. Tell students that we sometimes use
‘hidden message’ language when we want to avoid being direct. For example,
statement 4 might be used as a ‘polite’ way of accusing somebody of copying.
2 Students complete the exercise in pairs. Encourage them to practise
responding in such a way that the true message is hidden. Listen to some of
their responses in open class and ask the rest of the class
to decide if the answers sound authentic.
SPEAKING
Students discuss the questions in pairs or small groups. Monitor and help with
vocabulary as necessary. Make sure all students get an opportunity to speak.
Make a note of any interesting answers and refer to these during whole-class
feedback.
Practice
Homework
Additional Information
Differentiation - how Assessment - how are you planning to check Health and safety
do you plan to give learners` learning? check ICT links
more support?
More support will be -through questioning and the redirecting of questioning -Health promoting
given to weaker in feedback activities techniques
learners by giving them -through observation in group and end performance -Breaks and
a modified worksheets activities physical activities
in some tasks with -through formative task used.
greater support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 2
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: The passive (review):Past Cont. Passive
Learning objective (s) 9.6.1.1 - use a growing variety of abstract compound nouns and
that this lesson is complex noun phrases on a range of familiar general and
contributing to curricular topics;
9.6.7.1 - use a variety of simple perfect forms including some
passive forms, including time adverbials on a range of familiar
general and curricular topics;

All learners will be able to:

Lesson objectives Most learners will be able to:
Some learners will be able to:
● Demonstrate respect to people’s opinions using lexical units of
topic vocabulary
Success criteria ● Analyze given feedback; Form opinion and give constructive
answers to feedback
Identify facts and details in extended talks with little support
Lifelong learning.
Value links
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Practice GRAMMAR
The passive (review)
1 Students work on their own to complete the sentences looking back at the
article. Then they compare with a partner. Have them discuss what
tense each verb is in. During whole-class feedback, check answers and then ask:
Who did the action in each sentence? (we can probably guess, but we don’t
know for sure).
Answers
1 is being improved (present continuous passive)
2 was attacked, was injured (past simple passive)
3 is remembered (present simple passive)
Students discuss the rule in pairs. Read the rule in open class and elicit answers.
Refer to the examples in Exercise 1 to clarify.
Rule
1 past participle 2 by 3 action
2 If you are short on time, set this exercise for homework but do an example in
class even though this is a revision task. Draw attention to the first sentence and
nominate students to identify the tense in open class. Ask: Which is going to be
the subject of the passive sentence? Invite students to answer. (telegraph lines)
Students write the sentence in passive voice and compare in pairs. Check answers
in open class.
Answers
1 Telegraph lines were extended into the Amazonian jungles
by Cвndido Rondon.
2 A skilled engineer was required.
3 Cвndido Rondon’s maps are being used to this day.
4 Many rivers were discovered along the way.
Past continuous passive
3 Ask students to look through the text to find and complete the sentence (Answer:
was being built). Ask a student to read out the sentence and elicit from
students what tense the verb is in. (past continuous passive) Students work in pairs
to complete the rule.
Rule
1 being 2 past participle
4 Ask students to read the sentences for meaning and to notice whether the subject
is in singular or plural form. Then they complete with the past continuous
passive form of the verbs. During feedback, point out the pronunciation of being
/ˈbiː.ɪŋ/.
Answers
1 was being made 2 were also being built
3 wasn’t being used 4 weren’t being treated
5 were only being used
Student’s Book pages 46–47
VOCABULARY
Verb + noun collocations
1 Ask students to complete the exercise in pairs. Remind them to put the verbs
into the correct form. During whole-class feedback, say the collocations for
students to repeat and check pronunciation.
Answers
1 made 2 made 3 take 4 played
Books closed. Draw the fi ve columns on the board and add the four noun
collocates from Exercise 1. Books open. Ask students to work with a partner
to complete the exercise. Check answers. During feedback, ask individuals to
come to the board and drag and drop words into the correct column.
Elicit any further examples of noun collocates from students and add them to the
table.
Answers

make take play do give

friends a photograph a part exercise advice
a deal exercise the fool a deal a speech
 a journey advice a joke a favour money
a speech a journey a role an exam an example
progress an exam research a test
a wish a decision good
an eff ort revenge a test
a decision a joke
money advantage of
an example a test
a joke
a complaint
amends
fun of
3 You could encourage students to first read the text in order to get a general
understanding, before they read in detail to complete the exercise, by asking
them to ignore the gaps and answer this question:
What preparations did the writer make before starting his journey up the river?
Students read again and fill the gaps. Allow students to compare answers with a
partner before feedback in open class.
Answers
1 take/make 2 gave 3 making 4 gave 5 made
6 done 7 taken 8 made 9 did/made 10 take
11 make 12 take
4 In pairs, students write the next paragraph of the story. Before they start to write,
ask them to discuss what they are going to write, and then note down some
collocations to include. As they write, monitor to help with any questions and to
check students are using collocations correctly. Ask students to exchange
paragraphs with other pairs and to consider how similar or diff erent their stories
are, then take feedback on this in open class.
Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end performance -Breaks and
modified worksheets in activities physical activities
some tasks with greater -through formative task used.
support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 3
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Migration in nature
Learning objective (s) 9.6.1.1 - use a growing variety of abstract compound nouns and
that this lesson is complex noun phrases on a range of familiar general and
contributing to curricular topics;
9.6.7.1 - use a variety of simple perfect forms including some
passive forms, including time adverbials on a range of familiar
general and curricular topics;

All learners will be able to:

Most learners will be able to:
Lesson objectives
Some learners will be able to:
● Identify the main idea in extended talks with little support
Success criteria ● Identify details in a text with little support
Interact in a pair, group and a whole class work presenting
Lifelong learning.
Value links
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Practice 1 SPEAKING Books closed. As a lead-in, ask students:
Do wild animals always stay in the same place? Which animals migrate
from one place to another? Give students two minutes to discuss their
answers, and make a list in pairs. Listen to some of their answers in open
class and write any correct answers on the board.
Books open. Say wildebeest, and nominate a student to choose the correct
migration route 1–3. The rest of the class agrees or disagrees. Alternatively,
students do the matching activity in pairs before a quick show
of hands in open class and tally their answers on the board. Do not give
answers at this stage.
2 1.10 Tell students they are going to listen to a radio interview about
animal migration. Play the recording while students check their answers
to Exercise 1. Tell them not to worry if they don’t understand every word,
but to just focus on checking they’ve matched the right route with the right
animal. Confirm answers in open class.
Answers
A3B1C2
3 1.10 Ask students to work with a partner to try to remember what the
numbers referred to. Play the audio again for students to check their
answers. During
feedback, encourage students to answer in full sentences
by prompting them and praising those who do.
Answers
1 The distance in kilometres swum by grey whales every year.
2 The number of wildebeest that travel from Tanzania to Kenya every year.
3 The distance in kilometres travelled by the wildebeest.
4 The number of wildebeest that die on the journey every year.
5 The distance in kilometres flown by Arctic terns every year.
 6 The distance in kilometres flown by an Arctic tern during its lifetime.
4 1.10 Give students time to read the sentences and check understanding.
Clarify that all the sentences contain incorrect information. Students work
together to correct the information. If necessary, play the recording
a third time for students to check their answers.
Answers
1 Grey whales swim to Alaska to find food.
2 Grey whales can be found near California or Mexico in the winter.
3 The Mara River is near the end of the wildebeests’ journey.
4 The Mara River is full of crocodiles.
5 Arctic terns do their journey every year.
6 People don’t know how the terns always arrive at the same place.
Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end performance -Breaks and
modified worksheets in activities physical activities
some tasks with greater -through formative task used.
support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 4
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Our undiscovered world
Learning objective (s) 9.4.6.1 - recognise the attitude or opinion of the writer in extended
that this lesson is texts on a range of familiar general and curricular topics;
contributing to
All learners will be able to:
Most learners will be able to use:
FUNCTIONS encouraging someone
GRAMMAR ways of referring to the future (review); future
Lesson objectives continuous; future perfect; past perfect
continuous; past perfect simple vs. past perfect
continuous
VOCABULARY phrases to talk about the future; phrasal verbs
Some learners will be able to:
Success criteria
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian, PE
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Practice 1.10 Books closed. Elicit/explain that there were many phrases used to express
surprise in the recording. Ask students if they can recall any of them, and if they
can think of any other phrases used to express surprise. Write all correct
expressions on the board.
Books open. Look at the gapped sentences 1–5 with students. Play the recording
again for students to listen and complete the gaps. Pause after each phrase
and ask students to repeat the phrase using suitable intonation. Encourage students
to sound enthusiastic!
Repeat the phrases several times chorally and
individually.
Answers
1 That’s quite a distance. 2 Unbelievable! Good heavens.
3 It’s amazing, isn’t it? 4 Wow. That’s phenomenal.
5 That’s incredible.
2 Divide the class into AB pairs to create dialogues.
Give some examples of your own to get them started.
For example:
A: My brother can run 100m in 10.3 seconds.
B: Wow. That’s phenomenal! Is he going to be at the
next Olympics?
Or A: I have been to 37 different countries.
B: That’s incredible. Which was your favourite?
Monitor to make sure students are asking followup questions and encourage them
to continue the conversation where possible. If space allows, this activity also
works well as a mingle with students swapping partners after each exchange. Listen
to some examples in open class as feedback
READING
1 Ask students to name the places in the photos. If any students have been to any of
the places, or any similar places, ask if they can describe for the class what it was
like there.
 2 To encourage students to read the article quickly, set a four-minute time limit to
read and check their answers to Exercise 1. Allow students to compare
answers with a partner before a whole-class check.
Refer back to students’ ideas on the board to check if anyone guessed correctly.
Answers
Voronya Cave, Mariana Trench, Amazon rainforest, deserts
3 Give students time to read the questions and deal with any questions about
vocabulary. Students reread the article and answer the questions. Ask them
to underline the parts of the text that gave them their answers. Allow them to
compare answers
Answers
1 Because it is so inaccessible and inhospitable to humans.
2 Because caving is very popular in those places.
3 Freezing temperatures and high water pressure.
4 98%
5 Because there might be new species there to discover.
6 They have developed to survive in very high temperatures
and with very little water.
4 Put students into small groups to discuss the questions. Monitor but do not
interrupt unless errors hinder comprehension. Make sure all students
are contributing to the discussion and encourage quieter students to voice their
opinions too. To facilitate the involvement of quieter students, you
could assign them the role of group secretary. They are then tasked with making
detailed notes on the group’s answers. Regroup students and ask them to
share their ideas with their new groups. Nominate two or three students to report
back on their discussions in open class.
Homework
Additional Information
Differentiation - how Assessment - how are you planning to check Health and safety
do you plan to give learners` learning? check ICT links
more support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker questioning in feedback activities techniques
learners by giving -through observation in group and end -Breaks and physical
them a modified performance activities activities used.
worksheets in some -through formative task -Points from Safety
tasks with greater rules used at this
support lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 5
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Passive: future, present perfect
Learning objective (s) 9.6.8.1 - use a variety of future forms, including some passives,
that this lesson is on a range of familiar general and curricular topics;
contributing to 9.1.9.1 - use imagination to express thoughts, ideas, experiences
and feelings
All learners will be able to:
Most learners will be able to:
Lesson objectives
Some learners will be able to:
● Identify facts and details in extended talks with little support
● Recognize the content of an extended conversation using some
supporting information
Success criteria ● Apply the rule for compound adjectives and adjectives as
participles in practice
● Apply regular and irregular adverbs and comparative degree
structures accurately
Lifelong learning.
Value links
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Future and present perfect passive
1 Ask students to work individually to complete the exercise. They can either do
this from memory and then go back to the article to check, or go straight
to the article to find the sentences and complete the exercise. Students compare
answers with a partner before feedback in open class.
Answers
1 been explored 2 been recorded 3 be understood
4 be found
Ask students to complete the rule in pairs. Remind them to use the sentences in
Exercise 1 to help them.
Rule
1 be 2 past participle 3 present perfect
4 past participle
2 To make sure students understand why we would want to use the passive in
these sentences (to emphasise the object of each sentence), ask students
to decide what they/people/someone refer to in each one. In open class feedback,
confirm that these all refer to unknown or unimportant people (in these
contexts). Students rewrite the sentences.
Answers
1 The documentary about caves will be shown on TV
tonight.
2 A new cave in China will be explored in April.
3 New things will be learnt about the ocean floor.
4 2,000 different species have already been discovered in
the Amazon.
5 Some species haven’t been recorded yet.
6 The deserts haven’t been studied (much/by many people)
because they’re dangerous.
Fast finishers
 Ask students to write the negative and question forms of each
of the sentences in Exercise 3.

3 Encourage students to read the text once for overall understanding, ignoring the
spaces, by asking them to answer the question: What’s the new documentary
series about? (unexplored caves and oceans) Students read again and complete the
text. Ask them to check answers in pairs before whole-class feedback.
Answers
1 will be filmed 2 will be shown 3 will be presented
4 won’t be joined 5 will be chosen 6 will also be joined
7 will be covered 8 won’t be shown 9 will be offered
10 will be watched

Optional extension
Ask students to work with a partner to decide which of the eight features they
would most like to visit and rank them from 1 to 8. Hold a class vote to find out
which is the most popular geographical feature.
Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end performance -Breaks and
modified worksheets in activities physical activities
some tasks with greater -through formative task used.
support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 6
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Geographical features
Learning objective (s) 9.2.6.1 - deduce meaning from context in unsupported extended
that this lesson is talk on a wide range of general and curricular topics;
contributing to 9.3.7.1 - use appropriate subject-specific vocabulary and syntax
to talk about an increased range of general and curricular topics;

All learners will be able to:

Most learners will be able to:
Lesson objectives
Some learners will be able to:
● Apply the rule for infinitives in practice
● Differentiate between possessive and reflexive pronouns
including mine, yours, ours, theirs, hers, his, myself, yourself,
Success criteria
themselves
● Apply regular and irregular adverbs and comparative degree
structures accurately
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Practice Geographical features
1 Ask students to cover the words and work with a partner to try to name
each of the things. After two minutes, ask students to uncover the words
and match the words to the pictures, in pairs. Check answers in open class
and take the opportunity to say the words for students to repeat and check
pronunciation. Pay attention to the long vowel sounds in bay; volcano and
the short vowel sound in glacier.
Answers
1D2F3G4B5E6A7H8C
2 Use the images to check/clarify: surface; erupts.
Ask students to work individually to complete the
sentences, then compare answers with a partner
before feedback in open class.

Mixed-ability
Stronger students can cover the words in Exercise 1 and
attempt to complete the sentences from memory before they
uncover the words and check.

Answers
1 mountain range 2 dune 3 waterfall 4 reef
5 volcano 6 glacier 7 bay 8 canyon
Fast finishers
Ask students to think of adjectives to describe each of the
places in the photos.
 3 SPEAKING Divide the class into small groups to
complete the exercise. Make the activity into a
competition by setting a three-minute time limit and counting down every
30 seconds. When time is up, regroup students so that they can compare
their lists.
This can also be turned into a quiz, with students asking each other where
the geographical features are. Listen to some of their answers in open class.

Optional extension
Ask students to work with a partner to decide which of the eight features
they would most like to visit and rank them from 1 to 8. Hold a class vote
to find out which is the most popular geographical feature.
Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end performance -Breaks and
modified worksheets in activities physical activities
some tasks with greater -through formative task used.
support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 7
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Culture. Stop! Before it’s too late
Learning objective (s) 9.4.6.1 - recognise the attitude or opinion of the writer in
that this lesson is extended texts on a range of familiar general and curricular
contributing to topics;
9.3.8.1 - recount extended stories and events on a range of
general and curricular topics
All learners will be able to:
Most learners will be able to:
Lesson objectives
Some learners will be able to:
● Identify facts and details in extended talks with little support
● Recognize the content of an extended conversation using
some supporting information
Success criteria
● Convey fantasy ideas including emotions and senses
● Identify the correct form of a word, appropriate sentence
structure and text layout
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys
and girls! How are you?
Practice Stop! Before it’s too late
You could set a homework research task for students to find out about the
following items before they come up in the text. You could then start off the
lesson by asking students to tell the class what they have found out.
BACKGROUND INFORMATION
The Himalayas (literally “abode of the snow”) is a mountain range in South Asia.
It is home to over 100 mountains exceeding 7,200m including Mount Everest
(8848m). Many of the peaks are sacred to Buddhists and Hindus.
The Ganges is a river which flows through India and Bangladesh.
It is 2,525km long. Millions of Indians depend on it for their daily needs. It was
ranked as the fifth most polluted river in the world in 2007. Pollution threatens
140 fish species, 90 amphibian species and the endangered Ganges river dolphin.
The Indus is a river that flows through Pakistan. It is 3180km long. The river has
been heavily polluted by industry in recent years. It is also feared that global
warming could lead to a 50% reduction in the flow of the river with catastrophic
effects.
The Yangtze is a river that flows through China. It is the third longest river in the
world (6300km). The river has been very polluted by tourism, commercial traffic
and pollution from factories.
Galapagos Islands (population 26640) is an archipelago of volcanic islands in the
Pacific Ocean. Many animal and bird species are unique to the islands. In the last
two centuries, new plants and animals have been introduced to the island
for farming and many native species, which had no natural
predators, are now endangered.
Ecuador (population c.15.2 million) is a country in north western
South America. It is the most species-diverse country in the
world.
Charles Darwin (12 February 1809 – 19 April 1882) was an English naturalist
and geologist. He is best known for his evolutionary theory which established
that all species of life have descended from common ancestors and that evolution
 results from natural selection, the survival of the fittest.
The Amazon rainforest covers an area of 5.5 million square
kilometres (roughly five times as big as Europe). It contains an estimated 390
billion trees divided into 16000 species. Prior to the early 1960s, access to the
forest’s interior was highly restricted, and the forest remained basically intact.
After the introduction of farming in the 1960s, land started to be cleared
of trees. Between 1991 and 2000, the total area of forest lost in
the Amazon rose from 415,000 to 587,000 square kilometres.
  39
3 EARTH AND OUR PLACE IN IT
The Great Barrier Reef is under threat from climate change. As the water
temperature rises, coral loses its ability to sustain life. It is also under threat from
pollution (for example, pesticides from Australian farms) and overfishing, which
breaks up the natural food chain and results in habitat destruction.
As a warm up, nominate individuals to give you the name of an animal. If they
can’t think of an animal immediately, move on to the next student. After a
few examples, ask students to name an endangered animal and continue around
the class. Write any correct answers on the board. Use the IWB to search
for images of endangered animals and ask students to name the animals. You
could also search to find out how endangered individual animals are. Ask:
Are there any endangered animals in your country? Ask students to name the
animal on page 52.
Answer
Student’s own answer (for reference, it’s a golden lion
tamarin)
2 Tell students they are going to read a text about environmental damage and
endangered species. Ask them to read it though quickly and to focus on
answering the question without worrying about any difficult vocabulary. Check
answers in open class.
If students have access to the Internet, ask them to search for information about
one of the animals and report back to their classmates.
Answer
tiger, rhino, snow leopard, freshwater fish, golden lion
tamarin, jaguar, giant tortoise, Galapagos penguin,
Galapagos sea lion, birds, turtle
3 Students answer the questions and check answers with a partner before
whole-class feedback.

Answers
b 350: tribes in the Amazon in Brazil c 17: percentage of the Amazon forest lost
d 1,000: distance in kilometres from Ecuador to the Galapagos Islands e 2,000:
length in kilometres of the Great Barrier Reef f 70: percentage of
coral we could lose in the next 40 years
4 In pairs or small groups, students discuss the question. If students have access
to the Internet, ask them to do some online research to find out which areas of
the world suffer from environmental damage and why certain areas of the world
are in danger. Listen to some of their ideas. Point out the underlined words in the
article. Read through the definitions and check students understand the language
used. Students work with a partner to match the words with the definitions. If
they are unsure about some of the vocabulary, allow them to look back at the text
and guess the meaning from its context. If time allows, they could check their
answers in a dictionary. During feedback, say the words and ask
students to repeat them.
Answers
1 global warming 2 organism 3 fear 4 fragile
5 deforestation 6 endangered 7 tiny 8 threat
Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and
you plan to give more learners` learning? safety check ICT
support? links
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end -Breaks and
modified worksheets in performance activities physical activities
some tasks with greater -through formative task used.
support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 8
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: An article for the school magazine
Learning objective (s) that 9.5.5.1 - develop with support coherent arguments supported
this lesson is contributing when necessary by examples and reasons for a range of written
to genres in familiar general and curricular topics;
9.1.9.1 - use imagination to express thoughts, ideas,
experiences and feelings
All learners will be able to:
Most learners will be able to:
Lesson objectives
Some learners will be able to:
● Identify details in a text with little support
● Identify the correct form of a word, appropriate sentence
structure and text layout
Success criteria ● Clarify the meaning of the word in a dictionary or other
digital references
● Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys
and girls! How are you?
Writing An article for a school magazine
1 Ask students: Have you ever written an article for a school magazine? What
was it about?
Read through the instructions and questions with the whole class. Students read
the article and answer the questions. Let them compare their answers with a
partner before whole-class check.
Answers
1 To encourage people to help clean up a river.
2 The water is polluted, there are hardly any fish left, it
smells terrible and the banks are covered in litter.
3 Factories nearby and people throwing waste.
4 Factories should stop polluting, stricter laws should be made, and people
should get together to help clean up the river banks.
Working in pairs, students order the words to make sentences. Check answers
in open class and write the sentences on the board. Ask students to read the
article again and underline evidence for each of the statements.
Allow them to compare answers with a partner before whole-class feedback.
Answers
1 The Quiller River was once so beautiful.
2 The situation is alarming.
3 And just look at the river banks.
Evidence:
1 There is even a song about it.
2 Newspapers have recently reported that the water of the river is totally
polluted. There are hardly any fish left, and the water itself smells terrible.
3 They are covered in litter.
3 Read through the questions in open class. Students complete the exercise with
a partner and underline the language in the text that helped them choose their
answers. Check answers in open class.
 Answers
a4b1c3d2
Student’s Book pages 54–55
4 Divide the class into small groups so that they can share ideas before writing
individually at home. Students make notes in preparation for writing
their article. Monitor and help with any difficulties. Alternatively, you could
ask students to work together to produce a piece of writing in class.
5 Students can do the preparation in class, and complete the writing at home.
They should organize their work to follow the same format as the article
in Exercise 4. Remind students to refer back to the model text if necessary.
They should use words and phrases from Unit 6. When they have finished, ask
them to read their article to the class or to a partner.

Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and
you plan to give more learners` learning? safety check ICT
support? links
More support will be given -through questioning and the redirecting of -Health
to weaker learners by questioning in feedback activities promoting
giving them a modified -through observation in group and end techniques
worksheets in some tasks performance activities -Breaks and
with greater support -through formative task physical activities
used.
-Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 9
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Tigers return to Kazakhstan. First conditional
Learning objective (s) 9.4.6.1 - recognise the attitude or opinion of the writer in
that this lesson is extended texts on a range of familiar general and curricular
contributing to topics;
All learners will be able to:
Most learners will be able to:
• watch teenagers taking about the worst party they have ever been to.
Lesson objectives
• listen to teenagers organising a birthday party.
• practise offering to do something and making requests.
Some learners will be able to:
● Identify facts and details in extended talks with little support
● Recognize the content of an extended conversation using
some supporting information
Success criteria
● Interact in a pair, group and a whole class work presenting
● Apply topic related vocabulary in speech appropriately
arranging words and phrases into well-formed sentences
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys
and girls! How are you?
Tigers return to Kazakhstan
1 Ask students to look at the title and guess what the text is about. Invite them to suggest
possible answers to the two pre-reading questions. Then let them read the first two paragraphs to
check their answers.
Student’s Book pages 56–57
2 Give the students time to read the rest of the text silently. Explain or elicit the meanings of words
that they may not know. Let them answer the questions in pairs. Then ask them to explain their
answers by referring to the text and the map.
Answers
1 T 2 DS 3 T 4 F 5 DS 6 T
GRAMMAR
First conditional (review); unless in first
conditional sentences
1 Read through the example sentences with students and ask them to offer suggestions to complete
the gaps. Ask them what they notice about the verb following unless in the sentence and elicit that it
is positive. Students then turn to the text on page 55 again and check
their answers. Remind students how to form the first conditional by asking them: Which verb goes
in each half of the sentences? Students read through the rule box and complete it using the examples
to help them.
Answers
1 will be 2 won’t happen 3 will disappear
Rule
1 possible 2 if not
Language note
1 Remind students that the if phrase can come first or second in the sentence but the present simple
tense always goes with the if phrase.
2 Remind students to use contracted forms in conditional sentences. It is more natural in English to
say If the weather is good tomorrow, I’ll go to the beach. than … If the weather
is good tomorrow, I will go to the beach.
3 Students may produce incorrect sentences like If I will go … , I will … . Ask them to think about
how these sentences work in their own language.
4 Remind students that unless means if not.
5 Students may produce statements like Unless I don’t work,
I will … Remind them that unless is always followed by a
positive verb.
Students read through sentences 1–5. Go through the example sentence if necessary. Students work
with a partner to complete the exercise. While checking answers in open class, say each sentence for
students to repeat and work on pronunciation.
Answers
1 If I give this phone to charity, they’ll find someone who needs it.
2 If this tap doesn’t stop dripping, how much water will we waste in a day?
3 The situation will become worse if they don’t change their behaviour.
4 Look – battery full! If you don’t disconnect the charger, you’ll waste energy.
Students read through questions 1–4. Go through the example if necessary, pointing out the word
order in questions. Students complete the exercise. Remind them to use the correct question forms
and to look for the if/unless phrase carefully since it may not always be at the start of each question.
Check answers. If you’re short on time, set this exercise as homework.
Answers
1 don’t study; won’t … get 2 is; ’ll go 3 invites; will … buy
4 won’t help; asks
Homework
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and
you plan to give more learners` learning? safety check ICT
support? links
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end -Breaks and
modified worksheets in performance activities physical activities
some tasks with greater -through formative task used.
support -Points from
Safety rules used
at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was
difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 10
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Project. Endangered animals in Kazakhstan
Learning objective (s) 9.1.6.1 - organise and present information clearly to others;
that this lesson is 9.1.9.1 - use imagination to express thoughts, ideas, experiences and
contributing to feelings
9.5.5.1 - 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:

Most learners will be able to:
Consonant – vowel word linking
Lesson objectives Aim: Following on from Unit 1, students extend their knowledge of
connected speech patterns. They identify and practise linking
consonant endings to words starting with all vowel sounds.
Some learners will be able to:
● Plan, write, edit and proofread work at text level
Success criteria
● Use punctuation marks correctly
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Practice PROJECT
1 Ask students to think on their own about an endangered
animal in Kazakhstan. Put students in groups to share their ideas and discuss
the questions for each animal.
2 Ask students to choose one endangered animal and
do research. Read out the questions and elicit what kind of key words and
phrases students can search for. Prompt them to also look in books in the
library and ask their Science teacher.
3 Have students prepare an informative poster. If possible, show them an
online example or prepare an example poster of your own. Give students time
to work on their poster, selecting the information and organizing it into
paragraphs. Ask them to decorate their poster and practise presenting it.
Set time aside in a future lesson for groups to present their posters in class.
Provide written feedback to each group. After students’ presentations, display
their posters in the classroom or school. Invite students to look through the
display. Monitor as they look through each other’s posters and ask and answer
questions about them.
Homework
Additional Information
Differentiation - how Assessment - how are you planning to check Health and safety
do you plan to give learners` learning? check ICT links
more support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end -Breaks and physical
modified worksheets in performance activities activities used.
-through formative task
some tasks with greater -Points from Safety
support rules used at this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
 School:
Unit: UNIT 3 EARTH AND OUR PLACE IN IT
Lesson 12
Date: Teacher’s name:
CLASS: present absent:
:
Theme of the lesson: Get it right! 2 Photostory: episode 1с
Learning objective (s) 9.6.8.1 - use a variety of future forms, including some passives, on a
that this lesson is range of familiar general and curricular topics;
contributing to 9.6.1.13 - 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:
Most learners will be able to:
Consonant – vowel word linking
Lesson objectives Aim: Following on from Unit 1, students extend their knowledge of
connected speech patterns. They identify and practise linking
consonant endings to words starting with all vowel sounds.
Some learners will be able to:
● Plan, write, edit and proofread work at text level
Success criteria
● Use punctuation marks correctly
Value links Respect, cooperation and transparency
Cross curricular links Kazakh, Russian
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their places. Hello, boys and
girls! How are you?
Practice PHOTOSTORY: episode 1c
The nerd
1 Pairs should try to answer the questions by looking at the photos, without reading
the conversation. Give them a couple of minutes for this prediction stage.
Write prompts on the board to support students (e.g. Maybe they think …, Her
problem might be / could be that…). During feedback, write students’ predictions
on the board. These can then be referred to during feedback on Exercise 2.
2 1.38 Play the audio. Students read and listen to check their answers. Allow students
to compare in pairs before feedback in open class. During feedback,
refer to students’ predictions from Exercise 1.
Answers
They’re all talking about the boy with the laptop who Jeff and Leo think is a nerd and
he spends all his time on his computer and doesn’t do fun, sociable things.
Flora has a problem with her computer.
DEVELOPING SPEAKING
3 Ask students what they think happens next. Ask them to brainstorm possible
endings for the story. Students work in groups with one student in each group acting
as secretary and taking notes. During whole-class feedback, write students’ ideas on
the board to refer back to once they have watched the video. Don’t give
away answers at this stage.
4 EP1c Play the video for students to check their predictions from Exercise 1. During
feedback, refer to students’ ideas on the board. Who guessed correctly?
5 Check/clarify: fixes, climbing. Students complete this exercise in pairs. Monitor
and help with any difficulties. You could do feedback by playing the
video again, pausing for clarification.
Answers
1 Richie 2 Richie 3 Mia 4 Jeff 5 Richie
PHRASES FOR FLUENCY
1 Ask students to locate expressions 1–6 in the story on pages 164–165 in order to
identify who says them. Encourage them to try to work out the meaning of
 the expressions using the context before they try to think of how to say them in their
own language.
Students compare answers with a partner and discuss possible translations. Monitor
to try to avoid discussions slipping into L1 completely.
Answers
1 Jeff 2 Flora 3 Leo 4 Leo 5 Leo 6 Leo
2 Ask students to read the conversation quickly, ignoring the spaces, to answer these
questions:
Where’s the dad going? (shopping); What are Tom and Mike going to do? (tidy up
the house). Check answers. Students read again and complete the conversation
before a whole-class check.
Answers
1 Pack it in 2 Got it in one 3 I’m with you on this one 4 good point 5 don’t get me
wrong 6 Don’t mention it
WordWise
Phrases with all
1 Students work with a partner to complete the exercise. You could ask pairs to
discuss a possible context for each sentence before choosing an
expression, for example for number 1: the speaker’s brother spends too much time on
his phone. During feedback, elicit or explain the meaning of the six
phrases and be prepared to give further examples.
Answers
1 all day 2 After all 3 all we’re saying 4 for all I know
5 all the same 6 once and for all
2 Students work individually to complete the sentences and compare answers with a
partner before whole class feedback.
Answers
1 all day 2 For all I know 3 after all 4 All we’re saying
5 all the same 6 once and for all
Homework
Additional Information
Differentiation - how Assessment - how are you planning to check Health and safety
do you plan to give learners` learning? check ICT links
more support?
More support will be -through questioning and the redirecting of -Health promoting
given to weaker learners questioning in feedback activities techniques
by giving them a -through observation in group and end -Breaks and physical
modified worksheets in performance activities activities used.
some tasks with greater -through formative task -Points from Safety
support rules used at this lesson.

REFLECTION Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?