9сыныпқмж130бұйрық

Unit: LESSON: Module 1 Lesson 1
Teacher’s name:
Date:
Grade: 9 Number present: absent:
Topic: Attributes and personality.
9.C6 organise and present information clearly to others

Learning objectives(s) that
this lesson is contributing 9.S3 explain and justify their own point of view on a range of general and curricular
to topics
Lesson objectives All learners will be able to:

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.
Planned activities

Planned Marks
Teacher’s activities Pupil’s activities Resources
timings
Beginning the When you want to get to know

lesson someone, ask about their hobbies
and interests. Talking about
hobbies means you can share
Answer the teacher’s
details about yourself – and Students boo
discover shared interests and free- question
time activities.
https://quizlet.com/510679846/
unit-1-flash-cards/
Here are some phrases you can Make a sentence and write it Pictures,
Middle use:
Questions you can ask
What do you like doing?
What sort of hobbies do you have?
How to reply
In my free time I…
This short video will give you an
opportunity to learn comparison
of adverbs.
https://www.youtube.com/watch?
time_continue=2&v=QHKQYF8
YNIA&feature=emb_title
Reflection
Stude
Ending the
lesson
nts
attach their boat in the appropriate
area of the map that reflects their
emotions and mood after the
lesson

Teacher’s name:
Date:
Reading: Comparing generations.
Topic:
9.C7
Learning objectives(s)
that this lesson is 9.R2
contributing to 9.UE14

you will be able to comprehend the concept of generation differences.
use, pronounce and spell most target vocabulary accurately in production tasks and integrate
with some success in extended writing task
use, pronounce and spell a range of target vocabulary accurately in production tasks and
integrate to good effect in extended writing task
Planned activities
Planned Pupil’s Marks
Teacher’s activities Resources
timings activities
Warm up. Answer the Emoticon
Beginning the
lesson
1/ Describe the
teacher’s
question
given picture.
2/ What is the message conveyed by it?
Middle ask: What were their clothes like? What were their
hairstyle like?
 Ask: What do you think life was like in the
1950s? Make a
 Ex.2 p.10. Justifying True/False statements sentence Pictures, book
and
with reference to the text.
write it
What do you think life was like in the 1950s?
https://www.liveworksheets.com/sa1009679oo
Ending the
lesson
Reflection

Teacher’s name:
Date:
Topic: Past perfect & past simple.
Learning objectives(s) 9.W3

that this lesson is

Identify the difference between the past perfect and past simple.
Construct the sentences using past perfect and past simple with support
Apply past perfect and past simple to talk about events at different times in the past without
support.
Planned activities
timings activities
Presentation
The past perfect simple (had + past participle) is used to
Beginning talk about past actions or situations that
the lesson happened before a specific time in the Answer the
teacher’s Emoticon
question
past.
Watch a video to learn how to use the past perfect and

past simple tenses together in English.
Then test your understanding of the English lesson by

Middle answering the questions. You will get the answers and
Make a Pictures,
your score at the end of the quiz.
sentence and book
https://www.engvid.com/past-simple-past-perfect/ write it
To have more practice play quiz game.
https://jeopardylabs.com/play/simple-past-and-past-perfect4
Ending the Reflection

lesson 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.

Teacher’s name:
Date:
Topic: Vocabulary and listening: Uses of get.
Learning objectives(s) 9.S5

that this lesson is
9.UE1
contributing to
Identify the meaning of the dialogues "People talking about the past".
Synthesize information from the dialogues and use it as the basis for discussion.
Produce a clear, coherent description of their memories.
Planned activities
Planned Pupil’s Mark Resource
Teacher’s activities
timings activities s s
Fill in the table with the names of hobbies: doing things,
collecting things, making things, learning things.
doing collecting making things learning
things things things
1) sports 1) stamps 1) 1) reading
Beginning 2) 2) photos drawing/paintin books
the lesson travellin 3) g 2) leaning
g pictures/posters 2) cooking languages
3) 4) coins 3) 3) watching Handouts Emoticon
shopping knitting/sewing TV with task
4) 4) making 4) reading
singing models/ books,
5) designing newspapers
dancing costumes , magazines
6) 5) surfing
playing the Interne
computer
games/
the piano
Complete the sentences for you. You may use a dictionary Make a Pictures,
Middle if necessary. sentence and book
1. The last time I (or a friend) got a write it
detention …
2. I got some fantastic presents …
3. I get the impression that …
4. I got a terrible shock when …
5. The last time I got ill …
6. My cousins and I get together …
7. I get on really well with …
Reflection
Ending
the lesson

Teacher’s name:
Date:
Topic: Past simple and continuous.
9.S5
that this lesson is 9.W2

Identify the difference between past simple and continuous.
Construct the sentences using past simple and continuous with minimal support.
Apply past simple and continuous to talk about past events and memories without support.
Planned activities
timings activities
Beginning Internet
the lesson Presentation
Video and
. images Emoticon
Presentation Handouts with
task
 To have some practice play gameshow

quiz.
 https://wordwall.net/resource/824264/
past-simple-past-continuous
Middle Make a sentence Pictures, book

and write it
Giving the hometask. WB p.9
Ending the Self-assessment.

lesson
How well do I understand?

Teacher’s name:
Date:
Topic:
Talking about past events.
9.L1
that this lesson is 9.S5
contributing to 9.S7

Recognize and use key phrases for talking about events in the past.

Create their own dialogues based on the given situations.
Perform situations talking about events in the past without support.
Planned activities
Pupil’s Marks
Planned timings Teacher’s activities Resources
activities
Look at the photo from SB p.14 ex.1 and

answer the questions.
Beginning the lesson
Read the dialogue in SB p.14 ex.2. Then Answer the
practise it. teacher’s Emoticon
Complete the dialogue with the phrases. question
It was around fifty What happened then?

Did I ever tell you about
The best bit was have a good time
Middle
Prepare a dialogue. Imagine you want to tell
your friend about an event.
A Ask if you’ve told them about the event
before.
B Say no and ask what it was like.
A Describe the event.
B Ask if A had a good time.
A Reply and tell B about the best bit.
B Ask what happened then.
A Tell B how it ended.
B Say it sounds great.
Reflection
“Cinquain” is a five-line poem based on the
Ending the lesson content of the material under the study.
Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.

Teacher’s name:
Date:
Topic: Describing a decade.
Learning objectives(s) 9.S7

that this lesson is
9.R5
contributing to
Examine the general writing structure of an account of a decade.
Summarize an account of a decade in accordance with the writing guide
Express their ideas in writing an account of a decade without support
Planned activities

Planned Teacher’s activities Pupil’s Marks Resources
timings activities
Back to the Sixties
http://objflicks.com/
TakeMeBackToTheSixties.htm
Watch the video and answer the questions:

1. How much was a McDonald’s hamburger in the
sixties?
______________________________________
2. Which dance was popular in the sixties?
______________________________________
3. Which TV shows were popular?
________________________________________
4. Which musicians and bands were popular?
_________________________________________
__
Beginning 5. Which water sport became popular on America’s
west coast?
the lesson
_________________________________________
___
6. What was invented in the sixties? Answer the
_________________________________________ teacher’s Emoticon
____
7. What did fashionable people wear in the sixties? question
_________________________________________
____________
8. Name a leader of the Civil Rights Movement:
_________________________________________
____________
9. Which country did America go to war with?
_________________________________________
_____________
10. Which were the two main countries involved in the
cold war?
_________________________________________
_____________
11. Name one American president in the sixties:
_________________________________________
_____________
12. Who expressed peace and love and often wore
casual, loose clothing, headbands, beads and
flowers?
_________________________________________
_____________
. Now use the time phrases to compare life

in the sixties with life in the Noughties
Middle (2000-2009). Think about fashions,
transport and travel, technology, music Make a Pictures,
and films, food. sentence and
write it
Life in the sixties
Ending the
lesson
Reflection

Teacher’s name:
Date:
Topic: Comparing generations
9.S5

• Demonstrate the correct use of "used to" talking about the past.
• Analyze a text comparing the lifestyles and hobbies of different generations.
• Produce a clear, coherent description of hobbies and interests they used to have.
Planned activities
Pupil’s Mark
activities s
To compare the lifestyles and hobbies of Answer the Emoticon
Beginning the lesson different generations turn to your SB p.16 teacher’s
ex.1-2. question
Grammar presentation.
Watch a lovely and tender video about the life of
two people who met when they were children and
the moments they have shared. Presentation
Middle
Complete the sentences, put the sentence in order, Video and
multiple choice, answer the questions. images
https://en.islcollective.com/video-lessons/used-
grammar
Ending the lesson 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.
Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
Line 5 – A synonym for the title word.

Teacher’s name:
Date:
Topic: The British sense of humour.
9.C8

 Recognize and use vocabulary to do with humour.
• Analyze a text about the British sense of humour.
• Express their ideas about sense of humour in KZ building extended sentences.
Planned activities
Planned Marks
timings
Read the quotation by Charlie Chaplin “A day without
Beginning the laughter is a day wasted “. What
lesson
Answer the teacher’s

Emoticon
question
does it
mean? Do you agree or disagree? Why?
.
Watch the
video
Middle “Health
benefits of
Make a sentence and Pictures
laugher”
write it
and do the quiz.
https://eslvideo.com/quiz.php?id=26924
Reflection
Ending the
lesson KWL
Know Want to know Learnt

Teacher’s name:
Date:
Grade: Number present: absent:
Topic: CLIL: Media studies. The British sense of humour.
9.C8

Reproduce taught material in listening, speaking, writing.
you will be able to use taught vocabulary and grammar with accuracy.
Use taught vocabulary and grammar with accuracy.
Planned activities
Marks
Planned timings Teacher’s activities Pupil’s activities
Resources
used to
Complete the sentences with used
to or didn’t use to and the verbs.
1. My dad didn’t use to drive (not
drive) to work.
Beginning the lesson 2. My gran __________ (wear)
platform boots in the 1970s.
Answer the
3. Children __________ (not play) Emoticon
teacher’s question
with electronic toys.
4. My dad __________ (have) a black-
and-white TV.
5. I __________ (not speak) to my
friends on a mobile phone.
6. __________ (you/wear) a different
hairstyle when you were younger?
Middle Past perfect and past simple Internet

Choose the correct forms.
1. Our clothes had been / were wet
because it had rained/ rained.
2. I hadn’t left / didn’t leave England
until I had gone / went to Spain last year.
3. The teacher had been / was angry Presentation
because Kate hadn’t done / didn’t do her
homework. Video and images
4. When I had got / got on the bus, I
discovered that I forgot / had forgotten
my money.
5. The school had been / was quiet
because all the students had gone / went
home.
Reflection
Pair share
Ending the lesson At the end of a lesson learners share with
their partner:
 Three new things they have
learnt:
 What they found easy
 What they found difficult
Something they would like to learn in the
future.

Teacher’s name:
Date:
Topic: Project. An interview summary: teenage years.
9.L8

• Reproduce taught material in listening, speaking, writing.
• Demonstrate learned grammar and vocabulary about hobbies and qualities with sure
• Use taught vocabulary and grammar with accuracy.
Planned activities
Planned Marks
timings
Read the interview summary and match
Beginning the paragraphs A-E with interview questions 1-
lesson 5. It’s ex.1 p.19 (SB).
Interview a parent, grandparent, or older Answer the

family friend who is a member of another teacher’s question Emoticon
generation. By getting them to talk about their
past, you will open a door into a new world.
You might be astonished at how different their
lives were in the past and how different their
attitudes are today because of it.
. You may use the following questions:

1. What were your favorite activities? Who did you
do them with?
2. If you had free time on a Saturday afternoon, how
would you spend it?
3. If there was something you were interested in,
Middle how would you learn more about it?
4. What global events were the most memorable for Make a sentence Pictures,
you? How did these affect your attitudes about the and write it
world?
5. How did you communicate with your friends?
What were the advantages and disadvantages of
those methods?
6. What kinds of technology did you use on a daily
basis? What do you think of today’s technology?
Reflection
Pair share
Ending the lesson
At the end of a lesson learners share with their
partner:
 Three new things they have learnt:

Something they would like to learn in the
future.

TERM 1.
SUMMATIVE ASSESSMENT TASKS
Unit assessment 1 "Hobbies and qualities"
Learning objectives 9.L5 recognise the opinion of the speaker(s) 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 a
wide increased range of general and curricular topics
Assessment criteria 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
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Listening (Link)
Task 1. Listen to four people talking about their hobbies. For questions 1 - 4, name the
hobby and choose from the list (A-E) what each person says about it. Use the letters only
once. There is one extra letter which you do not need to use.
A It teaches you about other cultures. Speaker 1:_
В You learn to work with others. Speaker 2:_
С It demands a lot of free time. Speaker 3:_
D It can be stressful at times. Speaker 4:_
E It helps you to stop worrying.
Speaking
Task 2. An individual interview on the suggested topic for approximately 2 minutes for each
student.
Card 1
1. What kinds of hobbies do you know?
2. How can hobby reflect our personality?
3. Do you have any hobby/pastime activity? If so, what is it?
4. How long have you had this hobby? Why do you like it?
5. Are there any activities that you used to do and that you don’t do anymore? Why did you
stop?
6. How does hobby influence a person's life?
Card 2
1. Which hobbies are the most popular among teenagers?
3. When did you first develop this hobby?
4. How much time do you spend on your hobby? Is this enough? Please explain.
5. Are there any hobbies you would like to try?
6. Why do people need hobbies?
Card 3
1. Why do we have different kinds of hobbies?
2. What factors influence your choice of a hobby/pastime activity?
3. What is your favourite hobby/pastime activity? Why?
4. What hobbies used to be popular, but aren’t common now? Why have they gone out of
fashion?
5. What are some of the advantages of having a hobby?
6. Can your hobby become your profession and vice versa? Can you think of any examples?
Card 4
2. How did you become interested in your hobby? Please explain.
3. What have you tried but didn't like? Please explain.
4. What hobby would you want to try someday? Why?
5. What do hobbies and interests tell about a person?
6. What do your hobbies and interests tell about you?
Card 5
1. Why it is important for people to have time for leisure activities?
3. Why are some leisure activities more popular than others?
4. What types of leisure activities may become more popular in the future?
5. What type of leisure activities helpful for teenagers? Why?
6. Some people do not have any leisure activity. Why it is the case?
Descriptor
Assessment criteria Task Mark
A learner
1D - karate 1
Identify the position of 2B - basketball 1
speakers in an extended 1
3A - watching TV 1
talk with some support.
4E - drawing 1
Express thoughts about gives proper answers to the questions; 1

the given topic in the expresses his/her opinion on topic; 1
conversations.
Apply topic related uses vocabulary words on the topic; 1
2
vocabulary in speech
appropriately arranging pronounces words and phrases correctly; 1
words and phrases into
well-formed sentences. uses grammatically correct sentences in a talk. 1
Total marks 9
Transript 1
Speaker I
I suppose I've been doing it for about four years now. The thing with karate is that you have to
practise constantly. I found that quite hard at first because I wasn't used to it, but now I quite
enjoy doing my exercises these days. A lot of it is in the mind. You have to be able to
concentrate and to stay calm. The end result should be perfect harmony between mind and body.
It can be difficult to stay calm, though, when you're trying to get the next belt. There's a lot of
pressure on you to do all the moves perfectly.
Speaker 2
Basketball is a wonderful game. My uncle got me my first basketball and I've been playing ever
since. From the moment I picked it up, I loved the game. I joined a team when I was old enough
and now I play matches every weekend and train about three times a week. It's a sport that
teaches you a lot about teamwork - you have to learn how to cooperate well with other people.
Some people don't like that, but I think it's what sport is about.
Speaker 3
I don't know if you'd call it a hobby exactly, but I do watch a lot of TV. I find it entertains me
when I haven't got anything better to do. I'll watch whatever's on, really, although I'm not so
interested in sports. I know some people think it's a waste of time, but I'm not embarrassed. I
think I've learned a huge amount from television, and not just watching documentaries. Watching
foreign programmes can help your English, and you learn about how people live in other
countries much better than you can from a book. That's where you'll find me most weekends, in
front of the TV.
Speaker 4
I like spending time on my own, so drawing is the ideal hobby for mе. I started drawing when I
was very young, like most people, and I found that I was quite good at it. I don't know. I can just
look at something and I know how to put it onto paper Mostly, I draw things that I see around
me, but sometimes I just make things up from my imagination. I can escape from my everyday
problems that way. And the good thing is that when you've finished you've got a work of art that
you can hang on your wall, or give to somebody.
Rubrics for providing information to parents on the results of Summative Assessment
for the unit «Hobbies and qualities»
Learner's name ______________________________________________
Assessment Level of learning achievements

criteria Low Middle High
Identify the Experiences Experiences some Confidently identifies
position of difficulties in difficulties in identifying the speaker's position
speakers in an identifying the the speaker's position while listening the text.
extended talk with speaker's position while listening the text. Completes the task
some support. while listening the Makes some mistakes in mostly correctly.
text. Completes the answers.
task mostly
incorrecty.
Express thoughts Experiences States his/her point of Presents ideas clearly
about the given difficulties in view uncertainly without with accurate
topic in the answering questions good reasoning. Makes pronunciation of the
conversations. with appropriate some mistakes in words. Uses a range of
Apply topic grammar and pronunciation and in using simple and some
related vocabulary vocabulary. Attempts topical vocabulary and complex grammatical
in speech to answer the grammatical structures. forms. Demonstrates a
appropriately questions, but most of wide choice of topical
arranging words the time the answers vocabulary. Answers
and phrases into are inappropriate. the questions with
justification.
well-formed Has a frequent
sentences. problem with
pronunciation.
Teacher’s name:
Date:
Medical science.
Topic:
9.L8

use some language from the module to express views and write some relevant questions
accuratel
use a range of language from the module to express views and write a range of relevant
questions accurately
use a wide range of language from the module to express views and write a range of relevant
questions accurately
Planned activities

Pupil’s Marks
Planned timings Teacher’s activities
activities Resources

Before doing the Heath and exercise quiz form
your SB ex. 3 p.20 play flashcards games to help
you remember new words. Answer the
https://quizlet.com/510957638/unit-2-flash- teacher’s Emoticon
cards/ question
Turn to ex.3 p.20. Look at the sentences and

decide if they are true or false.

Middle Internet
https://learnenglishteens.britishcouncil.org/skills/ emoticon
listening/advanced-c1-listening/benefits-sport
Grammar presentation
Ending the lesson
Self-reflection.
"Message". Pupils write 7 words of the greatest
importance for the topic of the lesson.
Unit:2 LESSON: Module 2 Lesson 14
Teacher’s name:
Date:
Topic: Alternative therapy (exercise and health).
9.S3

use and pronounce some target structures accurately in controlled tasks with support
use and pronounce most target structures accurately in controlled tasks with support
use and pronounce most target structures accurately in controlled tasks with little support
Planned activities
timings activities
Answer the teacher’s question
Beginning the Look at the photos and answer the questions.
 What are the people doing?
 How do you think the activities in each
picture are helping keep them healthy?
lesson
Read again and answer the questions.

1. What could an unhealthy weight lead to?
2. How does physical activity benefit our muscles
Middle and bones?
3. What does our heart do?
4. How are low-intensity and moderate-intensity
activities different?
5. How does a person feel during a high-intensity
activity?
Self-reflection.
Ending the
lesson
My My feelings My Valuable
participation and difficulties thoughts for
in the lesson emotions me from the
during the lesson
lesson

Unit: LESSON: Module 2Lesson 15
Teacher’s name:
Date:
Topic: May, might, could, must, can’t.
9.C6
that this lesson is 9.C9
contributing to 9.W3

identify some specific information in reading text and use some target vocabulary accurately in
production tasks with support
identify most specific information in reading text and use most target vocabulary accurately in
identify all specific information in reading text and use most target vocabulary accurately in
production tasks with little support
Planned activities

Pupil’s Marks
activities
 . Presentation
 This lesson is focused on using modal verbs
for certainty, probability, and deduction.
“Deduction” means using the information available to
make a guess or draw a conclusion about the facts Answer the
question

In these exercises (1-3) you will practise using
Middle modal verbs to express certainty, Answer the
probability, and deduction: must, can’t, could,
teacher’s
may, might.
https://test-english.com/grammar-points/b1/ question Emoticon
modal-verbs-of-deduction/
Ending the lesson Self-assessment. How well do I understand?

Teacher’s name:
Date:
Topic:
Phrasal verbs (a healthy lifestyle).
Learning objectives(s) 9.L6
that this lesson is
9.L8
contributing to
use and pronounce some target language accurately in response to prompts and in controlled
tasks with support
use and pronounce most target structures accurately in response to prompts and in controlled
tasks with support
tasks with little support
Planned activities
Pupil’s Marks
activities
Turn to your SB p.24 ex.1 and match the phrasal
Beginning the lesson verbs in blue in The eight-point health plan with
synonyms a-h. Answer the
Complete the dialogue with the phrasal verbs in
the box. question
carry on with * get rid of * start off with * stay away
from * stick to * taken up * try out
Who is the oldest person you know? How old are they? Make a Pictures,
How healthy is their lifestyle?
Read the article below. Answer the questions.

1 Why are the people of Okinawa famous?
Middle sentence and
2 What are the reasons for their good health?
write it
Ending the lesson

Self-assessment.
Summary sentence
Ask learners to write one sentence to summarize

what they know about the topic.
Teacher’s name:
Date:
Topic: Past modals.
9.C9
that this lesson is 9.L4

use and pronounce some target language accurately in response to prompts and in controlled
tasks with support
tasks with support
tasks with little support
Planned activities
Planned timings Teacher’s activities Pupil’s Marks Resources
activities

Answer the
question
 In these exercises (1-3) you will practise using

past modals of deduction and speculation. Make a sentence Pictures,
Middle
 https://test-english.com/grammar-points/b1- and write it
b2/past-modal-verbs/
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.
Teacher’s name:
Date:
Grade:9 Number present: absent:
Topic:
Exchanging opinions.
9.L5

Planned activities
Pupil’s Marks
activities
Beginning the Performance-enhancing drugs are known as doping. These are
lesson taken to gain an unfair advantage. It is illegal & is often Answer
harmful. All of these drugs are banned. the
Why do performers take drugs? Emoticon
teacher’s
Physiological Reasons: to build muscles, increase energy, question
lose weight, reduce tiredness
Social Reasons: Pressure to win, earn money, fear of losin
Make a
sentence Pictures,
Middle
and write
Look through the model dialogue in your SB p.26 ex.2. it
Pay attention to the key phrases for exchanging opinions.
.Self-assessment.
Ending the lesson
Teacher’s name:
Date:
Topic: A discussion essay.
9.S7

Planned activities
Pupil’s Mark
activities s
List the following people in order of income, from the Answer the
highest earning (1) to the lowest (4). Then list them in the teacher’s Emoticon
order you think they should be. Are your lists different?
a P.E. teacher * a top footballer * a TV sports commentator * question
a top triathlet
 Put the paragraph topics from the essay in the correct Make a
order. Pictures,
Middle sentence and
 Conclusion – writer’s opinion write it
 Introduction – the situation
 Arguments for footballers’ high salaries
 Arguments against footballers’ high salaries
Ending the lesson
Self-assessment.
Teacher’s name:
Date:
Topic:
Sport stars of Kazakhstan.
9.S7

identify some specific information in texts and research and write short organised text
for display using some of their own words
identify most specific information in texts and research and write short organised text
for display using a range of their own words
identify all specific information in texts and research and write more extended
organised text for display using a range of their own words
Planned activities
Pupil’s Marks
activities
Answer
Read the text form your SB p.28 ex.2 and complete the the
Emoticon
sentences with the names of the people. teacher’s
question
 Choose a sports star of Kazakhstan, create

his/her profile and include the following
information:
 name Make a
 date of birth sentence Pictures,
Middle
 place of birth and write
 sport it
 at least 2 pictures
 achievements
 interesting facts.
Ending the lesson
Self-assessment.
Teacher’s name:
Date:
Topic:
CLIL. Biology: Healthy eating.
Learning objectives(s) 9.R1
that this lesson is
9.W1
contributing to
Recognize and use vocabulary connected with success in sport

Synthesize the information from the text about Kazakh sportspeople and use it as the
basis for discussion
Talk with fluency about famous sportspeople in Kazakhstan
Planned activities
Mark
Planned timings Teacher’s activities Pupil’s activities
s Resources
What do you think makes a healthy diet?
Beginning the lesson Look at the ‘eatwell’ plate. What does it suggest
we eat the most / least of? Answer the
Emoticon
teacher’s question
Plan what you will eat and drink for a day. Look Make a sentence Pictures,
at the Eatwell Guide for ideas.
Breakfast
Middle Lunch and write it
Evening
meal
Snacks and
other drinks
Ending the lesson

Self-reflection.
Most ……. thing
Ask learners what was the most, e.g. useful,

interesting, surprising, etc. thing they learned
today.
Teacher’s name:
Date:
Topic:
Review.
9.L2

you will be able to use taught vocabulary and grammar with accuracy.
Create their own dialogues based on the given situations.
Provide unprepared speech talking about adventure sports
Planned activities
Pupil’s Mark
activities s
Beginning the lesson can, could, will be able to Answer the Emoticon
Choose the correct words. teacher’s
question
may, might, could, must, can’t
Choose the correct words, a, b or c.
Complete the sentences with the phrasal verbs in the
box.
cut down on * get over * give-up * take up * work out
Make a
Tomorrow, I’m going to give up junk food. This is my last burger!
1. I __________ at the gym every day. sentence Pictures,
Middle
2. Joe’s dentist wants him to __________ sugary foods and and write it
brush his teeth more often.
3. I need a hobby. I think I’ll __________ tennis.
4. When my girlfriend finished with me, my friends helped me
to __________ it.
Ending the lesson Peer-assessment.
Two stars and a wish.
 You did a really good job on ...

 I really like how you ...
Maybe you could ...
TERM 1.
SUMMATIVE ASSESSMENT TASKS
Unit assessment 2 "Exercise and sport"
Learning objectives 9.C6 organise and present information clearly to others

9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
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
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
Distinguish the difference in the usage of modal verbs for different
functions (obligation, necessity, possibility, permission, requests,
suggestions, prohibition)
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes
Reading
Task 1. Read the text.
Keeping Fit
Good health is not something we are able to buy at the chemist’s and we can get back with a
quick visit to the doctor when we are ill. We often ruin our health by poor diet, stress, a bad
working environment, and carelessness. By keeping fit, changing bad habits or the surrounding
conditions we can make our body last without major problems. And what are the ways to keep
fit?
First of all you must miss no chance of outdoor activities. Skating or skiing in winter and
swimming in summer must become part of your everyday life. Second, exercise. You must
exercise whenever you can – in the morning or in the evening. Third, regular meals are a must if
you want to keep fit. Try to avoid going without any food for hours.
The Romans spoke of health in a proverb: “A healthy mind in a healthy body.” In addition
to physical health, an understanding of mental health is also important. The body does a great
deal to take care of itself, but by learning a few important health rules, it is possible to help the
body to work at its best.
Nowadays, health specialists promote the idea of wellness for everybody. Wellness means
achieving the best possible health within the limits of your body. Some people prefer a lot easier
exercise to more strenuous exercise. Some people like playing three sweaty, competitive games
of tennis.
The English people in the 1990’s have become very concerned about their health. In fact,
fitness has become almost a national obsession. In large cities and small towns alike, people jog
regularly, join sports teams and go to health clubs and Fitness Centers to work out.
Put the sentences in the right order according to the text.

1. The ideas of health specialists.
2. Ways of keeping fit.
3. How English people take care about their health.
4. The reasons of poor health.
5. The importance of physical and mental health.
Writing
Task 2. Look at the pictures and write a story to go with them. Use the following plan.
Paragraph A: introduction
Paragraph B: background information
Paragraph C: main events
Paragraph D: conclusion.
Thinks about these things.

What happened? Why? Who was involved? When and where? How did you/other people feel?
What happened in the end?
Descriptor
Assessment criteria Task Mark
A leaner
chooses "The reasons of poor health" for the 1st
1
paragraph.
chooses "Ways of keeping fit" for the 2nd
1
paragraph.
Find particular facts and chooses "The importance of physical and mental
1 1
parts in reading passage. health" for the 3rd paragraph.
chooses "The ideas of health specialists" for the
1
4th paragraph.
chooses "How English people take care about
1
their health" for the 5th paragraph.
Write sentences about real writes a story according to the plan; 1
and imaginary past events,
uses appropriate vocabulary with correct
activities and experiences 1
spelling;
connecting sentences into
links sentences into paragraphs logically using
paragraphs. 1
proper connectors;
Form ideas effectively and 2
uses grammatically correct sentences;
demonstrate the ability to 1
including modal verbs;
express them clearly.
Distinguish the difference in
the usage of modal verbs for conveys ideas clearly. 1
different functions.
Total marks 10
Rubrics for providing information to parents on the results of Summative Assessment

for the unit «Exercise and sport»
Learner's name ______________________________________________
Assessment Level of learning achievements

criteria Low Middle High
Find particular facts Experiences Experiences some Confidently finds
and parts in reading difficulties in finding difficulties in finding particular facts and parts
passage. particular facts and particular facts and parts in in reading passage.
parts in reading reading passage. Makes Completes the task
passage. Completes some mistakes in correctly.
the task mostly completing the task.
incorrectly.
Write sentences Lacks in writing a Makes some mistakes in Uses appropriate

about real and story based on the grammatical structures,
imaginary past plan, has difficulties writing a story based on the
vocabulary, basic
events, activities in conveying ideas plan/ in presenting ideas conjunctions and
and experiences clearly and logically, logically and clearly/ in linking words within the
connecting in using appropriate
sentences into vocabulary, basic using appropriate task set, ideas fulfill the
requirements of the
paragraphs. conjunctions and vocabulary / grammar
task.
Form ideas linking words, in (modal verbs) /
effectively and using grammar
conjunctions and linking
demonstrate the (modal verbs).
ability to express words.
them clearly.
Distinguish the
difference in the
usage of modal
verbs for different
functions.
Short term plan 25
Term 2
School: #14 named after A.Nusipbaev
Unit 3"Our planet"
Date: 7/11/2022 Teacher’s name: Kosymbay Arlet
Grade 9 Number present: Number absent:
Theme of the lesson: Vocabulary and language focus: Geography and the
environment.
Learning 9.S5 interact with peers to negotiate, agree and organise priorities and plans
objectives(s) that for completing classroom tasks
this lesson is 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
contributing to wide increased range of general and curricular topics
All learners will be able to:

Lesson
 Recognize and use nouns related to the environment.
objectives
 Do a quiz on Kazakhstan
 Produce sentences using the present continuous with support.
Plan
Planned Pupil’s Marks Resourc

timings Teacher’s activities
activities es
Beginnin The lesson greeting. Students Emoticon Board
g the respond to
The teacher sets the lesson objectives, letting greeting Projector
lesson
students know what to anticipate from the
lesson.
Teacher writes the environment on the screen Ss write
and elicit or explain the meaning. down as
many
Ss write down as many words connected to words
the environment as they can in English. Internet
connected
to the Presentatio
Elicit answers and write the words related to
environme n
the environment on the board. Point to a
nt as they
couple of words and ask SS to explain what
can in Video and
they mean and why they are important.
English. images
SS to
explain
what they
mean and
Ex.1 p.32. Matching task. Board Formative Handouts
assessmen with task
Ex.2 p.32. Questionnaire. Projector t
CD 1.25
Ex.3 p.32. Gap filling. Internet
Ex.4 p.32. Induction of the rules from Presentatio

Main
exercises and explication. n
Activities
Ex.5 p.32. Gist listening. True/false Video and
statements. images
Giving opinions, agreeing and disagreeing. Handouts

with task
Extra task. Writing practice.
CD 1.25
Self-assessment.
Self-assessment. Feedback
Plus Minus 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.Today I learnt... )
End Feedback: Teacher asks students what task

was difficult to them and which pair worked
1min well.
Short term plan 26
Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:
Theme of the lesson: Reading: Our responsibility to platen Earth.
9.S3 explain and justify their own point of view on a range of general
and curricular topics
Learning 9.S7 use appropriate subject-specific vocabulary and syntax to talk
objectives(s) that this about a wide increased range of general and curricular topics
lesson is contributing 9.R1 understand the main points in extended texts on a range of
to unfamiliar general and curricular topics
9.R9 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
 Recognize and use words related to the sustainability.
 Synthesize information from the reading passage about
sustainability.
Lesson objectives Most learners will be able to:
 Analize the text about sustainability.

 Provide unprepared, coherent talk about our responsibility to

planet Earth.
Plan

activities es
The lesson greeting. Students Emoticon
respond to
The teacher sets the lesson objectives, greeting Handouts
letting students know what to anticipate with task
from the lesson.
CD 1.26
Teacher asks SS what they think it
Beginni
means. Elicit or explain that it means not
ng the
doing anything that endangers the
lesson
environment for future generations.
Ask SS to think of what sort of Comments
developments could cause problems for
people in the future.
Elicit ideas and ask other SS if they agree.
Ex.1 p.34. Building background Elicit ideas

knowledge. and ask
other SS if Internet
Ex.2 p.34. Detailed reading. they agree.
Main Formative Presentati
Justifying True/False statements with assessment on
Activitie
reference to the text.
s Video
Ex.3 p.34. Matching words. and
Ex.4 p.34. Expressing opinions (reacting
to a text).

Self-reflection.
Ending
the My My My Valuable Feedback
participat feelings difficultie thoughts
lesson ion in the and s for me
lesson emotions from the
during lesson
the lesson
Term 2
Unit 3"Our planet"
Theme of the lesson: Language focus: First conditional.
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
Learning 9.S2 ask complex questions to get information on a range of general
objectives(s) that and curricular topics
this lesson is
contributing to 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

 Construct the sentences using the first conditional with support.
Lesson objectives  Construct the sentences using the first conditional to talk about
possible situations with minimal support.
 Apply the first conditional to talk about a future situation and

its consequences without support.
Plan
Planned Pupil’s Marks Resour

activities ces
Beginning The lesson greeting. Students Emoticon
the lesson respond to
The teacher sets the lesson objectives, greeting Images
letting students know what to anticipate
from the lesson. Handout
s
Warm up.
With books close, ask: What will happen Answer the comments
if you look for Sealand on the map? Elicit teacher’s
the answer (You won't find it). question
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).
Grammar: First conditional
Formative
If + present simple, future simple assessmen Internet
Condition and result t
Example:
If he doesn’t wear his coat6 he will be
cold.
(Егер ол өзінің киімін кимесе, ол
жаурайды)
First Conditional – нақты болжамды,
көзге көрінетін шындықты, болашақта
болатын іс-қимылды білдіреді.
Main If or Unless
Activities If John is not invited, I won’t come
Unless John is invited, I won’t come Answer the
If you don’t hurry, we will miss the train teacher’s
Unless you hurry, we will miss the train
question
Ex.1 p.35. Induction of the rules from Make a
examples and explication. sentence
and write it
Extra task. Transformation exercise.
Ex.2 p.35. Opening the brackets.

Self-assessment.
4 - I can do this and explain it to someone
Ending the else. Feedback
lesson
Term 2
School: №14 named after A.Nusipbaev
Unit 3"Our planet"
Theme of the lesson: Vocabulary and listening: Government policies.
9.C7 develop and sustain a consistent argument when speaking or

writing
Learning
objectives(s) that 9.L2 understand most specific information in unsupported extended
this lesson is talk on a wide range of general and curricular topics
contributing to
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics

 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.
 Synthesize information from the conversation and use it as the

basis for discussion.
 Produce a clear, coherent talk about government policies.

Plan

activities ces
Beginnin The lesson greeting. Students Emoticon Internet
g the respond to
The teacher sets the lesson objectives, letting greeting Presentat
students know what to anticipate from the ion
lesson.
With books close, ask: Would you like to be comments
lesson 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 Ss don't
words provided. use the Formative
correct assessmen
Giving opinions, agreeing and disagreeing. verb t
Handout
forms, but
Ex.2 p.36. Listening for global information. s with
Main just
task
Activitie Ticking off items in a list. concentrat
s e on CD 1.2
Ex.3 p.36. Listening for specific information. encouragi
Sentence completion. ng them
to think of
Ex.4 p.36. Information transfer. ideas.
Ranking (priority) discussion.
Giving the hometask. WB p.24.

Self-assessment.
Feedback
Plus Minus 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.
Short term plan 29
Term 2
Unit 3"Our planet"
Theme of the lesson: Language focus: First and second conditionals.
9.W3 write with moderate grammatical accuracy on a wide range of

Learning familiar general and curricular topics
objectives(s) that
this lesson is 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of
contributing to relative clauses including prepositions from where, to whom on a range of
familiar general and curricular topics

 Construct the sentences using second conditional to talk about
imaginary situations with support.
 Identify the difference between first and second conditionals.
Lesson objectives
 Construct the sentences using second conditional to talk about
imaginary situations with minimal support.
 Apply first and second conditionals to talk about what they would
do in likely or unlikely situations without support.
Plan
activities es
respond to
The teacher sets the lesson objectives, greeting
from the lesson.
Warm up.
comments
Beginning With books close, write on the board: If
the lesson 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.
Second conditional Ask SS to Formative
translate the assessment
If +Past simple, would+ infinitive Grammar
sentence into
their own card
Second conditional – мүмкін
емес,мүмкіндігі аз, сенімсіз іс-қимылды language and
осы немесе келер шақта білдіреді және elicit or that
біреуге ақыл-кеңес айтқанда it is a second
қолданылады. conditional
Main sentences.
Ex.1 p.37. Deduction from the rules and
Activities exemplification.
Ex.2 p.37. Multiple choice.
Ex.3 p.37. Situation-response.
Ex.4 p.37. Matching task.
Asking and answering questions.
Extra task. Extension.
Ending Giving the hometask. WB p.25

the lesson
Self-assessment.
4 - I can do this and explain it to
someone else.
3 - I understand and can do this by
myself.
Short term plan 30
Term 2
School:
Unit 3"Our planet"
Theme of the lesson: Speaking: Apologizing.
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
Learning plans for completing classroom tasks
objectives(s) that this
lesson is contributing 9.S7 use appropriate subject-specific vocabulary and syntax to talk
to 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
 Recognize and use key phrases for apologizing and
expressing regrets.
 Develop their listening skills in the context of apologizing and
expressing regrets.
Lesson objectives  Demonstrate the ability to express past and present regrets
with I wish using some support.
 Create their own dialogues based on the given situations.

 Perform situations practising apologizing without support.

Plan

activities es
The lesson greeting. Emoticon Internet
The teacher sets the lesson objectives, Students Presentati
letting students know what to anticipate respond to on
from the lesson greeting
Ask Ss in what kinds of situations they Ss establish Comments
might apologize. Elicit examples and how they
suggestions. feel when
Briefly discuss a few of the scenarios they
Beginning that the SS suggest. Establish how we apologize,
the lesson feel when we apologize, and why it is and why it
sometimes difficult to apologize. Elicit is
the concept of regret and teach the sometimes
word. difficult to
apologize.
Elicit the
concept of
regret and
teach the
word.
Main Ex.1 p.38. Picture description (guessing, Ss are Formative Presentati

Activities speculating, interpreting). guessing, assessment on
speculating,
Ex.2 p.38. Gist listening. interpreting. Video
Comprehension question. and
Gist images
Ticking off items. listening.
Comprehen Handouts
Ex.4 p.38. Deduction from the rules and with task
sion
exemplification.
question.
CD 1.28,
Ticking off 1.29
items.
Giving the hometask. SB ex.6 p.38
Peer-assessment.
Rubric
Criteria Fluency Pronunciati Vocabulary Grammar
on and Pair work
accent (interaction)
5 Smooth and fluid Pronunciatio A wide range Accuracy & Actively

excellen speech; few to no n is of well- variety of supports,
t hesitations; no excellent; chosen grammatical engages,
Ending attempts to search good effort at vocabulary structures listens and
the lesson for words; volume accent
responds to
is excellent.
the partner.
Takes a
leading role.
4 Smooth and fluid Pronunciatio Good range Some errors Makes an
speech; few n is good; of relatively in effort to
Good hesitations; a good effort at well-chosen grammatical interact with
slight accent vocabulary structures the partner
possibly but doesn't
search for words; caused by take a
inaudible word or attempt to leading role.
two. include a
variety.
Short term plan 31
Term 2
School:
Unit 3"Our planet"
Theme of the lesson: Writing: An opinion essay.
Learning 9.S7 use appropriate subject-specific vocabulary and syntax to talk

objectives(s) that about a wide increased range of general and curricular topics
this lesson is
contributing to 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

 Examine the general writing structure of an opinion essay.
 Recognize and use references, pronouns and key phrases for
writing an opinion essay.
Lesson objectives
 Express their ideas in writing an opinion essay with minimal
support.
 Express their ideas in writing an opinion essay without

support.
Plan

activities ces
respond to
from the lesson. comments
Internet
Beginnin Focus on the photo. Ask: how old do you
g the think this girl is? What is she doing? Elicit Presentati
lesson some ideas, and elicit or teach the word on
straw.
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.
Ex.1 p.39. Skimming. Questioning. Ss are
skimming.
Ex.2 p.39. Sorting exercise. questioning,
sorting
Ex.3 p.39. Matching task. exercise. Video and
Main images
Activitie Ex.4 p.39. Writing guide.
s Handouts
Questioning in groups. with task
Sharing ideas.
Structuring.
Ending Giving the hometask. WB p.27

the
lesson Peer-assessment. Feedback
Rubric
Short term plan 32
Term 2
School:
Unit 3"Our planet"
Theme of the lesson: My country: Our planet.
Learning 9.C9 use imagination to express thoughts, ideas, experiences and

feelings
9.R2 understand specific information and detail in texts on a range

objectives(s) that this of familiar general and curricular topics, including some extended
lesson is contributing texts
to
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 end-position adverbs on a range of familiar
 Summarize information from the text about a journey through
Betpak-Dala.
 Recognize how adverbs modify adjectives and where adverbs
are used in a sentence.
Lesson objectives  Identify adverb use in a text.
 Analyze information from the text about a journey through

Betpak-Dala and use it as a basis for discussion.
 Plan, write and edit a diary describing the journey.

Plan

activities es
The lesson greeting.
The teacher sets the lesson objectives, Internet
from the lesson. Students Emoticon Presentati
respond to on
Warm up. greeting
Beginning
the lesson Ask SS if they have visited the area comments
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 can see there.
Main Ex.1 p.40. Building background Answer the Video

Activities knowledge. teacher’s and
question images
Ex.2 p. 40. Detailed reading.
Formative Handouts
Table completion. Make a assessmen with task
t
Ex.3 p. 40. Recognizing language sentence and CD 1.30
structures. write it
Writing
practice.
Ex.5 p. 40. Sequencing words. Creative
exercise
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.
Line 1 – One-word title (Kazakhstan).
Ending Feedback
the lesson Line 2 – Two adjectives for describing
that word.
Line 5 – A synonym for the title word.
Short term plan 33
Term 2
School:
Unit 3"Our planet"

Theme of the lesson: CLIL: Ecology: Solving an ecology problem.
9.C9 use imagination to express thoughts, ideas, experiences and

Learning feelings
objectives(s) that this 9.R2 understand specific information and detail in texts on a range of
lesson is contributing familiar general and curricular topics, including some extended texts
to 9.R4 read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics
 Develop their reading skills in the context of recycling.
Lesson objectives
 Express their ideas about recycling situation in a city.
 Present a solution to a rubbish problem.

Plan

activities es
The lesson greeting.
The teacher sets the lesson objectives,
from the lesson. Students Emoticon Internet
respond to
With books closed, ask: Is there anything greeting Presentati
Beginning you would like to change about your on
comments
the lesson school? Elicit some ideas and then ask: Ss to join
What can you do to make your school in and
change? express
their
Ask: Do you think SS should have more opinions.
power to make changes in their school?
Elicit some ideas, and encourage SS to
join in and express their opinions.
Main Ex.1 p.41. Brainstorming the topic. Ss

Activities brainstormi
Sorting exercise. ng the Formative Video
topic. assessment and
Ex.2 p.41. Questions for personal images
response. Sorting
exercise. Handouts
Detailed reading. with task
Questions
Checking comprehension. for
personal CD 1.31
Ex.3 p.41. Questions about the topic to response.
discuss.
Detailed
Ex.4 p.41. Problem-solving discussion. reading.
Self-assessment.
Pair share
Ending the At the end of a lesson learners share with
lesson their partner:
Three new things they have learnt: Feedback
 Something they would like to
learn in the future.
Short term plan 35

Term 2
School:
Unit 3"Our planet"
Theme of the lesson: Review. Unit 3.
9.L8 begin to recognise inconsistencies in argument in extended talk

on a growing range of general and curricular subjects
Learning
objectives(s) 9.S7 use appropriate subject-specific vocabulary and syntax to talk about
that this lesson a wide increased range of general and curricular topics
is contributing
to 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

 Reproduce taught material in listening, speaking, writing.
Lesson
objectives  Demonstrate learned grammar and vocabulary about environment
with sure.
 Use taught vocabulary and grammar with accuracy.

Plan

activities es
respond to
from the lesson. Internet
Beginnin
g the Then to create a positive learning Presentati
lesson environment the teachers asks students to on
comments
start the lesson giving each other
compliments about appearance, job
performance, talent, etc. and also practice
accepting compliments.
Main Ex.1 p.42. Substitution drill. Answer

Activities the
Ex.2 p.42. Matching task. Video
teacher’s and
question
Ex.3 p.42. Sequencing words. Formative images
Make a assessment
Ex.4 p.42. Opening the brackets. Handouts
sentence with task
Ex.5 p.42. Paraphrasing. and write
it CD 1.32
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… Feedback
I really like how you…

My favorite part was when…
Ending
I think the best thing about it is…
the lesson
Maybe you could…

I also think you might want to…
I wish you would have…
It would also be great if…
Short term plan 36

Term 2
School:
Unit 3"Our planet"
Theme of the lesson: Project: A community project.
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
Learning
objectives(s) that 9.R1 understand the main points in extended texts on a range of
this lesson is unfamiliar general and curricular topics
contributing to
9.W1 plan, write, edit and proofread work at text level with little or no
support on a range of general and curricular topics

 Plan, write and edit a community project with support.
Lesson objectives
 Plan, write and edit a community project with minimal support.
 Plan, write and edit a community project without support.

Plan

Resour
timings Teacher’s activities activitie
ces
s
The lesson greeting. Internet
The teacher sets the lesson objectives, letting Students Presentat
students know what to anticipate from the respond ion
Emotico
Beginning lesson. to
n
the lesson Ask SS if they know of any community greeting
projects near where they live.
Ask them what the projects do and if they comment
know of what they have achieved. s
Main Ex.1 p.43. Prediction based on the slogan, Video

Activities pictures. and
Ss images
Ex.2 p.43. Skimming. matching
headings Handout
Matching headings with sections. with s with
sections. task
Ex.3 p.43. Brainstorming.
Generati
Generating ideas. ng ideas.
Illustration. Illustrati
on
Giving presentation.
Feedback on the project.

Self-assessment.
“Five”. Children draw a picture of their hand Feedback on the project.
Ending and write the most important things
the lesson 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.
Short term plan 37

Term 2
School:
Unit 4 "Charities and conflict"
Theme of the lesson: Morals.
9.S3 explain and justify their own point of view on a range of general
and curricular topics

Learning
objectives(s) that this 9.UE5 use questions including prepositions at what time, in which
lesson is contributing direction, from whose on a range of familiar general and curricular
to 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

 Recognize and use phrases to do with honesty and morals.
 Do a questionnaire on rights and wrongs.
 Produce sentences making requests with support.
 Produce sentences making requests with minimal support.

 Demonstrate the ability to request something and report

someone's request with fluency.
Plan

activities es
Beginning The lesson greeting.
the lesson Emotico
The teacher sets the lesson objectives, n Internet
from the lesson. What things is it wrong to Students Presentati
do? Elicit some answers, e.g. stealing, respond to on
murder, etc. greeting commen
ts
Put SS give them two minutes to write
down as many things as they can that are
wrong. Encourage them to think about
small things that we do every day, as well
as actual crimes.
Ex.1 p.44. Filling in the blanks. Checking Video

students' answers. Formati and
Listening ve images
Ex.2 p.44. Asking and
answering comprehensi assessm
questions. on. ent
Activating
Ex.3 p.44. Guided reading. Situation- language. Handouts
Main response. with task
Activities Filling in the
Ex.5 p.44. Multiple choice. blanks.
Ex.6 p.44. Transformation exercise.
CD 2.01,
2.02

Self-reflection.
Feedback
Ending the My My My Valuable
lesson participati feelings difficultie thoughts
on in the and s for me
lesson emotions from the
during lesson
the lesson
Short term plan 38
Term 2
School:
Theme of the lesson: Charities.
9.S3 explain and justify their own point of view on a range of

Learning objectives(s) 9.S7 use appropriate subject-specific vocabulary and syntax to talk
that this lesson is
contributing to
9.R2 understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts
 Comprehend the text about a charity.
 Recognize and use collocations with make and do.
Lesson objectives
 Interpret a text about a charity and use it as a basis for discussion .
 Express their opinions on being honest with fluency building

extended sentences.
Plan

activities es
Beginnin The lesson greeting.
g the
lesson The teacher sets the lesson objectives, Emoticon
from the lesson. Students Internet
respond to
Warm up. greeting
With books closed elicit what charities do. comments Presentati
(Give help usually to people, animals or on
the environment). Ss answer
charities
Ask SS what charities they know and they think
what those charities do. are best.
Ask SS which charities they think are
best.
Ex.1 p.46. Predicting based on the title, Ss Video

pictures. Gist reading. completing Formative and
gapped text assessme images
Ex.2 p.46. Detailed reading. with
Main nt Handouts
sentences.
Activities Completing gapped text with sentences. with task
Ex.3 p.46. Substitution drill. CD 2.03
Ex.4 p.46. Blank-filling.

Self-assessment.
Ending KWL
the lesson Feedback
Know Want to know Learnt
Short term plan 39
Term 2
School:
Theme of the lesson: Reported speech: tense changes.
9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
Learning 9.W3 write with moderate grammatical accuracy on a wide range of

objectives(s) that this familiar general and curricular topics
lesson is contributing
to 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

 Comprehend tense changes in reported speech.
 Demonstrate the ability to transport direct speech to reported
speech with support.
Lesson objectives
speech with minimal support.

speech without support.
Plan
Planned Pupil’s Marks Resource

activities s
Beginni The lesson greeting. Internet
ng the
lesson The teacher sets the lesson objectives, Students Presentatio
letting students know what to anticipate respond to n
from the lesson. greeting Emoticon
Ask SS to think again about the text
about a charity. Ask SS how some of the
injured soldier mentioned in the text felt comments
about the games.
Ex.1 p.47. Induction of the rules from .Ss Formative Video and
examples and explication. Induction assessment images
of the rules
Main Ex.2 p.47. Blank-filling. from Handouts
Activitie examples with task
Ex.3 p.47. Transformation exercise.
s and
Ex.4 p.47. Situation-response. explication.
Extra task. Individual sentences.
Giving the hometask. WB p.31.

Self-assessment. How well do I
understand?
Feedback
Ending someone else.
the
3 - I understand and can do this by
lesson
myself.
Short term plan 40
Term 2
School:
Theme of the lesson: 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

Learning wide range of general and curricular topics
objectives(s) that
this lesson is 9.L8 begin to recognise inconsistencies in argument in extended talk
contributing to on a growing range of general and curricular subjects


 Recognize and use reporting verbs.
 Develop their listening and reading skills in the context of
famous protests.
 Interpret information from a radio programme about famous

protests and use it as the basis for discussion.
 Produce a clear, coherent talk about protests.

Plan

activities es
Beginni The lesson greeting. Internet
ng the Emotico
lesson The teacher sets the lesson objectives, letting Students n Presentati
students know what to anticipate from the respond to on
lesson.
Focus on the photo and elicit that it shows a greeting
demonstration. Ask SS to look carefully and
say what the people are protesting against. Formativ
Elicit a range of ideas. e
assessme
nt
Ex.1 p.48. Matching words. Ss match Video and

words in images
Ex.2 p.48. Conveying the meaning. Multiple right
choice. place Handouts
comment with task
Main Ex.3 p.48. Structure based substitution. Ss listen s
Activitie to CD CD 2.04,
s Ex.5 p.48. Gist listening. Judging whether 2.05
2.04
some statements about the listening text are
true or false. Answers
the
Ex.6 p.48. Information search. Giving
question
presentations.

Self-assessment.
Ending “Five”. Children draw a picture of their hand

the and write the most important things Feedback
lesson 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.
Short term plan 41
Term 2
Unit 4 "Charities and School:
conflict"
Theme of the lesson: Reported and indirect questions.
Learning 9.S5 interact with peers to negotiate, agree and organise priorities and
objectives(s) that plans for completing classroom tasks
this lesson is
contributing to 9.W3 write with moderate grammatical accuracy on a wide range of
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

 Identify the difference between reported and indirect questions.
 Construct reported questions with support.
 Construct reported questions with minimal support.

 Construct reported questions without support.

Plan
Planne Marks
d Pupil’s Resourc
timings activities es
The lesson greeting. Formative Internet

assessment is held
The teacher sets the lesson Students through Presentati
objectives, letting students know respond to observation/monitor on
what to anticipate from the lesson greeting ing.
Beginni Elicit some examples of direct

ng the speech, and ask different SS to
lesson change the direct sentences into Ss answer
reported speech. the Emoticon
questions
Elicit the rules for reported speech.
If necessary prompt SS by asking
about tenses, and any other changes
(pronouns).
Main Ex.1 p.49. Induction of the rules Students

Activiti from examples and explication. think
es critically,
Ex.2 p.49. Multiple choice. exploring, Formative Video
developing assessment is held
Ex.5 p.49. Deduction from the rules and
, through
and exemplification. images
evaluating observation/monitor
Ex.6 p.49. Asking and answering and ing.
questions. making
choices Handouts
. about their with task
own and
others’
ideas
Comments

Self-assessment.
How well do I understand? Feedback
Ending someone else.
the
lesson 3 - I understand and can do this by
myself.
Short term plan 42
Term 2
School:
Theme of the lesson: Speaking: Explaining and clarifying situations.
9.L1 understand the main points in unsupported extended talk on a wide range
of general and curricular topics
Learning
objectives(s) that 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
this lesson is completing classroom tasks
contributing to
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
wide increased range of general and curricular topics

 Develop their listening skills in the context of someone explains and
clarifies a situation.
 Recognize key phrases for explaining and clarifying a situation.

 Perform situations explaining and clarifying a situation without

support.
Plan

activities es
The lesson greeting. Formative
assessment is held
The teacher sets the lesson objectives, Students through
letting students know what to anticipaterespond observation/monitor
from the lesson. ing. Internet
to
Ask SS if they have ever been found out greeting
Beginni for giving an excuse when they couldn't
ng the do something, for example said they are
lesson going to their grandparents' house, only Ss Emoticon Presentati
for someone to see them at a party. on
answer
Ask them why they made the excuse in the the
first place. Was it because they didn't want questions
to do something or was it because their
plans changed?
Ex.1 p.50. Guessing, speculating, Students Video and

interpreting pictures. think images
critically,
Ex.2 p.50. Gist listening.
exploring Formative
Comprehension questions. , assessment is held Handouts
developin through with task
Ex.3 p.50. Ticking off items. g, observation/monitor
Main ing.
evaluatin
Activitie Guided role play.
s g and
Ex.4 p.50. Practise structures. Substitution making
drill. Guided role-play. choices
about
their own CD 2.06,
and 2.0
Comments
others’
ideas
Giving the hometask. SB p.50 ex.5
Ending Peer-assessment.
the
lesson Rubric
Short term plan 43
Term 2

conflict"
Theme of the lesson: Writing: A narrative.
9.R1 understand the main points in extended texts on a range of unfamiliar

Learning 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a
objectives(s) that wide increased range of general and curricular topics
this lesson is 9.W2 write independently about factual and imaginary past events, activities
contributing to 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

 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.
 Write a narrative with dialogue using writing guide.

 Express their ideas in writing a narrative with dialogue without support.

Plan
Planne Marks
d Pupil’s Resour
timings activities ces

assessment is held
The teacher sets the lesson objectives, Students through Internet
letting students know what to anticipate respond observation/monitor
from the lesson. to ing.
Beginni Focus on the photo and the title of the text. greeting
ng the Ask: What has happened? How do you
lesson think it happened? Who do you think did Presentati
it? Elicit a range of ideas. on
Ss Emoticon
Ask: Do you think the people who did this answer
will admit it? Why? Elicit some answers, the
but don't confirm or reject any yet. questions
Main Ex.1 p.51. Skimming. Questioning. Students Formative

Activiti think assessment is held
es Ex.2 p.51. Sequencing. through Video and
critically,
observation/monitor images
Ex.3 p.51. Transformation exercise. exploring
ing.
,
Ex.4 p.51. Writing guide. developin
g, Handouts
Questioning in groups. with task
evaluatin
Sharing ideas. g and
Structuring. Observe learners when making
participating in use of English activities. choices
Comments
about
their own
and
others’
ideas

Ending
the Peer-assessment. Rubric
lesson
Feedback
Short term plan 45
Term 2
conflict"

Theme of the lesson: My country: Charities and conflict.
Learning 9.R2 understand specific information and detail in texts on a range of

objectives(s) familiar general and curricular topics, including some extended texts
that this lesson 9.S5 interact with peers to negotiate, agree and organise priorities and
is contributing plans for completing classroom tasks
to 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
 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
Lesson charity work.
objectives Most learners will be able to:
 Synthesize the information from a blog post about charity work

and use it as the basis for discussion.
 Talk with fluency about which charity to donate money to.

Plan
Planne Marks
d Pupil’s Resour

assessment is held
The teacher sets the lesson objectives, Students through Internet
letting students know what to respond observation/monitor
anticipate from the lesson. to ing.
greeting
Beginni Ask them to think about a particular
ng the type of charity. For example, for a Presentati
lesson medical charity, someone might want on
to help people who are in great Ss Emoticon
difficulty. If they work a s as doctor or answer
nurse, they would need medical the
training and the ability to work in questions
difficult situations.
Ex.1 p.52. Building background Students Formative

knowledge. think assessment is held
through Video and
critically,
Ex.2 p.52. Detailed reading. exploring observation/monitor images
Comprehension questions. ing.
,
developi
Ex.3 p.52. Induction of the rules from Handouts
ng,
Main examples and explication. with task
evaluatin
Activiti
Ex.4 p.52. Recognition exercise. g and
es
making
Ex.5 p.52. Opening the brackets. choices Comments
about
Ex.6 p.52. Improvising a conversation. their own
and
others’
ideas
Giving the hometask. SB p.52 ex.6
Ending Self-reflection.
the
lesson Most ……. thing Feedback
Ask learners what was the most, e.g.
useful, interesting, surprising, etc.
thing they learned today.
Short term plan 47
Term 2
School:
Grade 9 Number present: Number

absent:
Theme of the lesson: CLIL: History: The Berlin Wall.
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
that this lesson is extended texts
contributing to
9.S3 explain and justify their own point of view on a range of
9.S7 use appropriate subject-specific vocabulary and syntax to

talk about a wide increased range of general and curricular topics

 Develop their reading and listening skills in the context of
people talking about their personal experiences of the Berlin Wall.
 Synthesize the information about the Berlin Wall and use it

as the basis for discussion.
 Express with fluency their ideas about life with a dividing

wall in KZ.
Plan
Pla Pu Marks
nn
pil’ Re
ed
ti s sou
mi acti rce
ng viti s
s es
The lesson greeting. Formativ
e
The teacher sets the lesson objectives, letting students know Stu assessme Inte
what to anticipate from the lesson. den nt is held rnet
ts through
Warm up. resp observati
ond on/monit
Be Focus on the photo on p.53 and elicit that it shows the Berlin to oring.
gin Wall. gre Pres
nin Ask SS what they know about the Berlin Wall. Point out or elicit etin enta
g that the photo is from the fall of the wall. Elicit facts that SS g tion
the know and then ask: What do you think life was like for people
les when the wall was there? How do you think people felt when the Emoticon
son wall came down? Elicit some ideas and encourage SS to express
Ss
their opinions. ans
wer
the
que
stio
ns
Ma Ex.1 p.53. Conveying the meaning of new words through Stu Formativ
in definitions. Blank-filling. den e
assessme Vid
Ac ts
Ex.2 p.53. Gist reading. nt is held eo
tivi thin and
through
ties k ima
Ex.3 p.53. Detailed reading. Comprehension questions. observati
criti ges
on/monit
Ex.4 p.53. Focus listening. call oring.
y,
Identifying situations and people. exp
Han
lori
Ex.5 p.53. Expressing opinion (reacting to a text). dou
ng, ts
dev wit
elo h
pin Commen task
g, ts
eval
uati
ng
and
ma
kin
g
cho
ices
abo
ut
thei
r
ow
n
and
oth
ers’
idea
s
En Giving the hometask. WB p.36

din
g Self-assessment. Feedback
the
Students attach their boat in the appropriate area of the map that Feedback
les
reflects their emotions and mood after the lesson.
son
Moo
d
n d BERMUDA
a
isl ss TRIANGLE
h e ne
t ad
S ENCO
of ISLA
JOY ISLAND E NM ENT

HT
ENLIG ANXIETY
D
ISLAN ISLAND
THE ISLAND
PERPLEXING OF EXPECTATION
ISLAND
THE I
UNCER
PLEASURE ISLAND
Short term plan 48
Term 2 School:
Unit 4 "Charities and
conflict"
Theme of the lesson: Review. Unit 4. Skills round-up.
9.L2 understand most specific information in unsupported

extended talk on a wide range of general and curricular topics
Learning 9.S5 interact with peers to negotiate, agree and organise priorities and
objectives(s) that
plans for completing classroom tasks
this lesson is
contributing to 9.S7 use appropriate subject-specific vocabulary and syntax to talk

 Reproduce taught material in listening, speaking, writing.
Lesson objectives  Demonstrate learned grammar and vocabulary about charities

and conflict in dialogues with sure.
 Use taught vocabulary and grammar with accuracy.

 Provide unprepared speech talking about charities and conflict.
Plan
Planne Marks
d Pupil’s Resour

assessment is held
The teacher sets the lesson Students through Internet
objectives, letting students know respond to observation/monito
what to anticipate from the lesson greeting ring.
Beginni
ng the Then to create a positive learning
lesson environment the teachers asks Presentati
students to start the lesson giving Ss answer on
each other compliments about the Emoticon
appearance, job performance, talent, questions
etc. and also practice
accepting compliments.
Main Ex.2 p.54. Blank-filling. Students Formative

Activiti think assessment is held
Ex.3 p.54. Multiple choice. through Video
critically,
and
Ex.1 p.55. Talking about pictures exploring, observation/monito images
related to the topic. developing, ring.
evaluating
Ex.2 p.55. Gist listening. and making
Handouts
es Comprehension questions. choices with task
about their
.
own and
others’ ideas Comments

Peer-assessment.
Ending
Two stars and a wish. Feedback
the
lesson  You did a really good job
on ...
 I really like how you ...
 Maybe you could ...

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Unit: LESSON: Module 1 Lesson 1

Topic: Attributes and personality.

9.C6 organise and present information clearly to others

Lesson objectives All learners will be able to:

 Comprehend comparisons to compare and contrast people and the things

Some learners will be able to:

 Produce a clear, coherent description of a person they know.

Planned activities

Beginning the When you want to get to know

Unit: LESSON: Module 1 Lesson 2

Lesson objectives All learners will be able to:

2/ What is the message conveyed by it?

Unit: LESSON: Module 1 Lesson 3

Topic: Past perfect & past simple.

Learning objectives(s) 9.W3

Lesson objectives All learners will be able to:

Watch a video to learn how to use the past perfect and

Then test your understanding of the English lesson by

To have more practice play quiz game.

Ending the Reflection

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.

Unit: LESSON: Module 1 Lesson 4

Topic: Vocabulary and listening: Uses of get.

Learning objectives(s) 9.S5

Unit: LESSON: Module 1 Lesson 5

Topic: Past simple and continuous.

Lesson objectives All learners will be able to:

 To have some practice play gameshow

Middle Make a sentence Pictures, book

Giving the hometask. WB p.9

Ending the Self-assessment.

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.

Lesson objectives All learners will be able to:

Most learners will be able to:

Look at the photo from SB p.14 ex.1 and

It was around fifty What happened then?

Line 1 – One-word title.

Line 2 – Two adjectives for describing that word.

Line 3 – Three verbs.

Line 4 – Four feeling words.

Unit: LESSON: Module 1 Lesson 7

Topic: Describing a decade.

Learning objectives(s) 9.S7

Planned activities

Watch the video and answer the questions:

. Now use the time phrases to compare life

Unit: LESSON: Module 1 Lesson 8

Lesson objectives All learners will be able to:

Ending the lesson Giving the hometask. SB ex.7 p.16 (a dialogue)

Unit: LESSON: Module 1 Lesson 9

Lesson objectives All learners will be able to:

Answer the teacher’s

Know Want to know Learnt