Материалдар / 9 сынып 2 токсан excel кмж

9 сынып 2 токсан excel кмж

Материал туралы қысқаша түсінік
9 сынып 2 токсан excel кмж
Авторы:
Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ
03 Қараша 2024
88
1 рет жүктелген
450 ₸
Бүгін алсаңыз
+23 бонус
беріледі
Бұл не?
Бүгін алсаңыз +23 бонус беріледі Бұл не?
Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!
Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады
logo

Материалдың толық нұсқасын
жүктеп алып көруге болады

Short term plan: term 2

Unit: 3 Our planet

Lesson 25

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Vocabulary: city life – country life

Learning objectives


9.2.2.1 understand most specific information in unsupported extended talk on a wide range of general and curricular topics

9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.6.13.1 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

Lesson objectives

Learners will be able to:

- present vocabulary related to city life/ country life

- practise new vocabulary

- identify compound nouns

Value links

Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min.





Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Lead – In

What are differences between city and country?

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Students say different words from the picture

Learners remember previous lesson vocabulary

Learners answer the questions


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- remembers the lesson passed

Point 1

Assessment criteria

make basic statements related to personal information, people and objects




Pictures











worksheet





Picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:29

Play the recording. Ss listen and repeat chorally or individually.

Elicit the L1 equivalents.



Ex: 2 P: 29

Draw Ss' attention to the pictures (A-F) and elicit what they show.









Ex: 3 P: 29

Elicit the compound nouns from Ex. 1 from Ss around the clas






Ex: 4 P: 29

Ask various Ss around the class to use the words given to describe the places where they live.














Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.


Learners listen and repeat. Answer the question.

ANSWERS

Students own answer


Learners answer the question.

ANSWERS

C harbour

A factory

B skyscraper

D field

E path

F shopping mall



Learners use compound nouns. Use them to make sentences

ANSWERS

car park, shopping mall, department store


Learners use the words above to describe the place where you live

ANSWERS

I live in a city. There are skyscrapers, car parks and shops, but there aren't any fields, woods or farms. I live in a town. There are shops, squares, parks and blocks of flats, but there aren't any factories or skyscrapers. I live in the country. There are fields, woods and a river, but there aren't any shopping malls or skyscrapers.


Descriptor:

- listen and repeat.

- answer the question

TShape1

Shape2

otal: 3 point


Self assessment


Differentiation: «Verbal support» method is used to help Ss use new words in the sentences.


Descriptor:

- use compound nouns

- use them to make sentences

Total: 3 point




Descriptor:

- use the words above to describe the place where you live

Total: 3 point



-Make CCQ questions Yes / No

Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days


Poster Success





Short term plan: term 2

Unit 3 Our planet

Lesson 26

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Reading: Silk through Sauran

Learning objectives


9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

9.4.1.1 understand the main points in extended texts on a range of unfamiliar general and curricular topics

Lesson objectives

Learners will be able to:

- introduce the topic and stimulate interest in the text

- read for specific information

- consolidate information in a text

Value links

Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.








Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Ask a few pupils to stand up and stand in a row. Ask the rest of the class questions to revise the ordinals.

Lead – In

What do you know about The Great Silk Road?

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Determines the topic and purpose of the lesson

Learners remember previous lesson vocabulary




Students say different words from the picture

Answer the question.



The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- know daily routines vocabulary

- know prepositions of place

Point 1

Assessment criteria

- Learners have met the learning objectives if they can talk about numbers and location;




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:30

Direct Ss' attention to the pictures, the title of the text and the words/phrases in the list.

Elicit/Explain the meaning of any unknown vocabulary and then elicit a variety of answers as to what they tell us about the place.

Play the recording. Ss listen and follow the text in their books and find out.


Ex: 2 P: 31

Allow Ss some time to read the text again and mark the statements.

Check Ss' answers and elicit the corrections for the false statements.



Ex: 3 P: 31

Give 5s time to use the phrases in Ex. 1 to write sentences about Sauran, Elicit sentences from Ss around the class.



Ex: 4 P: 31

Explain the task and allow Ss three minutes to prepare their answers.

Ss share their answer with their partners. Ask some pairs to report back to the class.


Pupils look at the picture and read the title and the key words.

ANSWERS

The text is about the ancient city of Sauran which was on the Silk Road, an old trade route from ancient times.


Pupils read the text again and mark the statements.

ANSWERS

1 F It was a network of routes.

2 F It was once the biggest city.

3 F The city has been partly excavated.

4 T

5T


Pupils use the phrases to write sentences about Sauran.

ANSWERS

... It was a cosmopolitan centre of trade. It had high city walls and a network of underground canals so it's likely the inhabitants were quite advanced. Sauran survived attack and siege but it was slowly abandoned as traders increasingly used sea routes instead of the Silk Road.


Descriptor:

- look at the picture

- read the title and the key words.

Total: 2 point


pupils are evaluated by collecting fish


Descriptor:

- read the text again

- mark the statements

Total: 1 point



Descriptor:

use the phrases to write sentences about Sauran.

Total: 2 point



Self assessment



-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: P:

Home task:

Write the days


Poster Success








Short term plan: term 2

Unit 3 Our planet

Lesson 27

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Vocabulary: locations

Learning objectives


9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

9.6.10.1 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

- present and practise compass points

- talk about the place you live

- complete a paragraph about the place you live


Value links

Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min





Pre-learning

«Brainstorming» method

7 min.









Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the vocabulary from the previous

Lead – In

what the drivers use in order to find a place position?

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.

Learners remember previous lesson vocabulary



Determines the topic and purpose of the lesson





Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!


Descriptor:

- can tell the time

Point 1



Assessment criteria

- Learners have met the learning objectives if they can talk about persons character





Pictures











worksheet








Picture

Middle of the lesson

Presentation part.

30 min













Ex: 4 P: 31

Go through the list of words with Ss and elicit/explain their meanings. Ss complete the task.

Check Ss' answers by asking various Ss to read the completed texts aloud.


Ex:5 P: 31

Ask 5s to read the theory and then give them time to complete the task.

Check Ss' answers around the class.


Ex: 6 P: 31

Explain the task and elicit the L1 equivalents. If there is a map in the classroom, use it to explain the compass points.

Ss make sentences. Ask various Ss around the class to read out their sentences.

Suggested Answer Key


Ex: 7 P: 31

Explain the task. Ss complete the task. Check Ss' answers around the class.


Ex: 8 P: 31

Explain the task and tell Ss they can use their answers from Ex. 7 to help them complete the task.

Allow 5s some time to complete the paragraph and then check Ss' answers by asking various Ss to read their paragraphs to the class




Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils fill in the correct word from the list.

ANSWERS

A 1 coast

2 population

3 public

4 airport

B 1 Located

2 industrial

3 famous

4 nightlife

5 cosmopolitan

C 1 seaside

2 beach

3 attractions

4 destination

5 peaceful

6 clean

Pupils read the theory. Then, choose the correct adjective.

ANSWERS

1 bored 2 fascinating

3 surprised 4 shocked

5 confusing 6 interesting.

Pupils say these words in your language.

ANSWERS

Astana is in the north of Kazakhstan.

Semey is in the east of Kazakhstan.

Almaty is in the south-east of Kazakhstan.

Kyzylorda is in the south of Kazakhstan.

Leninsk is in the south-west of Kazakhstan

Atyrau is in the west of Kazakhstan.

Uralsk is in the north-west of Kazakhstan

Pupils ask your partner questions about the place he/she lives in.

ANSWERS

A: Where do you live?

B: I live in Astana.

A: Where is Astana located?

B: It is in the north of Kazakhstan.

A: What can someone do there?

B: It has a lot of attractions and shops you can visit.

A: What is it like there?

B: It is clean, safe and not very crowded.

A: What is the nightlife like?

8: The nightlife is exciting with a lot of restaurants and


Descriptor:

- fill in the correct word from the list

Total: 1 point


Descriptor:

- read the theory

- choose the correct adjective

Total: 1 point



Descriptor:

- say these words in your language

Total: 1 point



Descriptor:

- ask your partner questions about the place he/she lives

Total: 1 point



-Make CCQ questions Yes / No

pupils are evaluated by collecting pencils

Card

Worksheet














End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success

Short term plan: term 2

Unit 3: Our planet

Lesson 28

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Use of English: modals

Learning objectives


9.1.7.1 develop and sustain a consistent argument when speaking or writing

9.2.2.1 understand most specific information in unsupported extended talk on a wide range of general and curricular topics

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

Lesson objectives

Learners will be able to:

- revise modals,

- practise modals

- practise past modals


Value links

Honesty – You may highly value telling people the truth. This one gets tricky when being honest can be hurtful to others. So, a person who really puts honesty first might be the sort of person who will tell the truth even if it hurts to do so.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

revise the language from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.


Learners talk about daily routines previous lesson vocabulary



Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about daily routines

Point 1


Assessment criteria

- Learners have met the learning objectives if they can talk about natural features




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min














Ex:1 P:32

sk Ss to read the sentences (1-12) and match the modals in bold to their uses (A-L). Read out the Note.




Ex: 2 P: 32

Give Ss time to complete the task.

Check 5s' answers.










Ex: 3 P: 32

Give Ss time to complete the sentences.

Check Ss' answers around the class.

.





Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils match the modals in bold to their meaning.

ANSWERS

1C 2E 3A 4B 5I 6G 7H

8F 9I 10L 11K 12D



Pupils choose the correct item

ANSWERS

1 have to

2 May

3 can't

4 should

5 might not

6 Can

7 could




Pupils fill in the gaps with the correct past modals.

ANSWERS

1 had to

2 didn't have to

3 could

4 were able to


Descriptor:

- match the modals in bold

Total: 2 point



Descriptor:

- choose the correct item

Total: 2 point

pupils are evaluated by collecting colour pencils


Descriptor:

- fill in the gaps with the correct past modals

Total: 3 point

-Make CCQ questions Yes / No


Total: 10 point


Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:


Poster Success
















Short term plan: term 2

Unit: 3 Our planet

Lesson 29

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Use of English: modals of deductions

Learning objectives


9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.5.3.1 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

9.6.17.1 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

Lesson objectives

Learners will be able to:

- practise modals

- practise modals of deduction

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.





Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about your last I holidays.




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:4 P:33

Give Ss time to complete the task and then check their answers.





Ex: 5 P: 33

Explain the task and give Ss time to complete it.

Check Ss' answers and elicit which sentences refer to the past.








Ex: 6 P: 33

Explain the task and give Ss time to read the text and complete it.

Check Ss' answers around the class.







Ex: 8 P: 33

Give Ss time to complete the sentences with the modals provided and then check their answers around the class.






Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils rewrite the sentences using appropriate modals

ANSWERS

1 mustn't/can't enter this area

2 should try the new Thai restaurant

3 might/may be open on Sundays

4 don't have to hire a car

5 can repair his car himself

6 have to show their passports at reception

7 can't/mustn't take photos here

8 had to show his ID to visit the excavation

9 should buy tickets in advance

10 didn't have to leave so early

Pupils complete the sentences with modals.

ANSWERS

1 should

2 may

3 was able to

4 needn't

5 had to

6 couldn't

Pupils choose the correct modal verbs.

ANSWERS

1 didn't need to

2 can

3 have to

4 can

5 might

6 should

7 can't

8 mustn't

Pupils fill the gaps with modals

ANSWERS

1 must

2 might

3 can't

4 must

5 can't

Descriptor:

- rewrite the sentences using appropriate modals

Total: 3 point


Descriptor:

- complete the sentences with modals

Total: 2 point

Self assessment


Descriptor:

- choose the correct modal verbs

Total: 2 point


Descriptor:

- choose the correct modal verbs

Total: 2 point


pupils are evaluated by collecting fish

-Make CCQ questions Yes / No


Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:



Poster Success


Short term plan: term 2


Unit 3 Our planet

Lesson 30

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Reading: What a strange place to live?

Learning objectives


9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics

9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives

Learners will be able to:

- introduce the topic and predict the content of a text

- read for specific information

- brainstorm for vocabulary

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming up

Where are you from?

How old are you?

What color is it?

How many students are there in class?

What day of the week today?

Revise the language of the previous lesson.

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.


Determines the topic and purpose of the lesson


Learners talk about favourite dayprevious lesson vocabulary




Students say different words from the picture and count one to hundred


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about favourite day

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about a strange place to live




Pictures











worksheet








Student’s book

Middle of the lesson

Presentation part.

30 min












Ex:1 P:3

Direct Ss' attention to the pictures, elicit a variety of answers to the question in the rubric from Ss around the class and write them on the board.

Play the recording. Ss listen and follow the text in their books and find out.




Ex: 2 P: 34

Allow 5s some time to read the text and answer the questions.

Check Ss' answers.





Ex: 3 P: 35

Allow 5s some time to prepare their answers to the questions in the rubric and then elicit answers from various Ss around the class.





Ex: 4 P: 35

Go through the Study Skills box and explain that this tip will help Ss complete the task successfully.

Explain the task and write the headings on the board.

Allow Ss some time to think of words to go under the headings and write the mind map in their notebooks.

Ask various Ss to describe their homes to the class.



Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the pictures. Listen, read and to find out

ANSWERS

In the first picture, I can see a house in a tree. I think it would be interesting living up there. You would be able to see everything around you.

In the second picture, I can see a house built into a rock. I think it would be nice living there. It would be cool in the summer and warm in the winter.

Pupils read the text and answer the question

ANSWERS

1 They are made of wood and have a thatched roof.

2 They climb up a long wooden pole.

3 Their houses are so high to protect the Korowai from floods, wild animals and mosquitoes and from other tribes breaking in at night.

4 They chat and tell stories.

5 They are in Göreme, Turkey.

6 They look like upside-down ice cream cones.

7 It is a strange landscape. Some people say it's like the surface of the moon.

8 Because they are cool in the hot summers and warm in the cold winters.

Pupils write a short paragraph. Read it to your partner.

ANSWERS

I would like to stay in the fairy chimneys because I would like to see what it is like living inside houses made millions of years ago by nature./I would like to stay in the tree houses because I would like to see what it is like to live in a house 50 metres above the ground. These houses are very different to mine because my house is not made of rock or high in the air. I live in a flat on the first floor in a street with other blocks of flats. I don't have to worry about wild animals or the weather.

Pupils write as many words as you can think of related to homes under of the headings below

ANSWERS

Students own answer

Descriptor:

- Listen, read and to find out

Total: 2 point

Self assessment


Descriptor:

- read the text and answer the question

Total: 3 point


Descriptor:

- write a short paragraph. Read it to your partner.

Total: 3 point




pupils are evaluated by collecting colour pencils


Descriptor:

- write as many words as you can think of related to homes under of the headings below


Total: 3 point


-Make CCQ questions Yes / No

Total: 10 point

Card

Worksheet




Students book

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex: Home task:




Poster Success


Short term plan Term 2

Unit 3 Our planet


Lesson31

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Listening: home

Learning objectives


9.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics.

9.4.1.1. Understand the main points in extended texts on a range of unfamiliar general and curricular topics.

9.5.2.1. Write independently about factual and imaginary past events,activities and experiences on a range of familiar general and curricular topics..

Lesson objectives

Learners will be able to:

- employ subjectspecific vocabulary and grammar in oral discourse

- identify the theme based on elements of the text (in a case of narratives)

- write a narrative text (e.g. a short story, an email to a friend) about past events, activities and experiences

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.











Lead – In



The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .





Students express their ideas


Have you got a beautiful garden in your house ?

Shape3

Good job!








At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases

like:

Good job!

Well done!”









Pictures




PPT







Middle of the lesson

Presentation part.

37 min













Ex:4 P:35

Go through the Study Skills box and explain that this tip will help Ss complete the task successfully.

Explain the task and write the headings on the board.

Allow Ss some time to think of words to go under the headings and write the mind map in their notebooks.

Ask various Ss to describe their homes to the class.


Ex: 5 P:35

Isten for specific information

Play the recording. Ss listen and match the people to their homes.

Check Ssanswers around the class.


Differentiation:

«Verbal support» method is used to help Students ue new words in the text.


Ex: 5 P:35

To listen for specific information

Play the recording again.

Elicit answers from Ss around the class.


Ex: 6 P:35

To practise phrasal verbs with break

Read out the box and then give 5s time to complete the task.

Check Ss' answers.


Ex: 7 P:35

To practise prepositions

Ask Ss to choose the correct prepositions and the check their answers in their dictionaries.

Check Ss' answers around the class



Students answer the question. Use the words to describe your home

ANSWERS:

material: brick, wood, concrete, mud type: house, cottage, villa, palace

special features: balcony, garden, swimming pool, garage adjectives: comfortable, peaceful, spacious

appliances: cooker, washing machine, dishwasher


Students listen to the three teens talking about their homes.

ANSWERS:

A a cottage

B a houseboat

C a flat





Students choose the correct particle. Make sentences using the other particle.

ANSWERS:

A Karen- a fireplace

B Simon - a deck

C Peter- a balcony




Students choose the correct preposition.

ANSWERS:

1 down

2 into

3 out




Descriptor:

- answer the question.

- Use the words to describe

Total: 3 point



Assessment criteria:

-Learn key phrases for writing an opinion essay.


Descriptor:

- listen to the three teens talking

Total: 3 point


Descriptor:

- choose the correct particle

- make sentences

Total: 3 point



Descriptor:

- choose the correct preposition

Total: 3 point


-Make CCQ questions

Yes / No




Cards


Student’s book





Worksheets





Student’s book




End of the lesson

5 min









Giving the hometask.

Ex: 3 P:23 wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success




Short term plan Term 2

Unit 3 Our planet


Lesson32

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Everyday English: talking about places

Learning objectives


9.4.2.1. understand specific information and detail in texts on a range of familiar general and curricular topics.

9.6.12.1use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal and end-position adverbs.

Lesson objectives

Learners will be able to:

- identify facts and details in paragraphs and extended texts

- apply adverbs of attitude at the beginning or the end of a clause, or immediately before the verb or after a complement appropriately

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.

W arm-up












Lead – In




The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .







Students express their ideas




Shape4

Good job!







At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases



like:

Good job!

Well done!”







Pictures




PPT







Middle of the lesson

Presentation part.

37 min













Ex:1 P:36

Present situational language

Play the recording for Ss to listen and repeat chorally or individually.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.


Ex: 2 P:36

Predict the context of a dialogue and listen and read for specific information

Direct Ss' attention to the sentences in Ex. 1 again. Elicit Ssguesses as to what the dialogue may be about.

Play the recording. Ss listen and follow the dialogue in their books and check if their guesses were correct.



Ex: 3 P:36

learn synonymous phrases and consolidate situational language through translation

Elicit the L1 equivalents for the sentences in Ex. from various Ss around the class.







Ex: 4 P:36

Act out a dialogue

Ask Ss to work in pairs and take roles and read out the dialogue.

Monitor the activity around the class and ask some pairs to read out the dialogue in front of the class.


Students listen and repeat

ANSWERS:

Students own answer.


Students read the dialogue. Answer the question

ANSWERS:

The dialogue is about two friends talking about a holiday one of them had,


Study say the sentences in Ex 1 in you language

ANSWERS:

I'd like to hear all about it. - Sa, tell me everything. I bet it is really nice there. It must be a lovely place. We enjoyed ourselves so much that we would like to go o holiday there again. - We had such a wonderful time tha we want to go again next year


Students listen to the dialogue. Take roles and read it aloud.

ANSWERS:

: Hi, Maria. How was your holiday? You went to Turkey didn't you?

B: No, we didn'tWe went to Greece and it was great thanks.

A: So, tell me everything! Where did you stay?

B: We stayed on a great little island called Santorini.

A: That's in the Aegean, isn't it?

B: Yes, it is.

A: It must be a lovely place!

B: It is. The weather was fantastic and it was a very scenic place where we could rea enjoy the beauty of nature.

A: That's nice.



Assessment criteria

- listen and repeat



Descriptor:

- read the dialogue

- answer the question

Total: 3 point






Assessment criteria:

- say the sentences in you language




Descriptor:

- listen to the dialogue.

- take roles and read it aloud.

Total: 3 point


-Make CCQ questions

Yes / No




Cards


Student’s book





Worksheets





Student’s book




End of the lesson

5 min




Giving the hometask. Ex: 3 P:23 wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you

Students use their stickers to show their knowledge according to the lesson.

Poster Success


Short term plan Term 2

Unit 3 Our planet


Lesson33

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Across cultures: Rivers of the world

Learning objectives


9.1.9.1Use imagination to express thoughts, ideas, experiences and feelings.

9.4.2.1. understand specific information and detail in texts on a range of familiar general and cur

9.4.4.1 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics

ricular topics

Lesson objectives

Learners will be able to:

- identify facts and details in paragraphs and extended texts

- read authentic texts for pleasure and academic purposes

Value links

Integrity – Integrity is the quality of having strong moral principles. So, a person with integrity will always act with honesty and adhere to their own moral code regardless of what others do.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.












Lead – In













The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .




Students express their ideas about ecological problem in their country.




How many rivers are there in Kazakhstan?





At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”



Shape5

Good job!





Pictures




PPT








Middle of the lesson

Presentation part.

37 min













Ex:1 P:37

Introduce the topic and listen and read for specific information

Ask Ss to look at the pictures. Then elicit their guesses in answer to the questions.

Play the recordingSs listen and follow the text in their books and find out.


Differentiation:

«Verbal support» method is used to help Students use new words in the text.


Ex: 2 P:37

Read for specific information (comprehension questions)

Give Ss some time to read the text and answer the questions.

Check Ss answers.


Differentiation:

«Verbal support» method is used to help Students ue new words in the text.


Ex: 3 P:37

Complete a table and present rivers

Explain the task. Ss copy the table into their notebooks and complete it with information from the texts.

Ask various Ss to present the rivers to the class using the completed table




Students look at the pictures. Answer the question.

ANSWERS:

The River Thames and the Esil River. The River Thames is in London and the Esil River is in AstanaThe Esil River is longer

Students discuss the questions in pairs


Students read the text again and answer the question.

ANSWERS:

1 You can cross the River Thames by bridge a y cable car.

2 It begins in the Cotswold Hills and ends in the North Sea.

3 It freezes over.

Student Discuss the questions about the situation in your town or city



Students copy and complete the table.

ANSWERS:





Descriptor:

- look at the pictures.

- anser the question

Total: 3 point



Assessment criteria:

- Talk about the recycling situation in a town or city.



Descriptor:

- read the text

- answer the question.

Total: 3 point



Descriptor:

- copy and complete the table

Total: 3 point



-Make CCQ questions

Yes / No









Cards


Student’s book





Worksheets





Student’s book




End of the lesson

5 min









Giving the hometask.

Ex: 3 P:23 wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success







Short term plan: term 2

Unit: 3 Our planet

Lesson 34

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Across the curriculum: Types of mountains

Summative assessment for the unit «Earth and our place in it»

Learning objectives


9.1.9.1.Use imagination to express thoughts, ideas, experiences and feelings.

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics.

9.2.8.1 begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

Lesson objectives

Learners will be able to:

-employ subjectspecific vocabulary and grammar in oral discourse

-identify majority of a discussion and dissimilarities in the ideas

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.





Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about types of mountains




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:38

Introduce the topic and talk about the importance of mountains

Initiate a discussion about why mountains are important and encourage a wide range of answers.

Make sure all the examples are covered.

Elicit various answers from Ss around the class.



Ex: 2 P: 38

Read for cohesion and coherence

Give Ss time to read the text and think of a appropriate word to fill each gap in the text.

Then play the recording for Ss to listen and check their answer



Ex: 3 P: 38

Consolidate new vocabulary

Give Ss time to complete the phrases with the words in the list and then give them time to use them in sentences about different types of mountains.

Elicit answers from Ss around the class.


Summative assessment for the unit «Earth and our place in it»


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils look at the pictures and answer the question.

ANSWERS

Mountains are important because they are the source of all fresh water. They are a natural barrier and offer protection from the weather and invasion. They are also home to many different types of animals and plants


Pupils read the text and complete the gaps with the correct missing words.

ANSWERS

1 ever

2 up

3 when

4 each

5 of

6 both

7 like

8 from


Pupils fill the gaps. Use the phrases to make sentences about different types of mountains.

ANSWERS

1 against

2 fold

3 fault

4 rock


Descriptor:

- look at the pictures

- answer the question.

Total: 3 point


Descriptor:

- read the text

- complete the gaps

Total: 2 point


Descriptor:

- fill the gaps

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No


Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:



Poster Success

















Short term plan: term 2

Unit: 3 Our planet

Lesson 35

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Writing: An article about the place where you live.

Learning objectives


9.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.4.1.1 understand the main points in extended texts on a range of unfamiliar general and curricular topics

9.5.1.1 plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics

Lesson objectives

Learners will be able to:

- identify the theme based on elements of the text (in a case of narratives)

- check their own and others’ writing to ensure that it communicates what they intended and improve the writing if needed

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.




Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about types of mountains




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:39

Explain the task and allow Ss some time to read the text and say what each paragraph is about.








Ex: 2 P: 39

Present and classify new vocabulary

Explain the task. Write the headings Positive/ Negative on the board and then elicit which words/ phrases go under which headings from Ss around the class.

Ask various Ss around the class to use some of them to describe their town/village










Ex: 3 P: 39

Complete an article

Ss do the task. Check Ss' answers around the class.





Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the article and answer the question

ANSWERS

The first paragraph is about where they live and why. The second paragraph is about what it is like there. The third paragraph is about how they feel about ''ng there.


Pupils check these words /phrases in your dictionaries.

ANSWERS

Positive: excellent public transport system, fast pace of life, everything close at hand, good chance of getting a job, cheap shops, lots of restaurants and clubs, relaxed pace of life, safe, peaceful life, helpful neigours, clean air, beautiful views, never feel bored, hustle and bustle Negative: crowded, noisy streets, traffic noise, polluted, fast pace of life, unfriendly people, feel isolated, hustle


Pupils use phrases from ex 1 to complete the article

ANSWERS

1 excellent public transport system

2 good chance of getting a job

3 everything close at hand

4 hustle and bustle/fast pace of life

5 polluted

6 traffic noise

Descriptor:

- read the article

- answer the question.

Total: 3 point


Descriptor:

- check these words /phrases

Total: 2 point


Descriptor:

-

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

use phrases from ex 1

Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task



Poster Success













Short term plan: term 2

Unit: 4 Charities and conflict

Lesson 36

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Vocabulary: Social problems

Learning objectives


9.3.3.1 explain and justify their own point of view on a range of general and curricular topics

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

Lesson objectives

Learners will be able to:

-employ subjectspecific vocabulary and grammar in oral discourse

-produce a speech, expressing own ideas, giving reasons and specific details to support the argument

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.




Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about social problems




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:41

Introduce new vocabulary

Play the recording. Ss listen and repeat chorally and/or individually.

Pay attention to Ss' pronunciation and intonatio


Ex: 2 P: 41

Listen for specific information

Explain the task. Play the recording.

Ss listen and identify which social problem each person feels is the most serious.




Ex: 3 P: 41

Personalise the topic

Elicit answers to the questions in the rubric from various Ss around the class.









Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils listen and repeat.

ANSWERS

Students own answer




Pupils listen to three people talking about the problems below

ANSWERS

Sophie - war

Richard-famine

Mary-homelessness


Pupils answer the question

ANSWERS

I think poverty and famine are the most serious problems because these are two basic needs. We need to make sure everyone has enough to eat and a decent place to live so that people will have better lives.

Descriptor:

- listen and repeat

Total: 3 point


Descriptor:

- listen to three people talking about the problems below

Total: 2 point


Descriptor:

- answer the question

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Y

Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task



Poster Success























Short term plan: term 2

Unit: 4 Charities and conflict

Lesson 37

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Reading: Going the extra mile to help

Learning objectives


9.3.3.1 explain and justify their own point of view on a range of general and curricular topics

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

Lesson objectives

Learners will be able to:

-employ subjectspecific vocabulary and grammar in oral discourse

-produce a speech, expressing own ideas, giving reasons and specific details to support the argument

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.







Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.




Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about going the extra mile to help




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:42

Introduce the topic through a quotation

Direct Ss' attention to the quote and explain/elicit the meaning of any unknown words. Then elicit what Ss think it means.


Predict the content of the text and listen and read for gist

Direct Ss' attention to the picture and the title of the text.

Elicit how the quote may be related to the text.

Play the recording. Ss listen and follow the text in their books to find out.


Ex: 2 P: 42

Read for specific information (T/F)

Ask Ss to read the questions 1-6 and give them tin to read the text again and mark the statements true or false.

Check Ss' answers around the class.



Ex: 3 P: 42

Read for key information (matching headings)

Go through the headings and explain/elicit the meaning of any unknown words.

Then give 5s time to read the text again and match the headings to the entries.

Check Ss' answers.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the quote. Answer the question

ANSWERS

Its message is for people to believe in themselves and feel confident enough to try new things


Pupils listen and read to find out. Answer the question.

ANSWERS

The quote is from Katie Spotz. The text is about how she rowed solo across the Atlantic and raised money and awareness for a charity and hopes that her achievement will encourage others.



Pupils read the text again and decide if the statements are true or false

ANSWERS

IF

2T

3 F

4 F

5 F

6 T

Pupils work in pairs. Answer the question

ANSWERS

Katie-1, Rowing for Water, 2, Girl Raises Record Amount for Charity

Chris-4, Reaching the Sky for Others, S, Mountain Adventure

Luke-3, Crossing the Channel for Charity

Descriptor:

- read the quote

- answer the question

Total: 3 point


Descriptor:

- listen and read to find out.

- answer the question.

Total: 2 point


Descriptor:

- read the text again

- decide if the statements are true or false

Total: 2 point

pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Y

Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task



Poster Success












Short term plan: term 2

Unit: 4 Charities and conflict

Lesson 38

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Phrasal verbs; look

Learning objectives


9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.5.3.1 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

9.6.11.1 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

Lesson objectives

Learners will be able to:

-employ subjectspecific vocabulary and grammar in oral discourse

-produce a speech, expressing own ideas, giving reasons and specific details to support the argument

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.




Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about phrasal verbs




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:4 P:43

Explain the task and suggest present and past continuous forms that Ss can use to complete their narrations.

Give Ss time to prepare their answers and then ask some Ss to tell the class.



Ex: 5 P: 43

Consolidate new vocabulary

Give Ss time to complete the words to make phrases and then check Ss' answers.

Then, give Ss time to use the phrases to make sentences based on the texts in Ex. 1.

Ask various Ss to read their sentences to the class.



Ex: 6 P: 43

Consolidate new vocabulary

Explain the task and give Ss time to complete using their dictionaries as necessary.

Check Ss' answers.


Ex: 7 P: 43

Practise prepositional phrases

Explain the task. Ss complete the task and check their answers in their dictionaries.

Tell Ss to learn words with prepositions as this will help them use the language in a natural way.

Ex: 8 P: 43

practise phrasal verbs with look

Read out the box and explain the task.

Give Ss time to complete it.

Check Ss' answers.


Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils narrate your experience to the TV viewers. Use present and past continuous.

ANSWERS

I wanted to swim the English Channel to raise money for charity and I managed to raise £7,885. It was very difficult, though. The water was very cold and while I was swimming, I got stung by a jellyfish. I had to keep swimming despite the pain of the sting. The wind was blowing and the sea was rough, but I made it in the end and I felt very proud of myself.


Pupils match the words. Then make sentences.

ANSWERS

1 B 2 F 3 E 4 D 5 G 6 A

7 C


Pupils complete the sentences with the words. You can use your dictionary.

ANSWERS

1 feats

2 ambition

3 determination

4 funds

5 poverty

6 inspiration


Pupils choose the correct preposition.

ANSWERS

1 in

2 in

3 to, for

4 to


Pupils choose the correct particle. Make sentences using the other options.

ANSWERS

1 into 2 up 3 after 4 for

5 out for

Descriptor:

- narrate your experience to the TV

- use present and past continuous

Total: 3 point





Descriptor:

- match the words

- make sentences

Total: 2 point





Descriptor:

- complete the sentences

- use your dictionary.


Total: 2 point

pupils are evaluated by collecting fish



-Make CCQ questions Yes / No


Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task



Poster Success


Short term plan: term 2

Unit: 4 Charities and conflict

Lesson 39

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Use of English: conditionals

Learning objectives


9.2.8.1 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

Lesson objectives

Learners will be able to:

-evaluate claims, reasons and examples provided by speakers

-produce a speech, expressing own ideas, giving reasons and specific details to support the argument

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.




Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about narrative experience




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:1 P:44

present/revise conditionals

Read through the theory and explain that we form an type 1 conditional with if/when + present simple + will/can + infinitive without to and that we use it to talk about a situation that is possible in the future.. Point out that 'unless' means 'if not'.

Explain that we form a type 2 conditional with if/when + past simple + would + infinitive without to and that we use it to talk about an unreal situation in the present/future.

Explain that we form a type 3 conditional with if/when + past perfect + would have + past participle and that we use it to talk about an unreal situation in the past.

Ex: 2 P: 44

Practise conditionals

Explain the task and ask two Ss to model the example.

Give Ss time to complete the task in closed pairs.

Monitor the activity around the class and then ask some pairs to ask and answer in front of the class

Ex: 3 P: 44

Practise conditionals

Give Ss time to put the verbs in brackets into the correct tense to complete the conditional sentences Check Ss' answers around the class.

Ex: 3 P: 44

Practise conditionals with if/unless

Ask Ss to read out the example. Explain that we can use unless instead of if... not in conditional sentences and that the verb is always in the affirmative after unless.


Allow Ss time to complete the task.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the theory

ANSWERS






Pupils use the prompts to ask and answer the questions.

ANSWERS

2 A: What will happen if the factory closes down?

B: If the factory closes down, 300 people will lose their jobs.

3 A: What will happen if we vaccinate all the children?

B: If we vaccinate all the children, they won't get sick.

4 A: What will happen if someone gives her a job?

B: If someone gives her a job, she won't be homeless




Pupils put the verbs in the correct tense.

ANSWERS

1 has

2 don't find

3 would volunteer

4 wouldn't have realised

5 would have raised

6 will be

7 won't learn

8 will become




Pupils fill in unless or if

ANSWERS

2 if

3 Unless

4 11

5 if



Descriptor:

- read the theory

Total: 3 point





Descriptor:

- use the prompts

- ask and answer the question.

Total: 2 point





Descriptor:

- put the verbs in the correct tense

Total: 2 point




pupils are evaluated by collecting fish

-Make CCQ questions Yes / No

Y

Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task



Poster Success





Short term plan: term 2

Unit: 4 Charities and conflict

Lesson 40

Teacher name:


Date:


Grade:9

Number present:

absent:

Lesson title

Use of English: wishes

Learning objectives


9.3.5.1 interact with peers to negotiate, agree and organize priorities and plans for completing classroom tasks

9.5.3.1 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

9.6.5.1 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

-generate constructive ways to find solutions to an issue

- use most of the intermediate level grammar correctly

Value links

Generosity – This may be a core value of yours if you cherish people who will give their time and resources to people in need. You may consider yourself to be a generous person if you find joy and meaning in giving to others.

Plan


Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min






Pre-learning

«Brainstorming» method

7 min.






Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm-Up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Revise the vocabulary from the previous lesson

Lead – In

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

Students' attention is drawn to the lesson.




Learners talk about days of the week previous lesson vocabulary


Determines the topic and purpose of the lesson


Students say different words from the picture


The teacher to assess learners for their ability.

Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- talk about days of the we

Total: 1 point


Assessment criteria

- Learners have met the learning objectives if they can talk about wishes




Pictures











worksheet





picture

Middle of the lesson

Presentation part.

30 min













Ex:5 P:45

Practise conditionals

Explain the task and read out the example.

Give Ss time to complete the task and remind Ss to add commas where necessary.

Check Ss answers.






Ex: 6a P: 45

Present wishes

Go through the theory table with Ss. Elicit that we introduce wishes with If only/I wish.

Direct Ss' attention to the verb forms in each sentence. Ask: What tenses do we use to make a wish for the present? (past simple) What tense do we use to express regret about sth in the past? (past perfect) Ask for Ss' equivalent structures in their L1




Ex: 6b P: 45

Practise wishes

Read the example. Ss work in pairs to do the task.

Check Ss answer






Ex: 7 P: 45

Practise wishes

Explain the task and give Ss time to complete it.

Check Ss' answers around the class.

.


Allow Ss time to complete the task.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils write sentences using the correct conditional

ANSWERS

2 If you had turned off the cooker, a fire wouldn't have started in the kitchen.

3 If war hadn't broken out, lots of lives wouldn't have been lost.

4 If there were enough schools, we could solve the problem of illiteracy.

5 When the new factory opens, there will be 500 new jobs.

6 If the water wasn't/weren't polluted, it would be safe to drink.

7 If we had acted quickly, the fire wouldn't have spread.

8 If we had enough volunteers, we would be able to clean the park.


Pupils read the table. Answer the question.

ANSWERS

past simple (wish in the present) past perfect (regret for the past)


Pupils write what each person could wish for, in your notebook

ANSWERS

2 If only they were more generous.

3 If only she had volunteered last summer.

4 If only he hadn't ignored the homeless man who had asked him for help.

5 If only the shelter could provide food for all the homeless people


Pupils put the verbs in brackets into the correct tense

ANSWERS

1 had raised, 2 were

3 could 4 had told

5 knew 6 had

7 had raised

8 hadn't forgotten

Descriptor:

- write sentences using the correct conditional

Total: 3 point





Descriptor:

- read the table.

- ask and answer the question.

Total: 2 point





Descriptor:

- write what each person could wish

Total: 2 point


pupils are evaluated by collecting fish


Descriptor:

- put the verbs in brackets into the correct tense

Total: 2 point


-Make CCQ questions Yes / No


Total: 10 point



Card

Worksheet




Vocabulary card

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task



Poster Success





Short term plan Term 2

Unit 4 Charities and conflict


Lesson41

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Vocabulary: The Borgen project

Learning objectives


9.2.1.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics

9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

Lesson objectives

Learners will be able to:

Listen to a conversation in which someone explains and clarifies a situation.

Learn key phrases for explaining and clarifying a situation.

Practise explaining and clarifying a situation.

Value links

Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.

Warm-up

Ask students if they have ever been found out for giving an excuse whey they couldn’t do something, for example said they were going to their grandparents’ house, only for someone to see them at a party.

Ask them why they made the excuse in the first place. Was it because they didn’t want to do something or was it because their plans changed?

Lead – In



The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .





Students express their ideas










At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”



Shape6

Good job!





Pictures




PPT







Middle of the lesson

Presentation part.

37 min












Ex:1 P:46

Introduce the topic and topic-related vocabulary

Draw Ss' attention to the questions in the rubric and the list.

Initiate a class discussion about charities and elicit how many, if any Ss know about and what kind of help they give.

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

\




Ex: 2 P:46

Introduce the topic of the text; to listen and read for gist

Elicit what, if anything, Ss know about The Borgen Project.

Ask Ss to read the first sentence of each paragraph and then elicit answers to the questions in the rubric from Ss around the class.

Play the recording. Ss listen and follow the text in their books to find out.



Ex: 3 P:46

Read for specific information

Ask Ss to read the questions (1-3) and the possible answers, and then give them time to read the text again and answer them.

Check Ss' answers.





Ex: 4 P:46

Consolidate information in a text and new vocabulary

Explain the task and give Ss time to consider their answers using words from the Check these words box.

Elicit answers from Ss around the class.



Students think of various charities. Answer the question.

ANSWERS:

Oxfam is a charity that sells clothes, books, toys and other things in shops to raise money to help people in poor countries.

Doctors without Borders gives medicine and medical help to people in poor countries.

Water Aid is a charity that helps people get access to clean drinking water.


Students read the first sentences in each paragraph. Answer the question

ANSWERS:

The Borgen Project is a non-profit organisation set up by Clint Borgen that works to reduce extreme poverty. It supports projects such as digging wells, building medical centres and vaccinating babies and children. It also campaigns for sustainable development.


Students read the text and for question choose the correct answer.

ANSWERS:

1 B

2 B

3 A


Students say three things that impressed you from the text.

ANSWERS:

I was impressed that Clint Borden went to work in a refugee camp to help people before he went to university. I was impressed that he set up his non-profit organisation only using his wage from his job.

Assessment criteria

- Listen to a conversation in which someone explains and clarifies a situation.



Descriptor:

- think of various charities.

- Answer the question.



Descriptor:

- read the first sentences

- answer the question





Descriptor:

- read the text

- for question choose the correct answer




Descriptor:

- say three things

correct answer



-Make CCQ questions

Yes / No




Student’s book





Worksheet





Student’s book




End of the lesson

5 min





Giving the hometask.

Ex: 3 P:33 wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Short term plan Term 2

Unit 4 Charities and conflict


Lesson42

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Word formation

Learning objectives


9.4.1.1 understand the main points in extended texts on a range of unfamiliar general and curricular topics

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

9.5.2.1 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

Study a model text.

Learn key phrases for writing a narrative.

Learn about punctuation in dialogues.

Value links

Kindness – If you value kindness, you’ll likely always be respectful of people around you, be gentle with criticism, and always willing to welcome people with open arms.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.

Warm-up

Focus on the photo and the title of the text. Ask: What has happened? How do you think it happened? Who do you think did it? Elicit a range of ideas.

Ask: Do you think the people who did this will admit it? Why? Elicit some answers, but don’t confirm or reject any yet

Lead – In
















The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere



Efficiency: By telling the wishes they show their appreciations .





Students express their ideas





At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”



Shape7

Good job!





Pictures




PPT







Middle of the lesson

Presentation part.

37 min












Ex:1 P:47

Practise pronouns and consolidate information in a text

Explain the task and give Ss time to complete it.

Check Ss answers around the class.


Differentiation:

«Verbal support» method is used to help Students use new words in the text.


Ex: 2 P:47

Practise forming verbs from nouns/adjectives

Read out the theory and explain the task.

Direct Ss' attention to the words in the list.

Ss complete the task. Check Ss' answers around the clas


Ex: 3 P:47

Listen for specific information

Explain the task and ask Ss to read the list of volunteer jobs (A-E).

Play the recording. Ss listen and match the speakers to the volunteer jobs.

Check Ss answers.


Ex: 4 P:47

Explain the task. Tell Ss to refer to the text again and make notes if necessary and then use their notes to help them write their email

Give Ss time to complete their emails and then ask various Ss around the class to read their email aloud to the class.

Alternatively, assign the task as HW and check Ss answers in the next lesson


Students choose the correct item

ANSWERS:

1 someone

2 himself

3 those, who

4 themselves


Students read the theory. Complete the sentences with the correct verb from the words in the list.

ANSWERS:

1 encourages/encouraged

2 shorten

3 specialises

4 strengthen

5 empower


Students listen to five people talking about their volunteer jobs.

ANSWERS:

I C

2 E

3 D

4 A

5 B

Students write a short email to your English pen friend

ANSWERS:

Katy,

How are things? I have just learnt about an interesting non-profit organisation in my English class called the Borgen Project and I thought I'd write and tell you about it.

It was started by a young American Man called Clint Borgen after he had visited some refugee camps in Europe. He started with just a laptop and his monthly wages. Now he supports projects such as digging wells, building medical centres and vaccinating babies and children.


Descriptor:

- choose the correct item



Assessment criteria:

- Learn key phrases for writing a narrative.



Descriptor:

- read the theory.

- complete the sentences with the correct verb


Descriptor:

- listen to five people talking about their volunteer jobs.






Descriptor:

- write a short email to your English pen friend



-Make CCQ questions

Yes / No






Cards


Student’s book





Worksheet





Student’s book




End of the lesson

5 min





Giving the hometask.

Ex: 1 P:35 Wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success


Short term plan Term 2

Unit 4 Charities and conflict


Lesson43

Teacher name:


Date:

=77


Grade: 9

Number present:

absent:

Lesson title

Everyday English: calling emergency services

Summative assessment for the unit «Charities and Conflict»

Learning objectives


9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

Lesson objectives

Learners will be able to:

Read a text about someone who became a charity worker.

Learn phrases to talk about why you do something.

Learn the verb patterns verb + (object) + infinitive with to.

Value links

Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.

Warm-up

Dictation Game

Pick five to fifteen sentences or words from a previous lesson and dictate them. The learners need to write them down with correct spelling.


Lead – In







The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .





Students watch video and express their ideas








At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”



Shape8

Good job!





Pictures




PPT












pictures

Middle of the lesson

Presentation part.

37 min












Ex:1 P:48

Present emergency services

Read out the services 1-4 and the emergencies A-D and explain/elicit the meaning of any unknown words.

Read out the example. Ss match the items.

Check Ss' answers.


Differentiation:

«Verbal support» method is used to help Students use new words in the text.


Ex: 2 a P:48

Present situational language Give Ss time to read the sentences.

Elicit which emergency service the call is to (the fire service).


Ex: 2 b P:48

Listen and read for specific Information

Play the recording. Ss listen and follow the dialogue in their books and find out which emergency service the call is to.


Ex: 3 P:48

Act out a dialogue

Play the recording again. Ss listen and then take roles and act out the dialogue in closed pairs.

Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class.


Summative assessment for the unit «Charities and Conflict»


Students read out the example. Match the items

ANSWERS:

B 3

C 2

D I

A 4








Students the sentences are from an emergency call. Answer the question

ANSWERS:

Students own answer


Students listen and read to find out.

ANSWERS:

The fire service





Students read the dialogue. Take roles and read it out

ANSWERS:

Students own answer



Assessment criteria

- Read a text about someone who became a charity worker.


Descriptor:

- read out the example

- Match the items








Descriptor:

- Answer the question






Descriptor:

- report the dialogue


-Make CCQ questions

Yes / No



Cards


Student’s book





Worksheet





Student’s book




End of the lesson

5 min






Giving the hometask.

Ex: 1 P:36 wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success










Short term plan Term 2

Unit 4 Charities and conflict


Lesson44

Teacher name:


Date:


Grade: 9

Number present:

absent:

Lesson title

Across cultures: Volunteering

Learning objectives


9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

9.4.5.1 deduce meaning from context in extended texts on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

Read about the Berlin Wall.

Listen to personal accounts of the Berlin Wall.

Imagine life with a dividing wall in your country

Value links

Gratitude – You value gratitude if you find yourself respecting people who say please and thank you. If you’re a religious person who values gratitude, you may always insist on praying before eating your dinner.

Plan


Stages / Time

Teachers’ actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min














1.Greeting.

Ask about the weather.

Warm-up

Focus on the photo on page 53 and elicit that it shows the Berlin Wall.

Ask students what they know about the Berlin Wall. Point out or elicit that the photo is from the fall of the wall. Elicit facts that students know and then ask: What do you think life was like for people when the wall was there? How do you think people felt when the wall came down? Elicit some ideas and encourage students to express their opinions.

Lead – In











The wish flower” method helps to start the lesson with good wishes to each other.


The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .





Students express their ideas





At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

Good job!

Well done!”



Shape9

Good job!





Pictures




PPT







Middle of the lesson

Presentation part.

37 min












Ex:1 P: 49

Introduce the topic and read and listen for gist

Direct Ss' attention to the pictures and read out the title.

Elicit Ss' guesses as to what the title means, then play the recording.

Ss listen and follow the text in their books to find out.


Differentiation:

«Verbal support» method is used to help Students use new words in the text.


Ex: 2 P:49

Read for specific information

Explain the task.

Give Ss time to read the text again and mark the statements.

Check Ss' answers. Then elicit two things about each place from various Ss around the class.


Ex: 3 P:49

Consolidate new vocabulary through synonyms

Explain the task. Give Ss time to complete it, using their dictionaries if necessary.

Check Ss' answers and elicit what part of speech each one is (e.g. verb, noun, adjective, etc).



Students read the title of the text and look at the pictures. Answer the question.

ANSWERS:

I think the text is about volunteering to help look after wild animals or endangered animals because that is what the pictures show


Students read the text and mark the statements. Say two things about each place.

ANSWERS:

1 F 2 T 3 T 4 F 5 T


Students match the words/phrases in bold. To their synonyms.

ANSWERS:

permanent - continuous (adjective)

abused -ill-treated (adjective)

exotic - unusual (adjective)

in the field of studying (phrase)

to care for- to look after (phrasal verb)

critically - seriously (adverb)

operates-works (verb)

conserve - protect (verb


Assessment criteria

- Read about the Berlin Wall.



Descriptor:

- read the title

- answer the question.




Descriptor:

- read the text

- mark the statements

- say two things about each place.


Descriptor:

- match the words/phrases in bold


-Make CCQ questions

Yes / No



Cards


Student’s book





Worksheet





Student’s book




End of the lesson

5 min






Giving the hometask.

Ex: 4 P:36 wb

Self-reflection


Peer-assessment. Two stars and a wish.

  • You did a really good job on ...

  • I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success












Ресми байқаулар тізімі
Республикалық байқауларға қатысып жарамды дипломдар алып санатыңызды көтеріңіз!
Осы аптаның ең үздік материалдары
Педагогтардың біліктілігін арттыру курстары
Аттестацияда (ПББ) 100% келетін
тақырыптармен дайындаймыз
Аттестацияда (ПББ) келетін тақырыптар бойынша жасалған тесттермен дайындалып, бізбен бірге тестілеуден оңай өтесіз
Өткен жылы бізбен дайындалған ұстаздар 50/50 жинап рекорд жасады
Толығырақ