Материалдар / 9 сынып КМЖ 2 токсан Excel

9 сынып КМЖ 2 токсан Excel

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03 Қараша 2024

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Module 3 Earth and our place on it

LESSON: Module 3 Lesson 1 City life – country life				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.6.1.1- use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, use topic related vocabulary Most learners will be able to: Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module, Some learners will be able to: Listen and read for gist, read for specific information, use vocabulary about city life and country life in different exercises
Assessment criteria		Learners have met the learning objective if they can: talk about city life and country life
Value links		Explore the themes of city life and country life
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Sports and exercising
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	What’s in this module? Read the title of the module Earth and our place on it and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.		Answer Key a mind map.35 Do you use mind maps to help you remember new vocabulary? Do you think they are useful? Why (not)? a compass (p. 31) where might you see this? Do you know how to read a compass? rivers (p. 37) Have you ever travelled on a river? When? What was it like?		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Vocabulary 1 To present vocabulary related to city life and country life Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalents. 2 To practise new vocabulary Draw Ss’ attention to the pictures (A-F) and elicit what they show. Monitor the activity around the class and then ask various Ss to tell the class.		Suggested answer key Factory, B. skyscraper, C. Harbour, D. Field, E. Path, F. Shopping mall		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To identify compound nouns. Elicit the compound nouns from Ex.1 from Ss around the class Car park, shopping mall, department store 4. To personalize the topic Ask various Ss around the class to use the words given to describe the places where they live.		Suggested answer key: I live in a city. There are skyscrapers, shops but there aren’t any fields, woods or farms. I live in a town. There are shops, squares, parks and block 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss discuss in groups the differences of city and country life.				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 2 Earth and our place on it Reading 3A Silk through Sauran				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.2.5.1- recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics; 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.4.9.1- recognise inconsistencies in argument in extended texts on a range of general and curricular topics 9.4.3.1- understand the detail of an argument in extended texts on a range of familiar 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		All learners will be able to:
		Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, talk about the place they live in Some learners will be able to: Listen and read for gist, read for specific information, talk about differences in city life and country life, write a blog entry
Assessment criteria		Learners have met the learning objective if they can: talk about life in the city and in the country
Value links		Explore the themes of city life and country life
Cross – curricular links		Geography and History of Kazakhstan
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “City life/ country life”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To introduce the topic and topic-related vocabulary and stimulate interest in the text Ask Ss to look at the title and key words t. Ask various Ss to say what the text is about. Play the recording. Ss listen and read the text and check.		Answer Key The text is about the ancient city of Sauran which was on the Silk Road, an old trade route from ancient times.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2.To read for specific information. Allow Ss to read the text again and mark the statements. Check Ss’ answers and elicit the corrections for the false statements.		Answer Key F It was a network of routes. F It was once the biggest city. F The city has been partly excavated. T T Refer Ss to the word list to look up the words in the Check these words list. Play the video for Ss and elicit their comments. Read out the Did you know? box.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3. To consolidate information in the text. Give Ss time to use the phrases in Ex.1 to write sentences about Sauran. Elicit sentences from Ss around the class.		Suggested 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 attacks and siege but it was slowly abandoned as traders increasingly used sea routes instead of the Silk Road.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4.To read for specific information Explain the task and allow Ss three minutes to prepare their answers. Ss share their answers with their partners. Ask some pairs to report back to the class.		Suggested answers: I think it would be quite nice to live there and have access to goods from all over the world from the traders that passed through. It would be a privileged lifestyle for those times.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss share the information they know about the Silk Road.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 3

Earth and our place on it

M6da

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Learning objectives that this lesson is contributing to

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

9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics;

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

9.3.2.1- ask complex questions to get information on a range of general and curricular topics;

9.1.6.1- organise and present information clearly to others;

9.3.6.1- link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

9.5.6.1- write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Use topic related vocabulary to talk about locations.

Most learners will be able to:

Use topic related vocabulary to talk about locations, organise and present information clearly to others;

Some learners will be able to:

Use appropriate subject-specific vocabulary and syntax to talk about locations, ask complex questions to get information

Assessment criteria

Learners have met the learning objective if they can: talk about the places they live in

Value links

Explore the themes of native towns

Cross – curricular links

Geography and History of Kazakhstan

ICT skills

Using videos& pictures

Previous learning

Vocabulary “ City/ country life”

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

BEGINNING THE LESSON

Revision of vocabulary “City/ country life”

Let Ss work with the set of pictures and describe them using topic related vocabulary. Ss may work in groups, pairs or individually.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Vocabulary

1 To present vocabulary related to locations.

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.

Answer Key
coast	3	public
population	4	airport
Located	4	nightlife
industrial	5	cosmopolitan
famous
seaside	4	destination
beach	5	peaceful
attractions	6	clean

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 To form -ing/ed adjectives

Ask Ss to read the theory and then give them time to complete the task.
Check Ss' answers around the class.

Suggested answer key

1.bored 2.fascinating 3.surprised 4. shocked 5. confusing 6. interesting

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3. To present and practice compass points.

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

(Ss'own answers)

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

Suggested Answer Key

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

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4. To personalize the topic.

To talk about the place you live

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

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

Suggested answer key:

A: Where do you live?

В: 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?

B: The nightlife is exciting with a lot of restaurants and nightclubs. It is a great place to live and to visit.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5. To complete a paragraph about the place you live

Explain the task and tell Ss they can use their answers from Ex. 7 to help them complete the task.
Allow Ss some time to complete the paragraph and then check Ss' answers by asking various Ss to read their paragraphs to the class.

Suggested answer:

Kauser lives in Astana. It’s a lively city. It’s located in the north of Kazakhstan. There are lots of attractions and shops. It is a clean and safe place to live with an exciting nightlife.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

ENDING THE LESSON

Ss discuss in groups the similarities and differences of their native towns.

Reflection

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 4 Earth and our place on it Use of English 3b Modals of deduction.			School:
Date:			Teacher’s name:
CLASS:			Number present:		absent:
Learning objectives that this lesson is contributing to		9.6.1.13 - use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Use Modals in exercises for different functions Most learners will be able to: Use Modals in exercises for different functions, show the knowledge of different forms of the modal verbs Some learners will be able to: Use a variety of modal forms for different functions and in different exercises, work with the tasks on modals independently
Assessment criteria		Learners have met the learning objective if they can use Modals correctly in different types of exercises
Value links		Explore the themes of language functions
Cross – curricular links		Languages
ICT skills		Using videos& pictures
Previous learning		Vocabulary “ City/ country life”
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
BEGINNING THE LESSON	1.To revise Modal verbs and identify their uses Ask Ss to read the sentences (1-12) and match the modals in bold to their uses (A-L). Read out the Note. Check Ss' answers.			Answer Key C 3 A SI 7 H 9 1 11 К E 4 В 6 0 8 F 10 L 12 D		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
	2 To practise the modals Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.			Answer Key have to 3 can’t 5 might not 7 could May 4 should 6 Can		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
	To practise past modals Give Ss time to complete the sentences. Check Ss' answers around the class. Had to 2.didn’t have to 3.could 4.were able to 4. To practise modals 1.Give Ss time to complete the task and then check their answers.			Answer Key mustn't/con't enter this area should try the new Thai restaurant might/may be open on Sundays don't have to hire a car can repair his car himself have to show their passports at reception can't/mustn't take photos here had to show his ID to visit the excavation should buy tickets in advance 10 didn't have to leave so early		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
	Explain the task and give Ss time to complete it. Check Ss' answers and elicit which sentences refer to the past.			Answer Key should 3 was able to S had to may 4 needn't 6 couldn't Past modals: was able to, had to, couldn't		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
	Explain the task and give Ss time to read the text and complete it. Check Ss' answers around the class			Answer Key didn't need to 4 can 7 can't can 5 might 8 mustn't 5 have to 6 should		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
ENDING THE LESSON	5. To consolidate the rules on modals and modals of deduction.			Ask various Ss around the class to make up sentences on the situations on the pictures using the modals.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 5 Earth and our place on it Skills 3c What a strange place to live				School:
Date:				Teacher’s name:
CLASS: 9				Number present:		absent:
Learning objectives that this lesson is contributing to		9.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 9.2.5.1- recognize the opinion of the speaker(s) in unsupported extended talk on a wide 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; 9.5.8.1- spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics; 9.2.6.1- deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres; 9.2.3.1- understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics; 9.3.2.1- ask complex questions to get information on a range of 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; 9.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics; 9.6.8.1- use a variety of future forms, including some passives, on a range of familiar general and curricular topics;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, learn phrasal verbs with break Most learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with break, describe the unusual places to live in Some learners will be able to: Listen and read for gist, read for specific information, learn phrasal verbs with break, create and present an unusual house
Assessment criteria		Learners have met the learning objective if they can: create and present an unusual house
Value links		Explore the themes of unusual places to live in
Cross – curricular links		Literature, Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “ City/ country life”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To introduce the topic and predict the contents of the text 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.		Suggested Answer Key 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To read for specific information Allow Ss some time to read the text and answer the questions. Check Ss' answers Monitor the activity around the class and then ask some pairs to report back to the class.		Answer Key They are made of wood and have a thatched roof. They climb up a long wooden pole. Their houses are so high to protect the Korowai from floods, wild animals ond mosquitoes and from other tribes breaking in at night. 4 They chat and tell stories. They are in C oreme, Turkey. They look like upside-down ice cream cones. It is a strange landscape. Some people say it's like the surface of the moon. Because they are cool in the hot summers and warm in the cold winters.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Refer Ss to the Word List to look up the words in the Check these words box. 3 To consolidate and personalise information in a text Allow Ss some time to prepare their answers to the questions in the rubric and then elicit answers from various Ss around the class.		Suggested Answer Key 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./l would like to stay in the tree houses because I would like to see what it is like to live in a house SO 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4 То brainstorm for vocabulary Со 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. 5.To listen for specific information Play the recording. Ss listen and match the people to their homes. Elicit answers from Ss around the class.		6 To present and practise phrasal verbs with break Read out the box and explain the task. Give Ss time to complete the task. Check Ss’ answers. Answer Key 1 down 2 into 3 out 7 To practise prepositions Ask Ss to choose the correct prepositions and then check their answers in their dictionaries. Check Ss' answers around the class. Answer Key 1 in 2 on 3 of 4 of 8 To design an unusual home Allow Ss some time to complete the task in pairs or small groups and then ask various Ss to present their house to the class. Alternatively, assign as HW and check Ss' answers in the next lesson. Have Ss vote for the most unusual house.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	9 To describe the projects		Explain the task. Tell Ss to work in small groups and think of unusual places where they can build their unusual houses Ask various Ss to present their ideas.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 6 Earth and our place on it Everyday English 3d Talking about places				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.2.6.1- deduce meaning from context in unsupported extended talk on a wide 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; 9.6.1.13 - use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topicsж 9.3.8.1- recount extended stories and events on a range of general and curricular topics
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, learn phrases to express regret Most learners will be able to: Listen and read for gist, read for specific information, learn phrases to express regret, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn phrases to express regret, make up own dialogue
Assessment criteria		Learners have met the learning objective if they can: express regret and use the situational language with the correct intonation in the dialogues
Value links		Explore the themes of wonderful places of the world
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “City/ country life”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To practise pronunciation of situational language; to identify phrases which express/ask for opinions		Play the recording. Ss listen and repeat chorally and/or individually. Pay attention to Ss’ pronunciation and intonation and correct as necessary. Then elicit which of the items ask for an opinion or express a positive/negative opinion and ask Ss to mark them accordingly. Check Ss’ answers.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To listen and read for specific information Direct Ss' attention to the sentences in Ex. 1 again. Elicit Ss' guesses 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. Read out the questions.		Answer Key The dialogue is about two friends talking about a holiday one of them had.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3. To learn synonymous phrases and consolidate situational language through translation Elicit the LI equivalents for the sentences in Ex. 1 from various Ss around the class. Refer Ss back to the dialogue and elicit the synonymous phrases from various Ss around the class.		Answer Key I'd like to hear all about it. - So, 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 on holiday there again. - We had such a wonderful time that we want to go again next year.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4 To practise role-playing Explain the situation and ask Ss to work in pairs and act out a dialogue. Remind Ss that they can use the dialogue in Ex. 2 as a model as well as any ideas of their own to complete the task. Ss complete the task in pairs. To help Ss, draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board. Ss can refer to the diagram while doing the task.		Suggested Answer Key A: Hi, Maria. How was your holiday? You went to Turkey, didn’t you? B: No, we didn't. We 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 really enjoy the beauty of nature. A: That’s nice		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5 To pronounce sounds correctly Play the recording with pauses for Ss to repeat chorally and/or individually.		though 2 thorough 3 laugh		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	6.To present/practise if only^¹ past perfect Read out the theory. Give Ss time to complete the task, then check Ss' answers. b) To match adjectives to feelings Read out the pairs of adjectives and explain/ elicit their meanings or ask Ss to look them up in their dictionaries. Play the recording and elicit which adjective best describes each speaker’s feelings. Check Ss’ answers Play the recording again with pauses for Ss to repeat chorally and/or individually.		Answer Key 1 ➘ 2 ➚ 3 ➘ 4 ➚ 1 a 2 a 3 b 4 a		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 7

Earth and our place on it

Across cultures 3e Rivers of the world

School:

Date:

Teacher’s name:

CLASS: 9

Number present:

absent:

Learning objectives that this lesson is contributing to

9.2.6.1- deduce meaning from context in unsupported extended talk on a wide 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;

9.4.3.1- understand the detail of an argument in extended texts on a range of familiar general and curricular topics;

9.3.8.1- recount extended stories and events on a range of 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;

9.5.6.1- write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics;

9.6.7.1- use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information

Most learners will be able to:

Listen and read for gist, read for specific information, present two rivers

Some learners will be able to:

Listen and read for gist, read for specific information, present two rivers, write about a river of Kazakhstan or the world

Assessment criteria

Learners have met the learning objective if they can: present and write about the river

Value links

Explore the themes of rivers of different regions of the world

Cross – curricular links

Geography

ICT skills

Using videos& pictures, working with URLs

Previous learning

Vocabulary “City/ country life”

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

BEGINNING THE LESSON

1 To introduce the topic; to listen and read for specific information

Direct Ss’ attention to the pictures and elicit what rivers they show and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out.

Answer Key The River Thames and the Esil River. The River Thames is in London and the Esil River is in Astana. The Esil River is longer.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 To read for specific information

Read the questions aloud one at a time and ask Ss to read the texts again and answer them. Check Ss’ answers

Answer key.

You can cross the River Thames by bridge or by cable car.
It begins in the Cotswold Hills and ends in the North Sea.

It freezes over.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4.River Thames - stroll along Southbank, go on

a river cruise, go on a speedboat tour;

Esil River - walking or jogging along the banks, taking a boat trip, go swimming, go ice skating, and ice fishing; Other activities jet ski, water ski, rowing boat, fishing, etc.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3 To complete a table and present two rivers

Ask Ss to copy the table into their notebooks. Give Ss time to read the texts again and then complete the table. Ask various Ss to use the table to present the rivers to the class.

Suggested Answer Key

	River Thames	Esil River
length	346 km	2,450 km
capital city it flows through	London	Astana
riverside attractions	the London Eye, Big Ben, the Houses of Parliament, the Tower of London	the Astana Baiterek Tower, the National Archive, the Nur-Astana Mosque
activities people can do there	stroll along the Southbank, ride a cable car, go on a river cruise, try a speedboat tour	walk or jog along the banks, take a boat trip, visit the artificial beach, go swimming, go ice skating, go ice fishing,

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4 To write a short text about the river

Explain the task and ask Ss to work in small groups and collect information from the Internet about any in their country or in the world and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

ENDING THE LESSON

Speak about other famous rivers

Reflection

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 8 Earth and our place on it Across the curriculum 3f Types of mountains				School:
Date:				Teacher’s name:
CLASS: 9				Number present:		absent:
Learning objectives that this lesson is contributing to		9.1.3.1- respect differing points of view; 9.3.2.1- ask complex questions to get information on a 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; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres; 9.6.4.1- use a wide variety of determiners and pre-determiner structures on a range of familiar general and curricular topics; 9.6.1.1- use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; 9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.1.6.1- organise and present information clearly to others;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue
Assessment criteria		Learners have met the learning objective if they can: present a monologue
Value links		Explore the themes of geographical objects around the world
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Rivers of the world
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 То 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.		Suggested Answer Key Mountains are important because they are the source of all fresh water. They ore a naturol barrier and offer protection from the weather and invasion. They are also home to many different types of animals and plants.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To read for cohesion and coherence Give Ss time to read the text and think of an appropriate word to fill each gap in the text. Then play the recording for Ss to listen and check their answers.		Answer Key ever 3 when S of 7 like up A each 6 both 8 from Refer Ss to the Word List to look up the words in the Check these words box. Play the video and elicit Ss’ comments.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To 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.		Answer Key 1. against 2. fold 3.against 4. rock		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4 To prepare a monologue; to consolidate information from a text		Explain the task and divide Ss into small groups and give them time to research online about mountain formation and collect more information. Ask them to draw diagrams that show how the types of mountains in the text are formed. Then ask various groups to present the three types of mountains to the class. Alternatively, assign as HW and ask Ss to present the types of mountains in the next lesson.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss present their monoluges.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 9 Earth and our place on it Writing 3g Do you like living in the city or in the country?				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.4.3.1- understand the detail of an argument in extended texts on a range of familiar general and curricular topics; 9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.5.3.1- write with moderate grammatical accuracy on a wide range of familiar 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		All learners will be able to:
		Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write an article about the place they live in
Assessment criteria		Learners have met the learning objective if they can: write an article about the place they live in
Value links		Explore the themes of native places
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Mountains of the world
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To read for specific information Ask Ss to read the article and then elicit answer to the question.		Answer Key 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 living there.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To 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.		Answer Key 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 neighbours, dean 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 and bustle Suggested Answer Key My town has got an excellent public transport system and everything is close at hand. There are lots of restaurants and clubs and I never feel bored. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To complete an article Ss do the task. Check Ss' answers around the class.		Suggested Answer Key excellent public transport system good chance of getting a job everything close at hand hustle and bustle/fast pace of life polluted traffic noise		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4. To write an article about the place where you live		Explain the task and give Ss time to write their articles using the plan to help them. Remind Ss to use the article in Ex. 1 as a model and to use appropriate adjectives. Remind Ss to check their piece of writing and edit it. Check Ss' answers. Alternatively, assign the ask as HW and check Ss' answers in the next lesson.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss present their writings.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 10 Earth and our place on it Writing 3g Do you like living in the city or in the country? Project work				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.6.3.1- use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics; 9.5.3.1- write with moderate grammatical accuracy on a wide range of familiar 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		All learners will be able to:
		use a variety of compound adjectives and adjectives as participles to describe different places of living Most learners will be able to: use a variety of compound adjectives and adjectives as participles to describe different places of living, plan and write the work with little support Some learners will be able to: plan, write, edit and present the project with no support on a related topic
Assessment criteria		Learners have met the learning objective if they can: present the project about living in the city and in the country
Value links		Explore the themes of native places
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Cities, rivers and mountains of the world
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	Brainstorm the Ss’ ideas about living in the city and in the country. Ss describe their preferences and give reasons.				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	1 To read for specific information Ask Ss to surf the Net, if there is access to it in the class, or read the articles and then discuss the main peculiarities of living in the city and in the country. Organize the groups of 3-4 students to make groups for project work. Work out the rules and requirements for project work.		Think about criteria of assessing the project and presentation, Provide Ss with stationary and agree on the timing. Groups compete in originality, accuracy in Grammar and Vocabulary, contents and collaboration. The listeners assess their classmates’ work according to descriptors they have worked out.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss present their projects				Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 3 Earth and our place on it

LESSON: Module 3 Lesson 11 Earth and our place on it Summative assessment for Unit 3 Edutainment 3				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.2.3.1- understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics; 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.1.3.1- respect differing points of view; 9.3.6.1- link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz
Assessment criteria		Learners have met the learning objective if they can: discuss the values
Value links		Explore the themes of respect for the environment
Cross – curricular links		Global problems
ICT skills		Using videos& pictures, working with URLs
Previous learning		City and country life
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	Summative assessment for Unit 3 (20 min)
	1 To express and analyze opinions Ask Ss to read the opinions 1-6 and then discuss in pairs which ones they agree with and why/not. Monitor the activity around the class and then elicit answers from Ss around the class.		Suggested Answer Key A: I think item 5 is the truest definition of what it meons to respect the environment because respecting the environment is about doing what is best for the planet not what is best for us. B: But really, doing what is best for the planet is best for us because it is our home. A: Yes, that's true. I also agree with number 2 because cycling to work will reduce pollution which will help the environment.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2.To discuss the importance of respecting the environment Have Ss discuss the importance of respecting the environment in pairs and then ask some pairs to share their answers with the class		Suggested Answer Key A: I think it is important to respect the environment because it makes the world a better place to live when there is less pollution and litter everywhere. В: I agree. But it is also important to respect the environment so our planet will be a safe place to live for future generations. A: Yes. I think we need to become more aware of how our actions affect the environment and make better decisions. B: You're right. If we don’t the planet will be an awful place to live and eventually we will kill all the animals and plants and then we will die too. A: That’s right.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3. To create a poster Ask Ss to work in small groups and create a poster to persuade people to respect the environment for Environment Day.		Ask various groups to present their posters to the class and then display them around the classroom		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4. To test knowledge learnt in this module/ to do a quiz Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. • Check Ss’ answers		Answer Key IF 3 F ST 7 F T AT 6 T		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class.		6. Song To complete a song Read out the list of words/phrases and explain/elicit the meanings. Give Ss time to read the song and answer the question. Play the recording. Ss listen and read and check if their answers were correct.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	7. To discuss the main message of the song and express an opinion		Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class. Play the video and elicit Ss’ comments at the end.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 1 Charities and Conflicts Vocabulary Social problems				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.2.5.1 - recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics; 9.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups; 9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular topics; 9.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, use topic related vocabulary Most learners will be able to: Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module, Some learners will be able to: Listen and read for gist, read for specific information, use vocabulary about charities and conflicts in different exercises
Assessment criteria		Learners have met the learning objective if they can: talk about charities and conflicts
Value links		Explore the themes of charity
Cross – curricular links		Volunteering
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “Earth and our place on it”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	What’s in this module? Read the title of the module Charities and Conflicts and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module. Find the page numbers for Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.		Answer Key emergency services (p.48) What number do you dial for the emergency services in your country? How many emergency services do you have? Have you ever needed to call them? a quotation (p. 52) Do you know any famous quotations? Why is it important to know what famous people have said?		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Vocabulary 1 To present vocabulary related to social problems Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually. Elicit the L1 equivalents. 2 To practise new vocabulary Draw Ss’ attention to the pictures (1-8) and elicit what they show. Monitor the activity around the class and then ask various Ss to tell the class. Ss listen and identify which social problem each person feels is the most serious.		Answer Key Sophie - war Richard - famine Mary -homelessness		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To personalize the topic Elicit answers to the questions in the rubric from various Ss around the class.		Suggested Answer Key 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss discuss in groups the social problems of modern world		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 2 Charities and Conflicts Reading 4A Going the extra mile to help				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.1.9.1- use imagination to express thoughts, ideas, experiences and feelings; 9.3.3.1 - explain and justify their own point of view on a range of general and curricular topics; 9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide 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; 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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		All learners will be able to:
		Listen and read for gist, read for specific information, Most learners will be able to: Listen and read for gist, read for specific information, talk about the social problems and charities Some learners will be able to: Listen and read for gist, read for specific information, talk about the social problems and charities, write a blog entry
Assessment criteria		Learners have met the learning objective if they can: talk about the social problems and charities in the world
Value links		Explore the themes of the social problems and charities
Cross – curricular links		Volunteering
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “Social problems”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To introduce the topic and topic-related vocabulary and stimulate interest in the text		То produce 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. Suggested Answer Key Its message is for people to believe in themselves and feel confident enough to try new things.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2. To 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.		Answer Key The quote is from Katie Spot/. 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3.To read for specific information. Allow Ss to read the text again and mark the statements. Check Ss’ answers and elicit the corrections for the false statements.		Answer Key 1.F 2.T 3.F 4.F 5.F 6.T Refer Ss to the word list to look up the words in the Check these words list. Play the video for Ss and elicit their comments.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4. To consolidate information in the text. Read for key information (matching headings) Go through the headings and explain/elicit the meaning of any unknown words. Then give Ss time to read the text again and match the headings to the entries. Check Ss' answers.		Answer Key Katie - 1, Rowing for Water, 2, Girl Raises Record Amount for Charity Chris - A, Reaching the Sky for Others, S, Mountain Adventure Luke - 3, Crossing the Channel for Charity		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5.To read for specific information		Explain the task and allow Ss three minutes to prepare their answers. Ss share their answers with their partners. Ask some pairs to report back to the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss share the information they know about the countries of Africa and South America.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 3 Charities and Conflicts Use of English 4b Conditionals				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.6.9.1 - use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics; 9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular topics;
Lesson objectives		All learners will be able to:
		Use Conditionals in grammar exercises Most learners will be able to: Use Conditionals in grammar exercises, show the knowledge of different forms of the verbs in Conditional sentences Some learners will be able to: Use a variety of verb forms in different grammar exercises, work with the tasks on conditionals independently
Assessment criteria		Learners have met the learning objective if they can use conditionals correctly in different types of exercises
Value links		Explore the themes of language functions
Cross – curricular links		Languages
ICT skills		Using videos& pictures
Previous learning		Vocabulary “ Charities”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1.To revise verb forms in different tenses and identify their uses		Ask Ss to read the sentences from the board and match the verb forms with the names of the tenses Check Ss' answers.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To present/revise conditionals		Read through the theory and explain that we form a type 1 conditional with if/wfien + present simple + will/сап + 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 + post perfect + would have + past participle and that we use it to talk about an unreal situation in the past. Read out the examples and explain the use of the comma		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3.To 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.		Suggested Answer Key A: What will happen if the factory closes down? B: If the factory closes down, 300 people will lose their jobs. A: What will happen if we vaccinate all the children? B: If we vaccinate all the children, they won't get sick. A: What will happen if someone gives her a job? B: If someone gives her a job, she won't be homeless		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4. To 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.		Answer Key has 5 would have raised don't find 6 will be would volunteer 7 won’t learn wouldn't have realised 8 will become Elicit what type of conditional each sentence is and whether it needs a comma or not. Answer Key type I, comma after 'water' type 1, comma after 'species' type 2, comma after 'you' type 3, no comma type 3, comma after 'media' type 1, no comma type I, no comma type 1, comma after 'rhinos'		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5.To 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.		Check Ss' answers Answer key 1.if 2. unless 3.if 4.if		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	5. To consolidate the rules on conditionals		Ask various Ss around the class to make up sentences on the situations on the pictures using the conditionals		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 4

Charities and Conflicts

Use of English 4b Wishes

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Learning objectives that this lesson is contributing to

9.6.9.1 - use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;

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

All learners will be able to:

Use Conditionals in grammar exercises

Most learners will be able to:

Use Conditionals in grammar exercises, show the knowledge of different forms of the verbs in Conditional sentences

Some learners will be able to:

Use a variety of verb forms in different grammar exercises,

work with the tasks on conditionals independently

Assessment criteria

Learners have met the learning objective if they can use Conditionals correctly in different types of exercises

Value links

Explore the themes of language functions

Cross – curricular links

Languages

ICT skills

Using videos& pictures

Previous learning

Vocabulary “ Charities”

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

BEGINNING THE LESSON

1.To revise Conditionals and identify their uses

Ask Ss to read the sentences in the cards and match

the sentences in L1 to their English equivalents.

Read out the Note.

Check Ss' answers.

Ss may check the answers in pairs, groups.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

2 To 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.

Answer Key

If you had turned off the cooker, a fire wouldn't have started in the kitchen.
If war hadn't broken out, lots of lives wouldn't have been lost.
If there were enough schools, we could solve the problem of illiteracy.
When the new factory opens, there will be S00 new jobs.
If the water wasn't/weren't polluted, it would be safe to drink.
If we had acted quickly, the fire wouldn't have spread.
If we had enough volunteers, we would be able to dean the park.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3. To present wishes

Go through the theory table with Ss. Elicit that we introduce wishes with If only/l 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 LI, if any

Answer Key

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

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

4. To practise wishes

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

Check Ss' answers.

Answer Key

If only they were more generous.
If only she had volunteered last summer.
If only he hadn’t ignored the homeless man who had asked him for help.
If only the shelter could provide food for all the homeless people.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Explain the task and give Ss time to complete it.

Check Ss' answers around the class.

Answer Key

1	had raised	S	knew
2	were	6	had
3	could	7	had raised
4	had told	8	hadn't forgotten

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

5. To practise wishes and conditionals

using personal examples

Explain the task and read out the example.

Ask Ss to complete the task in open pairs.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

ENDING THE LESSON

6. To consolidate the rules on conditionals

Ask various Ss around the class to make up conditional sentences .

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 5 Charities and Conflicts Skills 4c The Borgen Project			School:
Date:			Teacher’s name:
CLASS:			Number present:		absent:
Learning objectives that this lesson is contributing to		9.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 9.3.6.1 - link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges 9.2.3.1 - understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics; 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, describe the various types of charities Some learners will be able to: Listen and read for gist, read for specific information, describe the various types of charities, present the Borgen Project
Assessment criteria		Learners have met the learning objective if they can: talk about charities and the Borgen project
Value links		Explore the themes of charities
Cross – curricular links		Social problems
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “ Social problems”
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
BEGINNING THE LESSON	To introduce the topic and topic 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.			Suggested Answer Key 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 dean drinking water. Shelter is a charity that helps homeless people.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
	2. To 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. Allow Ss some time to prepare their answers to the questions in the rubric and then elicit answers from various Ss around the class.			Suggested answer The Borgen project is a non- profit organization set up by Gint 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
	3.To 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. Then, give Ss time to look up the meaning of the words in bold in the text using their dictionaries as necessary.			Answer Key IB 2 В ЗА Suggested Answer Key realise (v) = to come to know come up with (phr v) = to think of support (v) - fo help financially shining (adj) = being brilliant at sth prosperous (adj) = rich/wealthy Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book
ENDING THE LESSON	9 To discuss Gint Borgen’s personality			Explain the task. Tell Ss to work in small groups and think of their attitude to this person. Ask various Ss to present their ideas.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 6 Charities and Conflicts Skills 4c The Borgen Project; SA4				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.4.8.1 - use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding 9.6.6.1 - use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures on a range of familiar general and curricular topics; 9.2.2.1 - understand most specific information in unsupported extended talk on a wide range of 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; 9.5.6.1 - write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; 9.5.7.1 - use independently appropriate layout at text level on a growing range of general and curricular topics;
Lesson objectives		All learners will be able to:
		Listen and read for specific information, discuss ideas about charity projects. do the tasks of SA Most learners will be able to: Listen and read for specific information, describe the projects of Borgen’s organization Some learners will be able to: Listen and read for specific information, use independently appropriate layout at text level, write coherently at text level
Assessment criteria		Learners have met the learning objective if they can: describe the ideas of the Borgen project
Value links		Explore the themes of charity projects
Cross – curricular links		Charities and social problems
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “ Social problems”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	Summative assessment for Unit 4 (20 min)
	2 To 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.		Suggested Answer Key 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. I was impressed that the Borgen Project supports projects such as digging wells, building medical shelters and vaccinating children and babies.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3. To practise pronouns and consolidate information in a text Explain the task and give Ss time to complete it. Check Ss' answers around the class.		Answer Key 1. someone 3 those, who 2. himself 4 themselves		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4 To 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 class.		Answer Key encourages/encouraged 4 strengthen shorten 5 empower 3.specialises		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5.To 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.		Answer Key 1C 2 1 3D 4 A 5B		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	6.To write an email		Explain the task. Tell Ss to refer to the text again and make notes if necessary and then use their notes to write an 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	9 To discuss some charity ideas		Explain the task. Tell Ss to work in small groups and think of some charity ideas. Ask various Ss to present their ideas.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 7 Charities and Conflicts Everyday English 4d Calling the emergency services				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		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; 9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.3.1.1 - use formal and informal registers in their talk on a range of general and curricular topics; 9.6.9.1 - use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, learn phrases to call the emergency services Most learners will be able to: Listen and read for gist, read for specific information, learn phrases to call the emergency services, roleplay a dialogue Some learners will be able to: Listen and read for gist, read for specific information, learn phrases to call the emergency services, make up own dialogue
Assessment criteria		Learners have met the learning objective if they can: use the situational language with the correct intonation in the dialogues
Value links		Explore the themes of emergency calls
Cross – curricular links		Language functions
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “Everyday English”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 То 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.		Answer Key A 4 8 3 C 2 D 1 I'd call the fire service if there was a house fire. I'd call the police if there was a burglary. I'd call an ambulance if someone was having a heart attack		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To 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.		Answer Key The fire service		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To 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.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4 To practise reported speech Explain the task. Remind Ss that reported speech is the exact meaning of what someone said, but not the exact words and we do not use quotations. Allow Ss some time to complete the task in their notebooks. Check Ss' answers.		Answer Key The operator asked fenny which service she wanted, jenny asked for the fire brigade. The operator asked which number she was calling from and jenny said 01253-862-4783. The operator asked jenny to stay on the line. Then the Tire service came on the line and asked jenny where the fire was. jenny told the fire service that the fire was in the kitchen. The fire service asked for the address, jenny told them it was 12 Fenton Crescent off the high street in Blackburn. The fire service told jenny that the fire and rescue service was on its way and to get out of the house and close the doors behind her. They told her not to go back inside until a firefighter told her it wos safe, jenny agreed and said she was leaving then.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5. To pronounce sounds correctly Model the sounds Play the recording. Ss listen and tick the correct boxes. Play the recording again with pauses for Ss to repeat chorally or individually		6.To practice role playing. Explain the situation and ask Ss to work in pairs and act out a dialogue. Remind Ss to use phrases from the dialogue to help them complete the task. To help Ss draw the diagram on the board and elicit appropriate phrases Ss should use. Write them on the board, Ss can refer to the diagram while doing the task. Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Make up your dialogue.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 8 Charities and Conflicts Across cultures 4e Volunteering				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics; 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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; 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; 9.5.4.1 - use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, present two organizations Some learners will be able to: Listen and read for gist, read for specific information, present two organizations, write about volunteering organizations
Assessment criteria		Learners have met the learning objective if they can: present and write about the volunteering organizations
Value links		Explore the theme of volunteering
Cross – curricular links		Charities
ICT skills		Using videos& pictures, working with URLs
Previous learning		Vocabulary “Social problems and charities”
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To introduce the topic; to listen and read for specific information		Direct Ss’ attention to the pictures and the title and what, if anything, they know about them. Play the recording. Ss listen and follow the text in their books to find out.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To read for specific information Read the statements aloud one at a time and ask Ss to read the texts again and mark them. Check Ss’ answers		Answer key. 1.F 2.T 3.T 4.F 5.T Ask Ss to use the Word List to look up the meanings of the words in the Check these words box. Play the video for Ss and elicit their comments		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To complete a poster and present a place and an organization from the text		Ask Ss to work in small groups. Give Ss time to read the texts again and then complete the poster. Ask various Ss to use the posters to present them to the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4 To write a short text about the places of wildlife in our country Explain the task and ask Ss to work in small groups and collect information from the Internet about any place in their country or in the world and make notes. Then ask Ss to use their notes to write a short text. Ask various Ss to read their text to the class. Alternatively, assign the task as HW and check Ss' answers in the next lesson.		Suggested Answer Key At Sanctuary and Wildlife Park in Port Elizabeth, Cape Town, most of the animals have been saved from the illegal wildlife trade or have been abused. Students and volunteers who want to help the animals can stay from two weeks to a year. Volunteers collect and prepare food, feed the animals and dean the enclosures. They can also collect data on wildlife.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Speak about other famous sanctuaries of the world		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 9 Charities and Conflicts Across the curriculum 4f UNESCO Everyone has the right to an education				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics; 9.2.1.1- understand the main points in unsupported extended talk on a wide 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; 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.6.1.1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; 9.6.7.1 - use a variety of simple perfect forms including some passive forms, including time adverbials on a range of familiar general and curricular topics; 9.3.1.1 - use formal and informal registers in their talk on a range of general and curricular topics;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue
Assessment criteria		Learners have met the learning objective if they can: present a monologue
Value links		Explore the theme of international organizations around the world
Cross – curricular links		Modern History
ICT skills		Using videos& pictures, working with URLs
Previous learning		Volunteering organizations
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 То introduce the topic and talk about the importance of fighting for people’s rights Initiate a discussion about why fighting for people’s rights is important and encourage a wide range of answers. Make sure all the examples are covered. Elicit various answers from Ss around the class. Read the title aloud and elicit what Ss think it means and what, if anything, they know about UNESCO. Elicit a variety of questions from Ss around the class and write the three best ones on the board		Suggested Answer Key It's an international organisation connected to the United Nations. I think it protects historic sites and helps to solve social problems.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To read for gist and specific information Play the recording. Ss listen and follow the text in their books and see if their questions are answered.		Answer Key United Nations Educational, Scientific and Cultural Organisation 19AS The United Nations		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	Refer Ss to the Word List to look up the words in the Check these words box. Play the video and elicit Ss’ comments. Give Ss time to read the text again and answer the questions.		Check Ss' answers. Answer Key It was created by the United Nations. UNESCO was created to improve education after the war. UNESCO's main objectives are to help build peace, wipe out poverty and help countries to develop and communicate through education, the sciences and culture. A It has founded and funded many cultural projects and helped protect historic monuments and natural habitats. S For UNESCO, the key to human development is education.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To prepare a monologue; to consolidate information from a text		Explain the task and divide Ss into small groups and give them time to research online about volunteering organizations and collect more information. Direct Ss to the Internet, to look at the website given and/or any other websites or sources of information to find out more information about what UNESCO does. Ss can also find videos on YouTube. Give Ss time to collect information and write their presentations, using the present perfect active or passive forms. Ask various Ss around the class to present their information to the rest of the class. Alternatively, assign the task as HW and ask Ss to give their presentations in the next lesson.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss present their monologues.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 10 Charities and Conflicts Writing 4g John’s blog				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.4.1.1- understand the main points in extended texts on a range of unfamiliar general and curricular topics; 9.4.7.1 - recognise typical features at word, sentence and text level in a wide range of written genres; 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; 9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics; 9.5.6.1 - write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics; 9.5.9.1 - punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy 9.5.7.1 - use independently appropriate layout at text level on a growing range of general and curricular topics;
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information Most learners will be able to: Listen and read for gist, read for cohesion and coherence Some learners will be able to: Listen and read for gist, read for cohesion and coherence, write a blog entry about volunteering
Assessment criteria		Learners have met the learning objective if they can: write a blog entry about volunteering
Value links		Explore the theme of volunteering
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Volunteering organizations
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1 To read for specific information Ask Ss to read the blog entry and then elicit answer to the question.		Answer Key John is going to Madagascar during his summer holidays. He's going to volunteer at the Marine Research programme with Volunteer the World. He's going to collect data, assess the risks to sea creatures and help to map the sea bed and monitor populations of fish, dolphins and whales. He is very excited and can't wait for the summer holidays to come.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To read for structure Ask Ss to identify the function of each paragraph. Check Ss' answers around the class.		Answer Key describe his duties- paragraph В express his feelings and ask readers to leave a comment- paragraph C greet the readers and introduce the topic of his blog- paragraph A Refer Ss to the Word List to look up the words in the Check these words box. Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	3 To consolidate the information from the text to express an opinion		4. To write a blog comment Tell Ss to use the advert, the plan and the blog entry in Ex. 1 as a model to help them complete the task. Remind them to use the phrases from the Useful Language box. Give Ss time to write their blog comment and then check Ss' answers. Alternatively, assign the task as HW and check Ss answers in the next lesson		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss present their writings.		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 11 Charities and Conflicts Summative assessment for Term 2				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		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;
Lesson objectives		All learners will be able to:
		use some target vocabulary successfully in tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully in tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in tasks, read effectively for gist and identify all specific information
Assessment criteria		Learners have met the learning objective if they can: present the project about living in the city and in the country
Value links		Explore the themes of native places
Cross – curricular links		Geography
ICT skills		Using videos& pictures, working with URLs
Previous learning		Cities, rivers and mountains of the world
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	To revise the grammar and vocabulary points of the Module		Brainstorming in groups or in pairs		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	To test knowledge learnt in this module/to do a quiz. Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers.		To consolidate vocabulary learnt in the module/to write a quiz Explain the task and give Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class. Students work individually at the SAT2 task Teacher monitors the work		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	Ss give feedback on their written task		Reflection		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

Module 4 Charities and Conflicts

LESSON: Module 4 Lesson 12 Charities and Conflicts Edutainment 4				School:
Date:				Teacher’s name:
CLASS:				Number present:		absent:
Learning objectives that this lesson is contributing to		9.1.3.1- respect differing points of view; 9.1.4.1- evaluate and respond constructively to feedback from others; 9.1.5.1- use feedback to set personal 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; 9.2.7.1- recognize typical features at word, sentence and text level of a wide range of spoken genres 9.4.2.1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.3.3.1 - explain and justify their own point of view on a range of general and curricular topics; 9.3.6.1 - link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges
Lesson objectives		All learners will be able to:
		Listen and read for gist, read for specific information, learn about values Most learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz Some learners will be able to: Listen and read for gist, read for specific information, learn about values, do a quiz, write a quiz
Assessment criteria		Learners have met the learning objective if they can: discuss the values
Value links		Explore the theme of social problems and volunteering
Cross – curricular links		Global problems
ICT skills		Using videos& pictures, working with URLs
Previous learning		Social problems
Plan
Planned timings	Teacher’s activities		Pupil’s activities		Marks		Resources
BEGINNING THE LESSON	1.To understand a quotation and express an opinion.		Suggested Answer Key I think it means that when we do a good deed it builds our character and it inspires others to do good things, too		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	2 To discuss the value of helping one another Ask Ss to read the list of quotes and discuss in pairs what they mean and which quotes they agree/disagree with. Monitor the activity around the class and then elicit answers from Ss around the class.		3 To test and consolidate information learnt in the module Give Ss time to read the quiz and mark the statements as true or false. Tell Ss that they may look back through the module for the information if necessary. Check Ss' answers around the class.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	4.To predict the content of a song Read through the words in the list and explain/elicit their meanings and elicit Ss' guesses as to what the song is about. Play the recording. Ss listen and follow the song in their books and check if their guesses were correct.		Answer Key The song is about people who are less fortunate than we are.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5. To discuss the content of a song Elicit the suggestions/message in the song and ask various Ss around the class to share their opinions with the rest of the class about whether they agree or not and why.		Answer Key The song's message is that we should share what we have with people who don't have enough money and food. Suggested Answer Key I agree. I think we should all help other people and try to make everyone's lives better.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	5. To consolidate vocabulary learnt in the module in a quiz		Explain the task and allow Ss time to work in pairs and look through the module and think of quiz items. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
	6. To complete a song		Read out the list of words/phrases and explain/elicit the meanings. Give Ss time to read the song and answer the question. Play the recording. Ss listen and read and check if their answers were correct.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book
ENDING THE LESSON	7. To discuss the main message of the song and express an opinion		Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers and their opinions with the class. Play the video and elicit Ss’ comments at the end.		Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Whiteboard Pupils Book

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