Материалдар / 9 сынып КМЖ 2 токсан Excel

9 сынып КМЖ 2 токсан Excel

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9 сынып КМЖ 2 токсан Excel
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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

  1. 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

  1. F It was a network of routes.

  2. F It was once the biggest city.

  3. F The city has been partly excavated.

  4. T

  5. 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

  1. Ask Ss to read the theory and then give them time to complete the task.

  2. 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

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

  2. 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

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

  2. Check Ss' answers.

Answer Key



  1. C 3 A SI 7 H 9 1 11 К

  2. 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



  1. have to 3 can’t 5 might not 7 could

  2. 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


  1. To practise past modals

Give Ss time to complete the sentences.

Check Ss' answers around the class.

  1. 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

  1. mustn't/con't enter this area

  2. should try the new Thai restaurant

  3. might/may be open on Sundays

  4. don't have to hire a car

  5. can repair his car himself

  6. have to show their passports at reception

  7. can't/mustn't take photos here

  8. had to show his ID to visit the excavation

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


  1. Explain the task and give Ss time to complete it.

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

Answer Key

  1. should 3 was able to S had to

  2. 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


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

  2. Check Ss' answers around the class

Answer Key

  1. didn't need to 4 can 7 can't

  2. 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

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

  2. They climb up a long wooden pole.

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

4 They chat and tell stories.

  1. They are in C oreme, Turkey.

  2. They look like upside-down ice cream cones.

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

  4. 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

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

  2. Explain the task and write the headings on the board.

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

  4. 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

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

  2. 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

  1. Direct Ss' attention to the sentences in Ex. 1 again.

  2. 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

  1. Elicit the LI equivalents for the sentences in Ex. 1 from various Ss around the class.

  2. 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.



  1. 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 only1 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.

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

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

  1. 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

  1. ever 3 when S of 7 like

  2. 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

  1. excellent public transport system

  2. good chance of getting a job

  3. everything close at hand

  4. hustle and bustle/fast pace of life

  5. polluted

  6. traffic noise

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

  1. Ask Ss to read the opinions 1-6 and then discuss in pairs which ones they agree with and why/not.

  2. 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

  1. 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

  1. Ask Ss to read the sentences from the board and match the verb forms with the names of the tenses

  2. 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

  1. A: What will happen if the factory closes down?

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

  1. A: What will happen if we vaccinate all the children? B: If we vaccinate all the children, they won't get

sick.

  1. 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

  1. has 5 would have raised

  2. don't find 6 will be

  3. would volunteer 7 won’t learn

  4. 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

  1. type I, comma after 'water'

  2. type 1, comma after 'species'

  3. type 2, comma after 'you'

  4. type 3, no comma

  5. type 3, comma after 'media'

  6. type 1, no comma

  7. type I, no comma

  8. 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

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

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

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

  4. When the new factory opens, there will be S00 new jobs.

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

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

  7. 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

  1. If only they were more generous.

  2. If only she had volunteered last summer.

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

  4. 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


  1. 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

  1. encourages/encouraged 4 strengthen

  2. 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

  1. United Nations Educational, Scientific and Cultural Organisation

  2. 19AS

  3. 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

  1. It was created by the United Nations.

  2. UNESCO was created to improve education after the war.

  3. 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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