Unit:

LESSON: Module 1 Lesson 1

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Attributes and personality.

Learning objectives(s) that this lesson is contributing to

9.C6 organise and present information clearly to others

9.S3 explain and justify their own point of view on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

When you want to get to know someone, ask about their hobbies and interests. Talking about hobbies means you can share details about yourself – and discover shared interests and free-time activities.

https://quizlet.com/510679846/unit-1-flash-cards/

Answer the teacher’s question

Students book

Middle

Here are some phrases you can use:

Questions you can ask

What do you like doing?

What sort of hobbies do you have?

How to reply

In my free time I…

This short video will give you an opportunity to learn comparison of adverbs.

https://www.youtube.com/watch?time_continue=2&v=QHKQYF8YNIA&feature=emb_title

Make a sentence and write it

Pictures, book

Ending the lesson

Reflection

Stude nts attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson

Unit:

LESSON: Module 1 Lesson 2

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Reading: Comparing generations.

Learning objectives(s) that this lesson is contributing to

9.C7

9.R2

9.UE14

Lesson objectives

All learners will be able to:

you will be able to comprehend the concept of generation differences.

Most learners will be able to:

use, pronounce and spell most target vocabulary accurately in production tasks and integrate with some success in extended writing task

Some learners will be able to:

use, pronounce and spell a range of target vocabulary accurately in production tasks and integrate to good effect in extended writing task

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Warm up.

1/ Describe the

given picture.

2/ What is the message conveyed by it?

Answer the teacher’s question

Emoticon

Middle

ask: What were their clothes like? What were their hairstyle like?

• Ask: What do you think life was like in the 1950s?

• Ex.2 p.10. Justifying True/False statements with reference to the text.

What do you think life was like in the 1950s?

https://www.liveworksheets.com/sa1009679oo

Make a sentence and write it

Pictures, book

Ending the lesson

Reflection

Unit:

LESSON: Module 1 Lesson 3

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Past perfect & past simple.

Learning objectives(s) that this lesson is contributing to

9.W3

9.UE9

Lesson objectives

All learners will be able to:

Identify the difference between the past perfect and past simple.

Most learners will be able to:

Construct the sentences using past perfect and past simple with support

Some learners will be able to:

Apply past perfect and past simple to talk about events at different times in the past without support.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Presentation

The past perfect simple (had + past participle) is used to talk about past actions or situations that

happened before a specific time in the past.

Answer the teacher’s question

Emoticon

Middle

Watch a video to learn how to use the past perfect and past simple tenses together in English. 

Then test your understanding of the English lesson by answering the questions. You will get the answers and your score at the end of the quiz.

https://www.engvid.com/past-simple-past-perfect/

To have more practice play quiz game.

https://jeopardylabs.com/play/simple-past-and-past-perfect4

Make a sentence and write it

Pictures, book

Ending the lesson

Reflection

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Unit:

LESSON: Module 1 Lesson 4

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Vocabulary and listening: Uses of get.

Learning objectives(s) that this lesson is contributing to

9.S5

9.UE1

Lesson objectives

All learners will be able to:

Identify the meaning of the dialogues "People talking about the past".

Most learners will be able to:

Synthesize information from the dialogues and use it as the basis for discussion.

Some learners will be able to:

Produce a clear, coherent description of their memories.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Fill in the table with the names of hobbies: doing things, collecting things, making things, learning things.

Handouts with task

Emoticon

Middle

Complete the sentences for you. You may use a dictionary if necessary.

1. The last time I (or a friend) got a detention …

2. I got some fantastic presents …

3. I get the impression that …

4. I got a terrible shock when …

5. The last time I got ill …

6. My cousins and I get together …

7. I get on really well with …

Make a sentence and write it

Pictures, book

Ending the lesson

Reflection

Unit:

LESSON: Module 1 Lesson 5

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Past simple and continuous.

Learning objectives(s) that this lesson is contributing to

9.S5

9.W2

9.UE9

Lesson objectives

All learners will be able to:

Identify the difference between past simple and continuous.

Most learners will be able to:

Construct the sentences using past simple and continuous with minimal support.

Some learners will be able to:

Apply past simple and continuous to talk about past events and memories without support.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

.

Presentation

Internet

Presentation

Video and images

Handouts with task

Emoticon

Middle

• To have some practice play gameshow quiz.

• https://wordwall.net/resource/824264/past-simple-past-continuous

Make a sentence and write it

Pictures, book

Ending the lesson

Giving the hometask. WB p.9

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Unit:

LESSON: Module 1 Lesson 6

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Talking about past events.

Learning objectives(s) that this lesson is contributing to

9.L1

9.S5

9.S7

Lesson objectives

All learners will be able to:

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

Most learners will be able to:

Create their own dialogues based on the given situations.

Some learners will be able to:

Perform situations talking about events in the past without support.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

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

Read the dialogue in SB p.14 ex.2. Then practise it.

Complete the dialogue with the phrases.

Answer the teacher’s question

Emoticon

Middle

Prepare a dialogue. Imagine you want to tell your friend about an event.

A Ask if you’ve told them about the event before.

B Say no and ask what it was like.

A Describe the event.

B Ask if A had a good time.

A Reply and tell B about the best bit.

B Ask what happened then.

A Tell B how it ended.

B Say it sounds great.

Ending the lesson

Reflection

“Cinquain” is a five-line poem based on the content of the material under the study.

Line 1 – One-word title.

Line 2 – Two adjectives for describing that word.

Line 3 – Three verbs.

Line 4 – Four feeling words.

Unit:

LESSON: Module 1 Lesson 7

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Describing a decade.

Learning objectives(s) that this lesson is contributing to

9.S7

9.R5

Lesson objectives

All learners will be able to:

Examine the general writing structure of an account of a decade.

Most learners will be able to:

Summarize an account of a decade in accordance with the writing guide

Some learners will be able to:

Express their ideas in writing an account of a decade without support

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Back to the Sixties

http://objflicks.com/TakeMeBackToTheSixties.htm

Watch the video and answer the questions:

1. How much was a McDonald’s hamburger in the sixties?

______________________________________

2. Which dance was popular in the sixties?

______________________________________

3. Which TV shows were popular?

________________________________________

4. Which musicians and bands were popular?

___________________________________________

5. Which water sport became popular on America’s west coast?

____________________________________________

6. What was invented in the sixties?

_____________________________________________

7. What did fashionable people wear in the sixties?

_____________________________________________________

8. Name a leader of the Civil Rights Movement:

_____________________________________________________

9. Which country did America go to war with?

______________________________________________________

10. Which were the two main countries involved in the cold war?

______________________________________________________

11. Name one American president in the sixties:

______________________________________________________

12. Who expressed peace and love and often wore casual, loose clothing, headbands, beads and flowers?

______________________________________________________

Answer the teacher’s question

Emoticon

Middle

. Now use the time phrases to compare life in the sixties with life in the Noughties (2000-2009). Think about fashions, transport and travel, technology, music and films, food.

Make a sentence and write it

Pictures, book

Ending the lesson

Reflection

Unit:

LESSON: Module 1 Lesson 8

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Comparing generations

Learning objectives(s) that this lesson is contributing to

9.S5

9.R9

9.UE3

Lesson objectives

All learners will be able to:

• Demonstrate the correct use of "used to" talking about the past.

Most learners will be able to:

• Analyze a text comparing the lifestyles and hobbies of different generations.

Some learners will be able to:

• Produce a clear, coherent description of hobbies and interests they used to have.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

To compare the lifestyles and hobbies of different generations turn to your SB p.16 ex.1-2.

Grammar presentation.

Answer the teacher’s question

Emoticon

Middle

Watch a lovely and tender video about the life of two people who met when they were children and the moments they have shared.

Complete the sentences, put the sentence in order, multiple choice, answer the questions.

https://en.islcollective.com/video-lessons/used-grammar

Presentation

Video and images

Ending the lesson

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

“Cinquain” is a five-line poem based on the content of the material under the study.

Line 1 – One-word title.

Line 2 – Two adjectives for describing that word.

Line 3 – Three verbs.

Line 4 – Four feeling words.

Line 5 – A synonym for the title word.

Unit:

LESSON: Module 1 Lesson 9

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

The British sense of humour.

Learning objectives(s) that this lesson is contributing to

9.C8

9.S3

9.S7

Lesson objectives

All learners will be able to:

• Recognize and use vocabulary to do with humour.

Most learners will be able to:

• Analyze a text about the British sense of humour.

Some learners will be able to:

• Express their ideas about sense of humour in KZ building extended sentences.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Read the quotation by Charlie Chaplin “A day without laughter is a day wasted “. What does it mean? Do you agree or disagree? Why?

Answer the teacher’s question

Emoticon

Middle

.

Watch the video “Health benefits of laugher” and do the quiz.

https://eslvideo.com/quiz.php?id=26924

Make a sentence and write it

Pictures

Ending the lesson

Reflection

KWL

Unit:

LESSON: Module 1 Lesson 10

Teacher’s name:

Date:

Grade:

Number present:

absent:

Topic:

CLIL: Media studies. The British sense of humour.

Learning objectives(s) that this lesson is contributing to

9.C8

9.S3

9.S7

Lesson objectives

All learners will be able to:

Reproduce taught material in listening, speaking, writing.

Most learners will be able to:

you will be able to use taught vocabulary and grammar with accuracy.

Some learners will be able to:

Use taught vocabulary and grammar with accuracy.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

used to

Complete the sentences with used to or didn’t use to and the verbs.

1. My dad didn’t use to drive (not drive) to work.

2. My gran __________ (wear) platform boots in the 1970s.

3. Children __________ (not play) with electronic toys.

4. My dad __________ (have) a black-and-white TV.

5. I __________ (not speak) to my friends on a mobile phone.

6. __________ (you/wear) a different hairstyle when you were younger?

Answer the teacher’s question

Emoticon

Middle

Past perfect and past simple

Choose the correct forms.

1. Our clothes had been / were wet because it had rained/ rained.

2. I hadn’t left / didn’t leave England until I had gone / went to Spain last year.

3. The teacher had been / was angry because Kate hadn’t done / didn’t do her homework.

4. When I had got / got on the bus, I discovered that I forgot / had forgotten my money.

5. The school had been / was quiet because all the students had gone / went home.

Internet

Presentation

Video and images

Ending the lesson

Reflection

Pair share

At the end of a lesson learners share with their partner:

• Three new things they have learnt:

• What they found easy

• What they found difficult

Something they would like to learn in the future.

Unit:

LESSON: Module 1 Lesson 11

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Project. An interview summary: teenage years.

Learning objectives(s) that this lesson is contributing to

9.L8

9.S7

9.UE3

Lesson objectives

All learners will be able to:

• Reproduce taught material in listening, speaking, writing.

Most learners will be able to:

• Demonstrate learned grammar and vocabulary about hobbies and qualities with sure

Some learners will be able to:

• Use taught vocabulary and grammar with accuracy.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Read the interview summary and match paragraphs A-E with interview questions 1-5. It’s ex.1 p.19 (SB).

Interview a parent, grandparent, or older family friend who is a member of another generation. By getting them to talk about their past, you will open a door into a new world. You might be astonished at how different their lives were in the past and how different their attitudes are today because of it.

Answer the teacher’s question

Emoticon

Middle

. You may use the following questions:

1. What were your favorite activities? Who did you do them with?

2. If you had free time on a Saturday afternoon, how would you spend it?

3. If there was something you were interested in, how would you learn more about it?

4. What global events were the most memorable for you? How did these affect your attitudes about the world?

5. How did you communicate with your friends? What were the advantages and disadvantages of those methods?

6. What kinds of technology did you use on a daily basis? What do you think of today’s technology?

Make a sentence and write it

Pictures, book

Ending the lesson

Reflection

Pair share

At the end of a lesson learners share with their partner:

• Three new things they have learnt:

• What they found easy

• What they found difficult

Something they would like to learn in the future.

Learning objectives

9.L5 recognise the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics

9.S3 explain and justify their own point of view on a range of general and curricular topics

9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

Assessment criteria

Identify the position of speakers in an extended talk with some support

Express thoughts about the given topic in the conversations

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Level of thinking skills

Application

Higher order thinking skills

Duration

20 minutes

Assessment criteria

Task

Descriptor

Mark

A learner

Identify the position of speakers in an extended talk with some support.

1

1D - karate

1

2B - basketball

1

3A - watching TV

1

4E - drawing

1

Express thoughts about the given topic in the conversations.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

2

gives proper answers to the questions;

1

expresses his/her opinion on topic;

1

uses vocabulary words on the topic;

1

pronounces words and phrases correctly;

1

uses grammatically correct sentences in a talk.

1

Total marks

9

Assessment criteria

Level of learning achievements

Low

Middle

High

Identify the position of speakers in an extended talk with some support.

Experiences difficulties in identifying the speaker's position while listening the text. Completes the task mostly incorrecty.

Experiences some difficulties in identifying the speaker's position while listening the text. Makes some mistakes in answers.

Confidently identifies the speaker's position while listening the text. Completes the task mostly correctly.

Express thoughts about the given topic in the conversations.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Experiences difficulties in answering questions with appropriate grammar and vocabulary. Attempts to answer the questions, but most of the time the answers are inappropriate. Has a frequent problem with pronunciation.

States his/her point of view uncertainly without good reasoning. Makes some mistakes in pronunciation and in using topical vocabulary and grammatical structures.

Presents ideas clearly with accurate pronunciation of the words. Uses a range of simple and some complex grammatical forms. Demonstrates a wide choice of topical vocabulary. Answers the questions with justification.

Unit:

LESSON: Module 2 Lesson 13

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Medical science.

Learning objectives(s) that this lesson is contributing to

9.L8

9.S3

9.S7

Lesson objectives

All learners will be able to:

use some language from the module to express views and write some relevant questions accuratel

Most learners will be able to:

use a range of language from the module to express views and write a range of relevant questions accurately

Some learners will be able to:

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

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Before doing the Heath and exercise quiz form your SB ex. 3 p.20 play flashcards games to help you remember new words.

https://quizlet.com/510957638/unit-2-flash-cards/

Turn to ex.3 p.20. Look at the sentences and decide if they are true or false.

Answer the teacher’s question

Emoticon

Middle

https://learnenglishteens.britishcouncil.org/skills/listening/advanced-c1-listening/benefits-sport

Grammar presentation

Internet

emoticon

Ending the lesson

Self-reflection.

"Message". Pupils write 7 words of the greatest importance for the topic of the lesson.

Unit:2

LESSON: Module 2 Lesson 14

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Alternative therapy (exercise and health).

Learning objectives(s) that this lesson is contributing to

9.S3

9.R2

9.UE1

Lesson objectives

All learners will be able to:

use and pronounce some target structures accurately in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in controlled tasks with little support

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Look at the photos and answer the questions.

• What are the people doing?

• How do you think the activities in each picture are helping keep them healthy?

Answer the teacher’s question

Emoticon

Middle

Read again and answer the questions.

1. What could an unhealthy weight lead to?

2. How does physical activity benefit our muscles and bones?

3. What does our heart do?

4. How are low-intensity and moderate-intensity activities different?

5. How does a person feel during a high-intensity activity?

Emoticon

Ending the lesson

Self-reflection.

Unit:

LESSON: Module 2Lesson 15

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

May, might, could, must, can’t.

Learning objectives(s) that this lesson is contributing to

9.C6

9.C9

9.W3

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

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

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

• . Presentation

• This lesson is focused on using modal verbs for certainty, probability, and deduction.

“Deduction” means using the information available to make a guess or draw a conclusion about the facts

Answer the teacher’s question

Emoticon

Middle

In these exercises (1-3) you will practise using modal verbs to express certainty, probability, and deduction: must, can’t, could, may, might.

https://test-english.com/grammar-points/b1/modal-verbs-of-deduction/

Answer the teacher’s question

Emoticon

Ending the lesson

Self-assessment. How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Unit:

LESSON: Module 2 Lesson 16

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Phrasal verbs (a healthy lifestyle).

Learning objectives(s) that this lesson is contributing to

9.L6

9.L8

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Turn to your SB p.24 ex.1 and match the phrasal verbs in blue in The eight-point health plan with synonyms a-h.

Complete the dialogue with the phrasal verbs in the box.

carry on with * get rid of * start off with * stay away from * stick to * taken up * try out

Answer the teacher’s question

Emoticon

Middle

Who is the oldest person you know? How old are they? How healthy is their lifestyle?

Read the article below. Answer the questions.

1 Why are the people of Okinawa famous?

2 What are the reasons for their good health?

Make a sentence and write it

Pictures, book

Ending the lesson

Self-assessment.

Summary sentence

Ask learners to write one sentence to summarize what they know about the topic. 

Unit:

LESSON: Module 2 Lesson 17

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Past modals.

Learning objectives(s) that this lesson is contributing to

9.C9

9.L4

9.W2

Lesson objectives

All learners will be able to:

use and pronounce some target language accurately in response to prompts and in controlled tasks with support

Most learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with support

Some learners will be able to:

use and pronounce most target structures accurately in response to prompts and in controlled tasks with little support

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Answer the teacher’s question

Emoticon

Middle

• In these exercises (1-3) you will practise using past modals of deduction and speculation.

• https://test-english.com/grammar-points/b1-b2/past-modal-verbs/

Make a sentence and write it

Pictures, book

Ending the lesson

• Self-assessment.

• How well do I understand?

• 4 - I can do this and explain it to someone else.

• 3 - I understand and can do this by myself.

• 2 - I need more practice.

• 1 - I don't understand this yet.

Unit:

LESSON: Module 2 Lesson 18

Teacher’s name:

Date:

Grade:9

Number present:

absent:

Topic:

Exchanging opinions.

Learning objectives(s) that this lesson is contributing to

9.L5

9.S5

9.S7

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

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

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Performance-enhancing drugs are known as doping. These are taken to gain an unfair advantage. It is illegal & is often harmful. All of these drugs are banned.

Why do performers take drugs?

Physiological Reasons: to build muscles, increase energy, lose weight, reduce tiredness

Social Reasons: Pressure to win, earn money, fear of losin

Answer the teacher’s question

Emoticon

Middle

Look through the model dialogue in your SB p.26 ex.2. Pay attention to the key phrases for exchanging opinions.

Make a sentence and write it

Pictures, book

Ending the lesson

. Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Unit:

LESSON: Module 2 Lesson 19

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

A discussion essay.

Learning objectives(s) that this lesson is contributing to

9.S7

9.R6

9.W5

Lesson objectives

All learners will be able to:

identify some specific information in reading text and use some target vocabulary accurately in production tasks with support

Most learners will be able to:

identify most specific information in reading text and use most target vocabulary accurately in production tasks with support

Some learners will be able to:

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

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

List the following people in order of income, from the highest earning (1) to the lowest (4). Then list them in the order you think they should be. Are your lists different?

a P.E. teacher * a top footballer * a TV sports commentator * a top triathlet

Answer the teacher’s question

Emoticon

Middle

• Put the paragraph topics from the essay in the correct order.

• Conclusion – writer’s opinion

• Introduction – the situation

• Arguments for footballers’ high salaries

• Arguments against footballers’ high salaries

Make a sentence and write it

Pictures, book

Ending the lesson

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

Unit:

LESSON: Module 2 Lesson 20

Teacher’s name:

Date:

Grade: 9

Number present:

absent:

Topic:

Sport stars of Kazakhstan.

Learning objectives(s) that this lesson is contributing to

9.S7

9.R1

9.W1

Lesson objectives

All learners will be able to:

identify some specific information in texts and research and write short organised text for display using some of their own words

Most learners will be able to:

identify most specific information in texts and research and write short organised text for display using a range of their own words

Some learners will be able to:

identify all specific information in texts and research and write more extended organised text for display using a range of their own words

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

Read the text form your SB p.28 ex.2 and complete the sentences with the names of the people.

Answer the teacher’s question

Emoticon

Middle

• Choose a sports star of Kazakhstan, create his/her profile and include the following information:

• name

• date of birth

• place of birth

• sport

• at least 2 pictures

• achievements

• interesting facts.

Make a sentence and write it

Pictures, book

Ending the lesson

Self-assessment.

How well do I understand?

4 - I can do this and explain it to someone else.

3 - I understand and can do this by myself.

2 - I need more practice.