Материалдар / English plus оқулығы бойынша 9-сынып 2-тоқсан ҚМЖ жинағы

English plus оқулығы бойынша 9-сынып 2-тоқсан ҚМЖ жинағы

Материал туралы қысқаша түсінік

399бұйрықпен жасақталған, барлық тақырыптар қамтылған

Ағылшын тілі пәні мұғалімі

Автор материалды ақылы түрде жариялады. Сатылымнан түскен қаражат авторға автоматты түрде аударылады. Толығырақ

05 Қараша 2024

297

4 рет жүктелген

Шет тілі Барлық материалдар 9 сынып

1300 ₸

Бүгін алсаңыз
+65 бонус беріледі
Бұл не?

Бүгін алсаңыз +65 бонус беріледі Бұл не?

Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!

Бұл бетте материалдың қысқаша нұсқасы ұсынылған. Материалдың толық нұсқасын жүктеп алып, көруге болады

Материалдың толық нұсқасын
жүктеп алып көруге болады

Term 2

Short term plan 25

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: Geography and the environment.
Learning objectives(s) that this lesson is contributing to		9.L8 begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE10 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use nouns related to the environment. Do a quiz on Kazakhstan Produce sentences using the present continuous with support.
		Most learners will be able to:
		Produce sentences using the present continuous with little support.
		Some learners will be able to:
		Express their opinions about future trends building extended sentences.
Plan
Planned timings	Teacher’s activities			Pupil’s activities			Marks		Resources
Beginning of the lesson Warming-up	Organization moment : 1.Greeting. 2. Organization moment. Ask students who is in their family. Tell students that many different people may be in their families, from grandparents to parents to cousins Tell me about one member of your family? Try to tell personal information. In differentiation part Using «Question time» Ss take ideas from the question, there are 6 questions, but Ss answer not for all questions, only some of them can cover the topic.			“*Speking time” method*** Ss tell about their family members about half or 2 minutes. The aim:To learn students present content clearly and develop Ss speaking skills Efficiency: Ss interested in talking about their family and tried to give the best information			At the organization moment T supports Ss to express their speech clearly using .«The praise» method to evaluate Ss. like: “Good job! Well done!”		https://youtu.be/NzMEgEYG5kA
	The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.			Students respond to greeting			Emoticon		Board Projector
	Teacher writes the environment on the screen and elicit or explain the meaning. Ss write down as many words connected to the environment as they can in English. Elicit answers and write the words related to the environment on the board. Point to a couple of words and ask SS to explain what they mean and why they are important.			Ss write down as many words connected to the environment as they can in English. SS to explain what they mean and why they are important.				Internet Presentation Video and images
Main Activities	Ex.1 p.32. Matching task. Ex.2 p.32. Questionnaire. Ex.3 p.32. Gap filling. Ex.4 p.32. Induction of the rules from exercises and explication. Ex.5 p.32. Gist listening. True/false statements. Giving opinions, agreeing and disagreeing. Extra task. Writing practice.			Board Projector Internet Presentation Video and images Handouts with task CD 1.25		Formative assessment		Handouts with task CD 1.25
Ending the lesson	Giving the home task. WB p.22 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?			Feedback
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 26

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Reading: Our responsibility to platen Earth.

Learning objectives(s) that this lesson is contributing to

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

9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics

9.R9 recognise inconsistencies in argument in extended texts on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Recognize and use words related to the sustainability.

Synthesize information from the reading passage about sustainability.

Most learners will be able to:

Analize the text about sustainability.

Some learners will be able to:

Provide unprepared, coherent talk about our responsibility to planet Earth.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

The lesson greeting.

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

Teacher asks SS what they think it means. Elicit or explain that it means not doing anything that endangers the environment for future generations.

Ask SS to think of what sort of developments could cause problems for people in the future.

Elicit ideas and ask other SS if they agree.

Students respond to greeting

Emoticon

Comments

Handouts with task

CD 1.26

Main Activities

Ex.1 p.34. Building background knowledge.

Ex.2 p.34. Detailed reading.

Justifying True/False statements with reference to the text.

Ex.3 p.34. Matching words.

Ex.4 p.34. Expressing opinions (reacting to a text).

Elicit ideas and ask other SS if they agree.

Formative assessment

Internet

Presentation

Video and

Ending the lesson

Giving the hometask. WB p.26

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

Feedback

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 27

Term 2 Unit 3"Our planet"				School:
Date:				Teacher’s name:
Grade 9				Number present:		Number absent:
Theme of the lesson:				Language focus: First conditional.
Learning objectives(s) that this lesson is contributing to			9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.S2 ask complex questions to get information on a range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics
Lesson objectives			All learners will be able to:
			Construct the sentences using the first conditional with support.
			Most learners will be able to:
			Construct the sentences using the first conditional to talk about possible situations with minimal support.
			Some learners will be able to:
			Apply the first conditional to talk about a future situation and its consequences without support.
Plan
Planned timings	Teacher’s activities				Pupil’s activities		Marks		Resources
Beginning of the lesson Warming-up Whole class	Organization moment: 1.Greeting. 2. Organization moment. Teacher gives strings students to say warm words to each other.				Ss should continue saying good words, wishes to each other passing the string. Be happy Be healthy Save your family The aim: develop students speaking skills and helps to break down their shy habits. Efficiency:By passing the string Ss feel good atmosphere.		After doing the actions T tries to award active Ss.«The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”		Envelop with shapes
Beginning the lesson	Warm up. With books close, ask: What will happen if you look for Sealand on the map? Elicit the answer (You won't find it). Ask SS to translate it into their own language. Elicit or teach that it is a first conditional sentence. Ask: Does it refer to a present action, or a possible action in the future? (a possible action in the future).				Answer the teacher’s question		Emoticon comments		Presentation Video and images Handouts
Main Activities	Ex.1 p.35. Induction of the rules from examples and explication. Ex.2 p.35. Opening the brackets. Ex.3 p.35. Completion drill. Ex.4 p.35. Structure-based substitution. Extra task. Transformation exercise.				Answer the teacher’s question Make a sentence and write it		Formative assessment		Internet
End of the lesson. Reflection	“I know/want to know/knew” method. T gives cards. And explains the instructions.				Students complete the table what they know and want to know, knew. Aim:Ss define what they have learnt from today’s lesson. Efficiency: Helps to analyze about their understanding			Feedback: “I know/want to know/knew” method.	Cards
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 28

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Vocabulary and listening: Government policies.

Learning objectives(s) that this lesson is contributing to

9.C7 develop and sustain a consistent argument when speaking or writing

9.L2 understand most specific information in unsupported extended talk on a wide 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

Lesson objectives

All learners will be able to:

Recognize and use verbs for policies by imagining he/she was president of a country.

Identify the meaning of the conversation about imagining he/she was president.

Most learners will be able to:

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

Some learners will be able to:

Produce a clear, coherent talk about government policies.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning the lesson

The lesson greeting.

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

With books close, ask: Would you like to be the president of Kazakhstan? Why? Elicit some ideas.

Ask: What things would you change to help the environment? Why? Elicit some ideas. Don't worry at this stage if SS don't use the correct verb forms, but just concentrate on encouraging them to think of ideas.

Students respond to greeting

Emoticon

comments

Internet

Presentation

Main Activities

Ex.1 p.36. Conveying the meaning of the words provided.

Giving opinions, agreeing and disagreeing.

Ex.2 p.36. Listening for global information.

Ticking off items in a list.

Ex.3 p.36. Listening for specific information. Sentence completion.

Ex.4 p.36. Information transfer.

Ranking (priority) discussion.

Ss don't use the correct verb forms, but just concentrate on encouraging them to think of ideas.

Formative assessment

Video and images

Handouts with task

CD 1.2

Ending the lesson

Giving the hometask. WB p.24.

Self-assessment.

Plus	Minus	Interesting

If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson.

Feedback

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 29

Term 2 Unit 3"Our planet"		School:
Date:		Teacher’s name:
Grade 9		Number present:	Number absent:
Theme of the lesson:		Language focus: First and second conditionals.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Construct the sentences using second conditional to talk about imaginary situations with support. Identify the difference between first and second conditionals.
		Most learners will be able to:
		Construct the sentences using second conditional to talk about imaginary situations with minimal support.
		Some learners will be able to:
		Apply first and second conditionals to talk about what they would do in likely or unlikely situations without support.
Plan
Planned timings	Teacher’s activities			Pupil’s activities	Marks	Resources
Beginning of the lesson Whole class	Organization moment : 1.Greeting. 2. Organization moment. “Education tree” Teacher divides the tree in two parts. To the 1 part Ss should write what they know about new theme. And an another part they should write what they want to know.			Ss take the cards and writes how many character adjective they know. And to describe their friends write the characters that they want to know The aim: develop students thinking skills Efficiency: helps to know how many adjectives they know and motivate to know more	After writing T tries to answer all the questions and appreciate their work saying “well done”, “Excellent”.	Envelop with shapes
Beginning the lesson	Warm up. With books close, write on the board: If I was president, ... and elicit an ending to the sentence. Write the ending so that you have a complete sentence on the board. Ask SS to translate the sentence into their own language and elicit or teach that it is a second conditional sentences.				Emoticon comments	Internet Presentation
Main Activities	Ex.1 p.37. Deduction from the rules and exemplification. Ex.2 p.37. Multiple choice. Ex.3 p.37. Situation-response. Ex.4 p.37. Matching task. Ex.5 p.37. Structure-based substitution. Ex.6 p.37. Completion drill. Asking and answering questions. Extra task. Extension.			Ask SS to translate the sentence into their own language and elicit or that it is a second conditional sentences.	Formative assessment	Video and images Handouts with task
End of the lesson. Reflection Individual work:	“Memory game” method. Teacher gives Ss paper to check their memory. Who will write more than 10 that will get excellent smile.			Ss have to write all new words that they have learnt. Aim:To know how many Ss got the theme. Efficiency: Ss can remember the spelling of the adjective Differentiation:«Conclusion» method is used to finish the lesson.	Feedback: Smiles	Papers Smiles
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 30

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Speaking: Apologizing.

Learning objectives(s) that this lesson is contributing to

9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics

9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

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

9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Recognize and use key phrases for apologizing and expressing regrets.

Develop their listening skills in the context of apologizing and expressing regrets.

Demonstrate the ability to express past and present regrets with I wish using some support.

Most learners will be able to:

Create their own dialogues based on the given situations.

Some learners will be able to:

Perform situations practising apologizing without support.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

Warming-up

Whole class

3 мин.

Organization moment :

1.Greeting.

2. Organization moment.

Teacher shows students a lot of picture with different faces.

Ss looking at the picture describe their actions.

Ss says:

Sad

Happy

Ugly person

Angry

Etc.

The aim: recall adjectives to understand the new theme

Efficiency: remember better the meaning of the adjectives

Feedback:

T prays Ss using the method “Humburger”.

“wishes

Comments, wishes”.

White board

Pictures

Ask Ss in what kinds of situations they might apologize. Elicit examples and suggestions.

Briefly discuss a few of the scenarios that the SS suggest. Establish how we feel when we apologize, and why it is sometimes difficult to apologize. Elicit the concept of regret and teach the word.

Ss establish how they feel when they apologize, and why it is sometimes difficult to apologize. Elicit the concept of regret and teach the word.

Emoticon

Comments

Internet

Presentation

Main Activities

Ex.1 p.38. Picture description (guessing, speculating, interpreting).

Ex.2 p.38. Gist listening. Comprehension question.

Ticking off items.

Ex.4 p.38. Deduction from the rules and exemplification.

Ss are guessing, speculating, interpreting.

Gist listening. Comprehension question.

Ticking off items.

Formative assessment

Presentation

Video and images

Handouts with task

CD 1.28, 1.29

Ending the lesson

Giving the hometask. SB ex.6 p.38

Peer-assessment.

Rubric

Criteria

Fluency

Pronunciation and accent

Vocabulary

Grammar

Pair work (interaction)

5 excellent

Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent.

Pronunciation is excellent; good effort at accent

A wide range of well-chosen vocabulary

Accuracy & variety of grammatical structures

Actively supports, engages, listens and responds to the partner. Takes a leading role.

Good

Smooth and fluid speech; few hesitations; a slight

search for words; inaudible word or two.

Pronunciation is good; good effort at accent

Good range of relatively well-chosen vocabulary

Some errors in grammatical structures possibly caused by attempt to include a variety.

Makes an effort to interact with the partner but doesn't take a leading role.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 31

Term 2 Unit 3"Our planet"		School:
Date:		Teacher’s name:
Grade 9		Number present:	Number absent:
Theme of the lesson:		Writing: An opinion essay.
Learning objectives(s) that this lesson is contributing to		9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.UE6 use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Examine the general writing structure of an opinion essay. Recognize and use references, pronouns and key phrases for writing an opinion essay.
		Most learners will be able to:
		Express their ideas in writing an opinion essay with minimal support.
		Some learners will be able to:
		Express their ideas in writing an opinion essay without support.
Plan
Planned timings	Teacher’s activities			Pupil’s activities	Marks	Resources
Beginning of the lesson Whole class 5 мин.	Organization moment : 1.Greeting. 2. Organization moment. Teacher shows pictures Ss about qualities of people. Fun Kind Friendly Honest Helpful Loyal And asks them, which words describes them. Say only one word.			Ss repeat the qualities and choose one of them to describe themselves. The aim: explain them to respect each other by their good qualities Efficiency: Ss understand whatever is it, respect each other.	Feedback: “Smiles”	White board
	The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Focus on the photo. Ask: how old do you think this girl is? What is she doing? Elicit some ideas, and elicit or teach the word straw. Ask: At what age can you ride a scooter? Elicit the answer, then ask: Should the government stop people using them? Elicit a range of ideas.				Emoticon comments	Internet Presentation
Main Activities	Ex.1 p.39. Skimming. Questioning. Ex.2 p.39. Sorting exercise. Ex.3 p.39. Matching task. Ex.4 p.39. Writing guide. Questioning in groups. Sharing ideas. Structuring.			Ss are skimming. questioning, sorting exercise.		Video and images Handouts with task
End of the lesson. Reflection	Giving the hometask. WB p.27 “About me” method. T says them to say one sentence using like, doesn’t like, hate, love			Ss have to say about themselves choosing one of them. Aim:analyze their understanding using this method. Efficiency: Interest them to say about themselves	Feedback: “Two stars, one wish”	Whiteboard
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 32

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

My country: Our planet.

Learning objectives(s) that this lesson is contributing to

9.C9 use imagination to express thoughts, ideas, experiences and feelings

9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

9.UE12 use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Summarize information from the text about a journey through Betpak-Dala.

Recognize how adverbs modify adjectives and where adverbs are used in a sentence.

Identify adverb use in a text.

Most learners will be able to:

Analyze information from the text about a journey through Betpak-Dala and use it as a basis for discussion.

Some learners will be able to:

Plan, write and edit a diary describing the journey.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

Organization moment:

1.Greeting.

Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the letters

3 teams: 1.A 2. B 3. C

“I wish….” method helps to start the lesson with telling supporting words to each other.

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

Efficiency: By telling the wishes they show their appreciations .

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

CD player

Microphone

cards

Warm up.

Ask SS if they have visited the area between Lake Balkhash and the Sarysu River. What did they see and do there?

Ask the whole class what they know about the area and what they think it is like and what wildlife you can see there.

Emoticon

comments

Internet

Presentation

Pre-learning

«Brainstorming» method

Team work

T writes the word: Geography and asks Ss to tell all the association connected with this word.

In differentiation part

Using «Question time» T asks different general questions connected to the theme.

After that T introduces the aim and theme of the lesson.

Ss look at the word and try to share ideas.

Aim: Revise the vocabulary knowledge. Find out how much do they remember.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-remember simple words

- can make sentence

- know vocabulary

Total: 1point

Praise Ss who has more cards and could name the cards.

Whiteboard

Cards

Student’s book

Main Activities

Ex.1 p.40. Building background knowledge.

Ex.2 p. 40. Detailed reading.

Table completion.

Ex.3 p. 40. Recognizing language structures.

Ex.5 p. 40. Sequencing words.

Ex.6 p. 40. Writing practice. Creative exercise.

Answer the teacher’s question

Make a sentence and write it

Writing practice. Creative exercise

Formative assessment

Video and images

Handouts with task

CD 1.30

End of the lesson.

Reflection

Individual work:

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Speak on the theme “Sport”,

-can identify types of sport

-describe sport - 2points.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Pupils Book Poster: Success Ladder.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 33

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			CLIL: Ecology: Solving an ecology problem.
Learning objectives(s) that this lesson is contributing to		9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.R4 read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
Lesson objectives		All learners will be able to:
		Develop their reading skills in the context of recycling.
		Most learners will be able to:
		Express their ideas about recycling situation in a city.
		Some learners will be able to:
		Present a solution to a rubbish problem.
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. With books closed, ask: Is there anything you would like to change about your school? Elicit some ideas and then ask: What can you do to make your school change? Ask: Do you think SS should have more power to make changes in their school? Elicit some ideas, and encourage SS to join in and express their opinions.			Students respond to greeting Ss to join in and express their opinions.		Emoticon comments	Internet Presentation
Main Activities	Ex.1 p.41. Brainstorming the topic. Sorting exercise. Ex.2 p.41. Questions for personal response. Detailed reading. Checking comprehension. Ex.3 p.41. Questions about the topic to discuss. Ex.4 p.41. Problem-solving discussion.			Ss brainstorming the topic. Sorting exercise. Questions for personal response. Detailed reading.		Formative assessment	Video and images Handouts with task CD 1.31
Ending the lesson	Giving the hometask. WB p.28 Self-assessment. 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.					Descriptor: Speak on the theme “Countryside”, -can identify types of key words -can share idea - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!	Feedback
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 35

Term 2 Unit 3"Our planet"		School:
Date:		Teacher’s name:
Grade 9		Number present:	Number absent:
Theme of the lesson:		Review. Unit 3.
Learning objectives(s) that this lesson is contributing to		9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics
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 environment with sure.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy.
Plan
Planned timings	Teacher’s activities			Pupil’s activities	Marks		Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.			Students respond to greeting	Emoticon comments		Internet Presentation
Main Activities	Ex.1 p.42. Substitution drill. Ex.2 p.42. Matching task. Ex.3 p.42. Sequencing words. Ex.4 p.42. Opening the brackets. Ex.5 p.42. Paraphrasing. Ex.6 p.42. Filling in the blanks. Ex.7 p.42. Focus listening. Justifying true/false statements with reference to the text.			Answer the teacher’s question Make a sentence and write it	Formative assessment		Video and images Handouts with task CD 1.32
Ending the lesson	Giving the hometask. SB p.43 Peer-assessment. Two stars and a wish. You did a really good job on… I really like how you… My favorite part was when… I think the best thing about it is… Maybe you could… I also think you might want to… I wish you would have… It would also be great if…			Descriptor: Speak on the theme “Countryside”, -can identify types of key words -can share idea - 2points. Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Feedback
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 36

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Project: A community project.

Learning objectives(s) that this lesson is contributing to

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics

9.W1 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:

Plan, write and edit a community project with support.

Most learners will be able to:

Plan, write and edit a community project with minimal support.

Some learners will be able to:

Plan, write and edit a community project without support.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

Warming-up

Team work

Organization moment:

1.Greeting.

Ask about the weather. Stick sightseeing cards at the back of the chair for each S and ask them to divide according to the number

Dividing into groups

«Picture sort»

Ask SS if they know of any community projects near where they live.

Ask them what the projects do and if they know of what they have achieved.

Increasing students` psychological motivation.

T: Stand in a circle. The first student says the phrase «I believe you can….. » to the second student and the second student says, «Yes, I can» and this continues in the chain circle.

S1: I believe you can do the best in this lesson.

S2: Yes, I can! I believe you can answer all the teacher`s questions..

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

Efficiency: By telling the wishes they show their appreciations .

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

CD player

Microphone

cards

Emoticon

comments

Internet

Presentation

Pre-learning

«Brainstorming» method

Team work

5 min.

T asks make sentences with key phrases from previous lesson «Catch the Ball» method used by T to make Ss to revise vocabulary

In differentiation part «Think and share» method was used to check up student’s vocabulary knowledge.

After that T introduces the aim and theme of the lesson.

Ss catch the ball and make up different sentences.

Aim: Revise the previous lessons material. Find out how much do they remember.

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-identify the card

- can make sentence

- know vocabulary of previous lesson.

Total: 1point

Praise Ss who has more cards and could name the cards.

Whiteboard

Cards

Student’s book

Main Activities

Ex.1 p.43. Prediction based on the slogan, pictures.

Ex.2 p.43. Skimming.

Matching headings with sections.

Ex.3 p.43. Brainstorming.

Generating ideas.

Illustration.

Giving presentation.

Feedback on the project.

Ss matching headings with sections.

Generating ideas.

Illustration

Video and images

Handouts with task

End of the lesson.

Reflection

Individual work:

5 min.

The Ladder method was used as a reflection. T asks Ss to stick their stickers to the Success Ladder.

Ss use their stickers to show their knowledge according to the lesson

Green- I understood

Yellow-I have some questions

Red-I need a help.

Aim: To know how many Ss got the theme.

Efficiency:

Ss can use colors to show how much do they remember.

Differentiation: «Conclusion» method is used to finish the lesson.

Descriptor:

Use key phrases effectively.

-know all the materials from unit 3

-can use vocabulary and grammar connected with unit 3. - 2points.

Ss evaluate each other and encourage classmate with phrases like:

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

Whiteboard

Student’s book Poster: Success Ladder.

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 37

Term 2

Unit 4 "Charities and conflict"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Morals.

Learning objectives(s) that this lesson is contributing to

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

9.UE5 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics

9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Recognize and use phrases to do with honesty and morals.

Do a questionnaire on rights and wrongs.

Produce sentences making requests with support.

Most learners will be able to:

Produce sentences making requests with minimal support.

Some learners will be able to:

Demonstrate the ability to request something and report someone's request with fluency.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

Warming-up

Team work

Organization moment:

1.Greeting.

Ask about the weather.

Divide class into two teams: 1. Customers. 2.Travel agents

T asks Ss to sit as a team

Dividing into groups

«Random sort»

What things is it wrong to do? Elicit some answers, e.g. stealing, murder, etc.

Put SS give them two minutes to write down as many things as they can that are wrong. Encourage them to think about small things that we do every day, as well as actual crimes.

Increasing students` psychological motivation.

T: Stand in a circle. The first student says the phrase «I wish you….. » to the second student and the second student says, «Thanks» and this continues in the chain circle.

S1: I believe you can do the best in this lesson.

S2: Yes, I can! I believe you can answer all the teacher`s questions..

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

Efficiency: By telling the wishes they show their appreciations .

At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

CD player

Microphone

cards

Emoticon

comments

Internet

Presentation

Pre-learning

«Brainstorming» method

Team work

5 min.

T writes on the board three words

T asks Ss to find the definition of the given verbs.

In differentiation part «Make prediction» method was used to check up student’s vocabulary knowledge and speaking .

After that T introduces the aim and theme of the lesson.

Ss write down new words.

Practice the pronunciation

Look for the definition in the dictionary.

Use their dictionaries or gadgets.

Aim: Develop Ss critical thinking. Create team work atmosphere

Efficiency: Ss refresh their mind before starting new theme.

Descriptor:

-pronounce correctly

- can work with dictionary

- find the definition of the word

Total: 1point

Praise Ss who has more cards and could name the cards.

Whiteboard

Cards

Student’s book

Main Activities

Ex.1 p.44. Filling in the blanks. Checking students' answers.

Ex.2 p.44. Asking and answering questions.

Ex.3 p.44. Guided reading. Situation-response.

Ex.5 p.44. Multiple choice.

Ex.6 p.44. Transformation exercise.

Listening comprehension. Activating language.

Filling in the blanks.

Formative assessment

Video and images

Handouts with task

CD 2.01, 2.02

Ending the lesson

Giving the hometask. WB p.30

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

Descriptor:

Use key phrases effectively.

-can work with text

-can read dialogue with intonation - 2points.

Ss evaluate each other and encourage classmate with phrases like:

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

Feedback

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 38

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Charities.
Learning objectives(s) that this lesson is contributing to		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 9.R2 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:
		Comprehend the text about a charity. Recognize and use collocations with make and do.
		Most learners will be able to:
		Interpret a text about a charity and use it as a basis for discussion.
		Some learners will be able to:
		Express their opinions on being honest with fluency building extended sentences.
Plan
Planned timings	Teacher’s activities			Pupil’s activities			Marks	Resources
Beginning of the lesson Warming-up Team work	Organization moment: 1.Greeting. Ask about the weather. T distribute flags of two countries randomly. Divide class into three teams: 1. First, 2. Second and 3. Third T asks Ss to sit as a team Dividing into groups «Number sort» With books closed elicit what charities do. (Give help usually to people, animals or the environment). Ask SS what charities they know and what those charities do. Ask SS which charities they think are best.			Increasing students` psychological motivation. T: Stand in a circle. The first student says the phrase «I wish you….. » to the second student and the second student says, «Thanks» and this continues in the chain circle. S1: I believe you can do the best in this lesson. S2: Yes, I can! I believe you can answer all the teacher`s questions. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . Ss answer charities they think are best.			At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” Emoticon comments	CD player Microphone cards Internet Presentation

Pre-learning «Brainstorming» method Team work	T writes the quotation on the board and asks Ss opinion. “East or west home is best” In differentiation part «In my opinion……» method was used to check up student’s vocabulary knowledge and speaking After that T introduces the aim and theme of the lesson.			Ss read the quotation. Share with their idea. Aim: make them involved to the lesson. Efficiency: Ss refresh their mind before starting new theme.			Descriptor: -understand the meaning of the quotation -can share their thoughts Total: 1point Praise Ss who has more cards and could name the cards.	Whiteboard Cards Student’s book
Main Activities	Ex.1 p.46. Predicting based on the title, pictures. Gist reading. Ex.2 p.46. Detailed reading. Completing gapped text with sentences. Ex.3 p.46. Substitution drill. Ex.4 p.46. Blank-filling.			Ss completing gapped text with sentences.			Formative assessment	Video and images Handouts with task CD 2.03
End of the lesson. Reflection Individual work: 5 min.	Self-assessment. “Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions.			Ss evaluate each other and encourage classmate with phrases like: Well done! Brilliant! Good job! I like it!		Feedback		.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 39

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Reported speech: tense changes.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Comprehend tense changes in reported speech. Demonstrate the ability to transport direct speech to reported speech with support.
		Most learners will be able to:
		Demonstrate the ability to transport direct speech to reported speech with minimal support.
		Some learners will be able to:
		Demonstrate the ability to transport direct speech to reported speech without support.
Plan
Planned timings	Teacher’s activities			Pupil’s activities			Marks	Resources
Beginning of the lesson Whole class 8 мин.	Organization moment : 1.Greeting. 2. Organization moment. Dividing into 3 groups by professions. An ecologist, a farmer, a geologist. Warm up. Stay in a circle. Name a virtual place on the Earth where you would like to be (the mountain, the forest, the sea….) Who chose the mountain – they are group “geologist”. Who chose the sea – they are group “ecologist”. Who chose the forest – they are group “farmer”. Ask SS to think again about the text about a charity. Ask SS how some of the injured soldier mentioned in the text felt about the games.			First Ss will choose the cards then open the cards. After teacher’s instruction they will sit places where teacher prepared. The aim: make them to imagine where they want to go. Efficiency: this method is quicker way to divide in groups.			Feedback: “The praise” method is used to motivate Ss. “Well done, very well” Emoticon comments	Cards with group names.. Internet Presentation

Main Activities	Ex.1 p.47. Induction of the rules from examples and explication. Ex.2 p.47. Blank-filling. Ex.3 p.47. Transformation exercise. Ex.4 p.47. Situation-response. Extra task. Individual sentences.			.Ss Induction of the rules from examples and explication.		Formative assessment		Video and images Handouts with task
End of the lesson. Reflection	Giving the hometask. WB p.31. T hung up the definition of new words, Ss should find the word.			Ss work in pairs. Try to find the words. Aim: develop their memory skills Efficiency: Ss revise the words and learn their descriptions		Feedback: “Thumbs up, down” method		Papers Cards
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 40

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Reporting verbs.
Learning objectives(s) that this lesson is contributing to		9.C6 organise and present information clearly to others 9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use reporting verbs. Develop their listening and reading skills in the context of famous protests.
		Most learners will be able to:
		Interpret information from a radio programme about famous protests and use it as the basis for discussion.
		Some learners will be able to:
		Produce a clear, coherent talk about protests.
Plan
Planned timings	Teacher’s activities			Pupil’s activities				Marks		Resources
Beginning of the lesson Group work	Organization moment : 1.Greeting. 2. Organization moment. Teacher shows a lot of fun professions on board. And prepared a special costume to play a role. Clown Circus actor Santa clause First teacher counts to 5. Who is 5, that person will play a role clown. So on. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Focus on the photo and elicit that it shows a demonstration. Ask SS to look carefully and say what the people are protesting against. Elicit a range of ideas.			After playing the game Ss will share their impressions how do they feel themselves. The aim: develop Ss ideas and creative. Efficiency: act out method helps them to be proud about their parents profession. Ss will understand that to be a professional they must study a lot.				Feedback: “The praise” method is used to motivate Ss. “Well done, very well” Emoticon Formative assessment		White board Internet Presentation

Main Activities	Ex.1 p.48. Matching words. Ex.2 p.48. Conveying the meaning. Multiple choice. Ex.3 p.48. Structure based substitution. Ex.5 p.48. Gist listening. Judging whether some statements about the listening text are true or false. Ex.6 p.48. Information search. Giving presentations.			Ss match words in right place Ss listen to CD 2.04 Answers the question			comments		Video and images Handouts with task CD 2.04, 2.05
End of the lesson. Reflection 4 min.	Teacher use the T/F quiz test to reflect the lesson. Ss swap quizzes with another group and do the quiz.			Ss do the quiz and after finishing evaluate another group. Aim: develop thinking skills Efficiency: Learn evaluate each other.		Feedback: “self assessment” Method Thumbs up, thumbs down			Papers Cards
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 41

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Reported and indirect questions.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE5 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Identify the difference between reported and indirect questions. Construct reported questions with support.
		Most learners will be able to:
		Construct reported questions with minimal support.
		Some learners will be able to:
		Construct reported questions without support.
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson Elicit some examples of direct speech, and ask different SS to change the direct sentences into reported speech. Elicit the rules for reported speech. If necessary prompt SS by asking about tenses, and any other changes (pronouns).			Students respond to greeting Ss answer the questions		Formative assessment is held through observation/monitoring. Emoticon	Internet Presentation
Main Activities	Ex.1 p.49. Induction of the rules from examples and explication. Ex.2 p.49. Multiple choice. Ex.5 p.49. Deduction from the rules and exemplification. Ex.6 p.49. Asking and answering questions. .			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas		Formative assessment is held through observation/monitoring. Comments	Video and images Handouts with task
End of the lesson. Reflection 3 min.	Teacher puts cards with a blue apples, yellow apples and red apples. Ss have to choose one of them and stick to the tree.			Ss choose the apples and stick to the tree Aim: develop self assessment skills Efficiency: Easy way to define Ss understanding the theme.		Tree assessment Blue apple – I learned a lot today Yellow apple – I like/ I don’t like Red apple – I still have questions	Papers Cards
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 42

Term 2 Unit 4 "Charities and conflict"		School:
Date:		Teacher’s name:
Grade 9		Number present:	Number absent:
Theme of the lesson:		Speaking: Explaining and clarifying situations.
Learning objectives(s) that this lesson is contributing to		9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
Lesson objectives		All learners will be able to:
		Develop their listening skills in the context of someone explains and clarifies a situation. Recognize key phrases for explaining and clarifying a situation.
		Most learners will be able to:
		Create their own dialogues based on the given situations.
		Some learners will be able to:
		Perform situations explaining and clarifying a situation without support.
Plan
Planned timings	Teacher’s activities				Pupil’s activities	Marks	Resources
Beginning of the lesson Individual work	Organization moment : 1.Greeting. 2. Organization moment. Listen and repeat. Look at the pictures. Can you describe jobs by their qualities? Use these words: Friendly Brave Enthusiastic Hardworking Fit Careful Polite Calm Patient Creative				Ss listen and repeat the qualities and give examples. The aim: know the jobs characteristics describing them Efficiency can improve vocabulary mastery of the students .	Feedback: “The Praise” method is used to motivate Ss. “Very good’ “Very well”
	The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Ask SS if they have ever been found out for giving an excuse when they couldn't do something, for example said they are going to their grandparents' house, only for someone to see them at a party. Ask them why they made the excuse in the first place. Was it because they didn't want to do something or was it because their plans changed?				Ss answer the questions	Formative assessment is held through observation/monitoring. Emoticon	Internet Presentation
Main Activities	Ex.1 p.50. Guessing, speculating, interpreting pictures. Ex.2 p.50. Gist listening. Comprehension questions. Ex.3 p.50. Ticking off items. Guided role play. Ex.4 p.50. Practise structures. Substitution drill. Guided role-play. Giving the hometask. SB p.50 ex.5				Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas	Formative assessment is held through observation/monitoring. Comments	Video and images Handouts with task CD 2.06, 2.0
End of the lesson. Reflection 1 min.	Teacher puts cards with a blue apples, yellow apples and red apples. Ss have to choose one of them and stick to the tree.			Ss choose the apples and stick to the tree Aim: develop self assessment skills Efficiency: Easy way to define Ss understanding the theme.		Tree assessment Blue apple – I learned a lot today Yellow apple – I like/ I don’t like Red apple – I still have questions		Papers Cards
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 43

Term 2 Unit 4 "Charities and conflict"		School:
Date:		Teacher’s name:
Grade 9		Number present:	Number absent:
Theme of the lesson:		Writing: A narrative.
Learning objectives(s) that this lesson is contributing to		9.R1 understand the main points in extended texts on a range of unfamiliar 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 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.W9 punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy
Lesson objectives		All learners will be able to:
		Comprehend the general writing structure of a model text. Recognize and use key phrases for writing a narrative. Demonstrate the correct use of punctuation in dialogues.
		Most learners will be able to:
		Write a narrative with dialogue using writing guide.
		Some learners will be able to:
		Express their ideas in writing a narrative with dialogue without support.
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Focus on the photo and the title of the text. Ask: What has happened? How do you think it happened? Who do you think did it? Elicit a range of ideas. Ask: Do you think the people who did this will admit it? Why? Elicit some answers, but don't confirm or reject any yet.			Students respond to greeting Ss answer the questions		Formative assessment is held through observation/monitoring. Emoticon	Internet Presentation
Middle of the lesson Group work “Jigsaw”	Listen, read and check. Ex 2. Teacher divides students into 2 groups. 1 group: beginner 2 group: the end “1.2 count” method Teacher cuts the topic in 2 parts. For group “Beginners” gives the 1 part. The group “ The end” gives the 2 part. They read the text and present to class. Group “end” will ask question. Then swap roles.			Each group read and present to class and make questions, answer the questions. The aim: increase the time and improve speaking skills Efficiency: chance to catch all information in a short time. Differentiation: This method helps weak Ss to understand the whole text in a short time. Stronger Ss discuss and make questions. And analyze the text.		Descriptor: -read the text -answer the questions Total: 1point	Pupil’s book
Main Activities	Ex.2 p.51. Sequencing. Ex.3 p.51. Transformation exercise. Ex.4 p.51. Writing guide. Questioning in groups. Sharing ideas. Structuring. Observe learners when participating in use of English activities. Set the SS in pairs and give them the charts about use of English activities. -Each partner has a different part of the chart. - The SS tries to ask some simple questions in simple present tense to fill the chart to the pairs. - Pairs fill the chart and check their answers. - T monitors the class.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas Ss work in pairs. Fill the chart to the pairs. And check their answers.		Formative assessment is held through observation/monitoring. Comments Feedback: “Thumbs up” “Thumbs down”	Video and images Handouts with task Cards

End of the lesson. Reflection	Teacher at the end of lesson asks Ss do they understand the lesson? Ss show their fingers. And teacher knows their level of understanding.			Ss show their fingers. Aim: teach to assess themselves. Efficiency: students will really assess themselves	Feedback: “Five fingers” thumb- It was meaningful and interesting for Ss… Index finger – Today I have realized … Middle finger – It was difficult for me to … Ring finger – my assessment is … because … Little finger – I would like to know …		White board
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 45

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			My country: Charities and conflict.
Learning objectives(s) that this lesson is contributing to		9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE15 use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use phrases to talk about why you do something. Comprehend verb patterns verb + (object) + infinitive with to. Develop their reading skills in the context of a blog post about charity work.
		Most learners will be able to:
		Synthesize the information from a blog post about charity work and use it as the basis for discussion.
		Some learners will be able to:
		Talk with fluency about which charity to donate money to.
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks		Resources
Beginning of the lesson Warn up	Organization moment : 1.Greeting. 2. Organization moment. “Body to body” method Ss stand in a circle. Count from 1 to 7. Number 1. They are one pair. Number 2. They are one pair. So on First T explain the instruction. Ss should follow the instruction			Ss play following the instruction. Head to head Ears to ears The aim: fairness way to divide Ss and give good atmosphere to work. Efficiency: energizes Ss to begin the lesson with good mood.		Feedback: “The praise” method is used to motivate Ss. “Very good’ “Very well” “Good job” “Excellent”		Cards White board
	The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Ask them to think about a particular type of charity. For example, for a medical charity, someone might want to help people who are in great difficulty. If they work a s as doctor or nurse, they would need medical training and the ability to work in difficult situations.			Ss answer the questions		Formative assessment is held through observation/monitoring. Emoticon		Internet Presentation
Pre-learning Pair work “Predicting’	Look at the picture and the headings. Teacher shows a lot of pictures on the board. After 2 min teacher shows them correct answer. A teacher says to work on their mistakes.			Ss say and discuss in class. After watching the answer they work on mistakes. The aim Discussion is a very common phenomenon both in everyday life settings and in the more formal or regulated contexts of, for instance, classrooms. In order to establish what distinguishes discussion from other forms of verbal interaction, it is useful to look into the pragmatics of discussion. Efficiency: A common motive to start a discussion is because we disagree with our interlocutor. Discussion method helps to make a correct decision.		Feedback: “I noticed” Make an effort to notice a student’s behavior or effort at a task.	White board Cards
Main Activities	Ex.1 p.52. Building background knowledge. Ex.2 p.52. Detailed reading. Comprehension questions. Ex.3 p.52. Induction of the rules from examples and explication. Ex.4 p.52. Recognition exercise. Ex.5 p.52. Opening the brackets. Ex.6 p.52. Improvising a conversation.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas		Formative assessment is held through observation/monitoring. Comments	Video and images Handouts with task
Ending the lesson	Giving the hometask. SB p.52 ex.6 Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.			Aim: teach to assess themselves. Efficiency: students will really assess themselves		Feedback
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 47

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			CLIL: History: The Berlin Wall.
Learning objectives(s) that this lesson is contributing to		9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 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
Lesson objectives		All learners will be able to:
		Develop their reading and listening skills in the context of people talking about their personal experiences of the Berlin Wall.
		Most learners will be able to:
		Synthesize the information about the Berlin Wall and use it as the basis for discussion.
		Some learners will be able to:
		Express with fluency their ideas about life with a dividing wall in KZ.
Plan
Planned timings	Teacher’s activities			Pupil’s activities		Marks	Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo on p.53 and elicit that it shows the Berlin Wall. Ask SS what they know about the Berlin Wall. Point out or elicit that the photo is from the fall of the wall. Elicit facts that SS know and then ask: What do you think life was like for people when the wall was there? How do you think people felt when the wall came down? Elicit some ideas and encourage SS to express their opinions.			Students respond to greeting Ss answer the questions		Formative assessment is held through observation/monitoring. Emoticon	Internet Presentation
Main Activities	Ex.1 p.53. Conveying the meaning of new words through definitions. Blank-filling. Ex.2 p.53. Gist reading. Ex.3 p.53. Detailed reading. Comprehension questions. Ex.4 p.53. Focus listening. Identifying situations and people. Ex.5 p.53. Expressing opinion (reacting to a text).			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas		Formative assessment is held through observation/monitoring. Comments	Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.36 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.			Feedback Feedback
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Short term plan 48

Term 2 Unit 4 "Charities and conflict"		School:
Date:		Teacher’s name:
Grade 9		Number present:	Number absent:
Theme of the lesson:		Review. Unit 4. Skills round-up.
Learning objectives(s) that this lesson is contributing to		9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
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 charities and conflict in dialogues with sure. Create their own dialogues based on the given situations.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy. Provide unprepared speech talking about charities and conflict.
Plan
Planned timings	Teacher’s activities			Pupil’s activities	Marks	Resources
Beginning the lesson	Organization moment: 1.Greeting. Ask about the weather. Divide class into three teams: 1.Team A, 2.Team B and 3.Team c T asks Ss to sit as a team Dividing into groups «Random sort» Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.			Increasing students` psychological motivation. T: Stand in a circle. The first student says the phrase «I wish you….. » to the second student and the second student says, «Thanks» and this continues in the chain circle. S1: I believe you can do the best in this lesson. S2: Yes, I can! I believe you can answer all the teacher`s questions.. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . Answer the questions	At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!” Comments	Internet CD
Main Activities	Ex.2 p.54. Blank-filling. Ex.3 p.54. Multiple choice. Ex.1 p.55. Talking about pictures related to the topic. Ex.2 p.55. Gist listening. Comprehension questions. .			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas	Formative assessment is held through observation/monitoring. Comments	Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.37 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...				Aim: teach to assess themselves. Efficiency: students will really assess themselves	Feedback
End 1min		Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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