Hobbies and qualities

Материал туралы қысқаша түсінік

Ашық сабақ

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

LESSON 1			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Hobbies and qualities
Learning objectives		9.C8 develop intercultural awareness through reading and discussion 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		Recognize and use vocabulary to do with humour. Identify the meaning of the text about the British sense of humour. Prepare and perform a comedy sketch. Express their ideas about sense of humour in KZ building extended sentences.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 15 min	Org. moment GREETING LEARNERS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Teacher writes free time on the board. Students say one true sentence about their free-time activities, e.g., I read a lot in my free time or, In my free time, and I watch films on DVD. Teacher writes the name of the activity on the board: reading or films or whatever you said. Teacher asks: Who else likes reading/films? Teacher adds two or three more simple names of popular activities which she\he thinks some of your students may like: football, walking, dancing, and drawing. Teacher for each of them asks: Who likes...? Then add the word activities (and the hyphen in free time) to the board to complete the title of the lesson: free-time time activities. Students say: Today we are going to talk about free-time activities.			Greeting Learners answer		Verbal evaluation
Middle 25 min	Ex.1 p.17. Presenting new words. Definition. Activating vocabulary. Text completion. Ex.2 p.17. Focus listening. Ex.3 p.17. Answering questions. Ex.4 p.17. Discussion task (expressing opinion). Ex.5 p.17. Role-play. WRITING Describe a famous sport in Kazakhstan. Write 150-180 words. Think about these questions before you write. What sport it is Is it well developed in your country Who play this sport Why this sport is the most popular sport in your country			Learners follow the instructions Learners describe a famous sport in Kazakhstan		Mutual avaluation Individual avaluation	Board Projector Internet Presentation Video and images Handouts with task CD 1.13
End 5 min	REFLECTION At the end of the lesson, students reflect on: - what they learned - what remained unclear for them - what they need to continue working on by the "Traffic lights" Hometask: WB p.12 Saying goodbye					Self-assessment

LESSON 2			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		What are popular hobbies in Kazakhstan? Entering Test
Learning objectives		9.2.2.1- understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics;
Lesson objectives		explore the meanings of ‘hobbies’ and ‘free time activities’ identify specific points while listening make deductions about the topic of the lesson
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Org. moment GREETING LEARNERS Teacher introduces lesson objectives and assessment criteria. Teacher checks home task from the previous lesson Warm up. With books closed, ask SS what makes them laugh. Elicit ideas about films, books, TV programmes, etc. and encourage SS to express their opinions. Ask SS if they know the character Mr. Bean. Ask: Do you find him funny?			Greeting Learners answer			PPP
Middle 15 min	Pre-Listening: Vocabulary Students are given the handouts where they should match words to photos. Teacher encourages them to compare answers in pairs before checking as a class. Teacher plays the recording once for students to listen and check their answers, then a second time, pausing after each item and asking students to repeat. Teacher pays attention especially to the pronunciation of computer games (stress on pu and the whole phrase pronounced as one word), fashion (reduced vowel in final syllable) and photography (stress on to and two reduced vowel s, in first and penultimate syllable). Teacher provides peer assessment. Listening Teacher tells students they are going to hear four teenagers talking about their interests and favorite free-time activities. Teacher plays the recording once without stopping and provides peer assessment. Post-Listening Students are given the HO with the post-listening exercise. Teacher allows a minute or two for students to read the exercise and see how many answers they can recall without listening again. Teacher plays the recording once without stopping and check whether most students have all the answers. With a weaker class. Play it one more time. Pausing after each bit of information relevant to the task. Teacher provides peer assessment.			Learners look up any unknown words in their dictionaries. Learners complete the task Learners answer the questions		Verbal evaluation Individual avaluation Mutual avaluation	PPP
Entering Test 20 min	Teacher explain the tasks and criterias.			Learners do the tasks		Individual avaluation	Workseets
End 5 min	REFLECTION Learners stand in a circle, they are given a ball to throw it to each other and share their opinions about today’s lesson. Hometask: to learn new vocabulary Saying goodbye					Self-assessment

LESSON 3

Unit 1: Hobbies and qualities

Teacher name: Rogova V.V.

School: Stavropolka Secondary School

Date:

Grade: 9

Number present:

Number absent:

Theme of the lesson:

What are popular hobbies in Kazakhstan?

Learning objectives

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

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

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

9.UE14 use an increased variety of prepositions before nouns and adjectives use a growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar general and curricular topics

Lesson objectives

Make an argument and evolve reasoning while speaking.

Identify particular information and details in reading passage.

Find claim, reasons and evidence in the text to recognise inconsistencies in argument.

Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Org. moment

GREETING LEARNERS

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

Warm up.

1/ Describe the given picture.

2/ What is the message conveyed by it?

Greeting

Learners do the task

Verbal evaluation

Middle

35 min

Task. With books closed, ask SS if they have seen photographs of their parents and grandparents when they were young.

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

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

Ex.1 p.10. Prediction based on the vocabulary.

Detailed reading.

Comparing.

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

Ex.3 p.10. Gap-filling.

Ex.4 p.10. Sentence completion.

Ex.5 p.10. Class discussion.

Learners answer

Learners follow the instructions

Mutual avaluation

Individual avaluation

Board

Projector

Internet

Video and images

Handouts with task

CD 1.06

End

5 min

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

Hometask: WB p.10

Saying goodbye

Self-assessment

LESSON 4			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Have hobbies changed over the years?
Learning objectives		9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.3.3.1 explain and justify their own point of view on a range of general and curricular topics
Lesson objectives		develop reading skills through understanding detailed information in the context of hobbies and personality traits practise speaking skills through giving explanation on their own viewpoints
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Org. moment GREETING LEARNERS Warm up Students answer the given question: - What are the top hobbies that make you smarter? Watching a video, they check themselves. They guess a topic of the lesson. Teacher introduces the lesson objectives.			Greeting Learners answer			PPT (slides 1-3) https://www.youtube.com/watch?v=iEGtAGXsqPQ
Middle 35 min	Lead –in In small groups of three, students answer the following questions: Why do people have different hobbies? Why do some people have strange ones? Why would someone collect stamps or watch movies? What does someone’s hobby say about a person? Some students are asked to share with their thoughts. Vocabulary While looking at images of various hobbies, students should discuss and write personality traits that are related to each of them. Reading Students read the passages and write the names of hobbies. Afterwards they discuss their answers with their peers. They are allowed to use their dictionaries to find out the meaning of unknown words. The answers are checked with the whole class. Differentiation by support: Stronger students support others by discussing possible answers of each question. Speaking Students are divided in small groups where they give their own conclusion on what their hobbies are and what they say about them.			Learners answer the questions Learners discuss Learners read the passages and write the names of hobbies		Mutual avaluation Verbal evaluation Individual avaluation	PPT (slide 4) PPT (slides 5-15) PPT (slide 16) Handout 1 PPT (slide 17)
End 5 min	Reflection 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. Hometask: WB ex.4-5 p.7 Saying goodbye					Self-assessment	PPT (slide 18)

LESSON 5			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Looking at qualities in people
Learning objectives		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.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics
Lesson objectives		Identify facts and details in extended talks with little support. Demonstrate the ability to participate in a conversation. Apply some abstract nouns and complex noun phrases in the context
Plan
Planned timings	Planned activities			Learners’ activities			Evaluation	Resources
Begining 5 min	Org. moment GREETING LEARNERS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Write make, do, collect and write on the board as headings. With books closed, SS work in pairs and brainstorm words you use with each.			Greeting Learners do the task			Verbal evaluation
Middle 35 min	Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss' understanding. To present vocabulary for hobbies Go through the list of words and explain/elicit the meanings of any unknown words. Then ask Ss to read the phrases a-e and look at the pictures and complete the task. Expressing preferences Ask Ss to talk in pairs about which of the activities in Ex. 1 they like/don't like doing and why, using the phrases provided. Monitor the activity around the class and then ask some Ss to share their answers with the class. About hobbies Explain the task and read out the adjectives and explain/elicit the meanings of any unknown words. Ask Ss to ask and answer in pairs following the example. Then ask some pairs to share their answers with the class. To consolidate new vocabulary Give Ss time to complete the task and check their answers in their dictionaries. Elicit answers from Ss around the class. Explain the task. Tell Ss to think about where they were during the accident/why they were there, etc. (e.g. Bethany's friend - surfing with her - a teenager who was at the beach with his/her family, etc) Ss prepare their answers. Ask various Ss around the class to describe their experience.			Learners do the task Learners read the phrases a-e and look at the pictures and complete the task Learners share their answers with the class Learners complete the task and check their answers in their dictionaries			Individual avaluation Mutual avaluation
End 5 min	Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. Hometask: WB p.8. Saying goodbye					Self-assessment

LESSON 6			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Looking at qualities in people
Learning objectives		9.L1 understand with little or no support the main points in 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 range of general topics, and some curricular topics.
Lesson objectives		Identify the main idea in extended talk. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Plan
Planned timings	Planned activities			Learners’ activities			Evaluation	Resources
Begining 5 min	Org. moment GREETING LEARNERS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS what important days they can remember from the past. Elicit some answers, e.g. the first day at a new school, a holiday, New Year, etc. Ask SS to describe what they remember and how they felt.			Learners describe what they remember and how they felt.			Verbal evaluation
Middle 35 min	Read the text about Collecting. Collecting is a new kind of hobby Task 1. Complete the sentences below. Choose *ONE WORD ONLY* from the passage for each answer. 1 The writer mentions collecting as an example of collecting in order to make money. Answer: antiques 2 Collectors may get a feeling of from buying and selling items. Answer: triumph 3 Collectors’ clubs provide opportunities to share Answer: information 4 Collectors’ clubs offer with people who have similar interests. Answer: contact 5 Collecting sometimes involves a life-long for a special item. Answer: hunt/desire 6 Searching for something particular may prevent people from feeling their life is completely Answer: aimless/empty 7 Stamp collecting may be because it provides facts about different countries. Answer: educational Task 2. Mark the sentences. True or false. 8. Sixteenth century European dolls were normally made of wax and porcelain. 9. Someone who collects unusual objects may want others to think he or she is also unusual. 10. Collecting gives a feeling that other hobbies are unlikely to inspire.			Learners write your answers in boxes *1-5* on your answer sheet. Learners mark the sentences. True or false.			Individual avaluation Mutual avaluation
End 5 min	REFLECTION Reflection: “3-3-1” 3 sentences to reflect on the lesson 3 adjectives to describe the lesson 1 word about the lesson Hometask: SB ex.6 p.14 Saying goodbye					Self-assessment

LESSON 7

Unit 1: Hobbies and qualities

Teacher name: Rogova V.V.

School: Stavropolka Secondary School

Date:

Grade: 7

Number present:

Number absent:

Theme of the lesson:

Appearance and character

Learning objectives

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

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

9.UE3 use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics

Lesson objectives

Apply the rule for compound adjectives and adjectives as participles in practice.

Find claim, reasons and evidence in the text to recognise inconsistencies in argument.

Apply correctly active and passive simple present and past forms and past perfect simple forms in the context.

Demonstrate the ability to participate in a conversation.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Org. moment

GREETING LEARNERS

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

Warm up.

Ask SS to work in pairs and talk about what they know about their grandparents as young people. What jobs did they do and what did they do in their free time?

When they have finished, they join a second pair and tell each other what they've found out about their partner's grandparents.

Learners answer the questions

Verbal evaluation

Middle

35 min

Ex.1 p.16. Prediction based on the pictures.

Ex.2 p.16. Detailed reading. Justifying true/false statements with reference to the text.

Ex.3 p.16. Matching pair.

Ex.4 p.16. Associated ideas.

Ex.5 p.16. Active reading (note "used to").

Induction of the rules form exercises.

Ex.6 p.16. Gap-filling.

Ex.7 p.16. Reacting to a text. Personal experiences. Venn diagram. Discussion.

Describing a person

Write three paragraphs. Use linking words. Include these topics in the description:

appearance
character
relationships
likes and dislikes

Differentiation: teacher support

Teacher helps weak students with the language (vocabulary and grammar)

Peer-assessment

#	Name_________________________ Assessed by____________________ Theme: writing a description of a person you know and like
1	- writes three paragraphs
2	- uses a wide range of vocabulary of describing the person
3	- uses right tenses to describe the show with grammar accuracy (80 %)
4	- uses linking expressions
5	- writes at least 120 words

Learners follow the instructions

Learners write a description of a person you know and like.

Individual avaluation

Mutual avaluation

Board

Projector

Internet

Video and images

Handouts with task

CD 1.12

End

5 min

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.

Line 5 – A synonym for the title word.

Hometask: SB ex.7 p.16 (a dialogue)

Saying goodbye

Self-assessment

LESSON 8			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Appearance and character
Learning objectives		9.C8 develop intercultural awareness through reading and discussion 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		Raise awareness about cultural diversity through reading and discussion. Provide a point of view in conversations and discussions. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify particular information and details in reading passage.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Org. moment GREETING LEARNERS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS what makes them laugh. Elicit ideas about films, books, TV programmes, etc. and encourage SS to express their opinions. Ask SS if they know the character Mr. Bean. Ask: Do you find him funny?			Learners express their opinions		Verbal evaluation
Middle 35 min	Ex.1 p.17. Presenting new words. Definition. Activating vocabulary. Text completion. Ex.2 p.17. Focus listening. Ex.3 p.17. Answering questions. Ex.4 p.17. Discussion task (expressing opinion). Ex.5 p.17. Role-play. Exercise 3. Describe yourself. Be honest!. Use multi-part verbs and two or three Key Words to write about yourself. Ex I’m shy. I get on well with people I know but I don’t like meeting new people LISTENING. 1. Choose one of the chocolates. Then listen to the radio programme. Do you agree with the description of your personality? 2. Listen to the descriptions of a girl and decide if the statements are true or false Lucy sometimes changes the colour of her hair. She is good-looking as a model. One of her favourite hobbies is walking She is a person that her friends can rely on. She coud work harder at school if she wanted. The best time of the day for her is the morning. She is very organized and tidy. She is a friendly, outgoing person Self-assessment: Students check their answers			Learners follow the instructions Learners choose the statements		Individual avaluation Mutual avaluation	Board Projector Internet Handouts with task CD 1.13
End 5 min	REFLECTION Name 3 things: -you learnt; -that were difficult; -that you want to know. Hometask: WB p.12 Saying goodbye					Self-assessment

LESSON 9

Unit 1: Hobbies and qualities

Teacher name: Rogova V.V.

Date:

School: Stavropolka Secondary School

Grade: 9

Number present:

Number absent:

Theme of the lesson:

The role of hobbies in people lives

Learning objectives

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

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

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

9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

enlarge vocabulary of appearance and character with a little or no support

develop listening skills for the specific information through matching with a little or no support

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Org. moment

GREETING LEARNERS

T. introduces the topic and Lesson Objectives

Lead-in

Show Describing people on the board and add two headings: Appearance and Character. Under Appearance write tall, and under Character write shy. Put Ss into groups and tell them to list as many words as they can under each heading. Give Ss time to make their lists, then ask volunteers to write their ideas on the board. Review spelling and practice pronunciation.

Greeting

Learners do the task

Verbal evaluation

PPT

Middle

35 min

LISTENING

Pre listening

Put Ss into pairs. Tell them to take turns choosing a word from their list of appearance column and then defining it to their partner. Their partner must listen and try to identify the correct word from the list. Give an example to start the off: It’s the opposite of short. Accept long, and then tell Ss to continue in pairs.

While listening

Tell Ss that they will listen to two students talking about the teachers at their college and while listening they should match the teacher’s names to the photos. Check the answers as a whole class

Post listening

Gve Ss a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (NB: Make it clear that potentially offensive descriptions are not acceptable!)

Ask different Ss to

READING

Pre reading

Ss are given words from the text with definitions and they should match them with their definitions

While reading

Ask Ss to read the text quickly ignoring the gaps 1-6 and tick the adjectives which describe Zarena.

Check answers orally or by writing them on the board

Post reading

Ask Ss to complete each sentence using a word from the story. Point out that for one of the gaps, they will have to form an adjective from the noun given in the text.

Learners listen and try to identify the correct word from the list.

Learners read out their sentences, while the others take turns at guessing who is being described

Learners match words with their definitions

Learners match the sentences to the gaps

Learners complete each sentence

Individual avaluation

Mutual avaluation

PPT

Handout 1

Audio track

End

5 min

Reflection

Students are given the checklist to assess their own achievements in today’s classes

Hometask: Write a paragraph describing an ideal friend

Saying goodbye

Self-assessment

LESSON 10			Unit 1: Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		The role of hobbies in people lives
Learning objectives		9.S3 explain and justify their own point of view on a range of general and curricular topics 9.R5 deduce meaning from context in extended texts on a range of familiar general and curricular topics 9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics
Lesson objectives		Provide a point of view in conversations and discussions. Identify the meaning and details of the reading texts on familiar topics and draw conclusion by reasoning. Evolve arguments, reasons, and evidence for a limited range of written genres.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Org. moment GREETING LEARNERS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write My teenage years on the board and elicit or explain the meaning. Elicit ideas that SS associate with being a teenager and some things that define and unify a group of people who are teenagers in the same decade. If SS are struggling give them some categories and decades and brainstorm associations, for example, fashion and fair styles in the 1980s, music in the 1960s, exciting new technology in the 1990s.			Greeting Learners discuss		Mutual avaluation
Middle 35 min	Students are divided into groups of three or four, Teacher asks them to compare how they filled in their sheet and students should tell each other about any experiences they have had doing activities, explaining why they would or would not like to try them. (again) The students who have put ticks in the third column should explain what teaching advice they would give students in their group who want to learn about that activity Variation Students work in pairs and fill in the sheets for each other by asking each other questions about which of the activities they have tried and which they would like to try, etc. Encourage students not just to tick the boxes but to explain the reasons for their answers Ex.1 p.19. Communicative reading. Matching questions with extracts. Ex.2 p.19. Find someone who... SS develop questions about the topic. Interview. Taking notes. Summarizing. Illustration. Ex.3 p.19. Giving presentation.			Learners complete it individually. Learners answer the questions Learners follow the instructions		Verbal evaluation Individual avaluation	Board Projector Internet Video and images Handouts with task
End 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. Hometask: WB p.13 Saying goodbye					Self-assessment

LESSON 11

Unit 1: Hobbies and qualities

Teacher name: Rogova V.V.

School: Stavropolka Secondary School

Date:

Grade: 9

Number present:

Number absent:

Theme of the lesson:

Case study

SA 1

Learning objectives

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

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

Lesson objectives

Identify facts and details in extended talks without support on different topics

Make their opinion clear for others by describing or giving information about it and prove it

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Org. moment

GREETING LEARNERS

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

Warm up.

To predict the content of the text

Direct Ss' attention to the photographs and give Ss a minute to read the Check these words box.

Elicit Ss' guesses as to what the text is about.

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

Refer Ss to the Word List to look up the words in the Check these words box.

Play the video for Ss and elicit their comments.

Greeting

Learners do the task

Verbal evaluation

Middle

15 min

To consolidate new vocabulary

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

Elicit answers from Ss around the class.

Explain the task. Tell Ss to think about where they were during the accident/why they were there, etc. (e.g. Bethany's friend - surfing with her - a teenager who was at the beach with his/her family, etc)

Ss prepare their answers. Ask various Ss around the class to describe their experience.

Explain the task. Draw Ss' attention to the hobbies in the pictures and the equipment in the list and then Ss match them.

Play the recording. Ss listen and repeat chorally and/or individually. Check Ss' pronunciation and intonation. To talk about an unusual hobby

Give Ss time to think of an unusual hobby and then ask various Ss to share their answers with the class.

To practise making suggestions

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

Have Ss work in pairs and make suggestions, as in the example.

Monitor the activity around the class and then ask some pairs to make suggestions in front of the class.

Learners complete the task and check their answers in their dictionaries

Learners make suggestions, as in the example.

Individual avaluation

Mutual avaluation

Presentation

Handouts with task

CD 1.13

20 min

LISTENING

Task 1. Listen and circle the best answer A, B or C. Go to this link to listen:

1. Which country is the final destination for the Street Soccer tour?

2. You need to be mentally and physically fit to play street soccer.

3. The Amsterdam players aren’t very good at street soccer.

4. How many games did the street legends win in Amsterdam?

5. Edgar David used to play football for the Netherlands.

6. Which city are the Street Legends heading to the next?

SPEAKING

Task 2. Express your opinion about the issue in your card and give reasons. You have 1 minute to prepare and 1 minute to talk about it.

Learners

listen and circle the best answer

Learners talk with partner

Individual avaluation

Transcript

https://www.youtube.com/watch?time_continue=1&v=dBNIrt0-wK8

End

5 min

Reflection

Self-assessment. KWL

Hometask: WB p.12

Saying goodbye

Self-assessment

LESSON 12			Unit : Hobbies and qualities
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Unit Revision
Learning objectives		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.UE3 use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics 9.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics
Lesson objectives		analyses the information in the text and gives the right answers. presents his/her information to the class. uses the learned rule and divides adjectives into the right columns. fills in the sentences according to the grammar rule.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 10 min	Greeting. The teacher greets the students. Then, Teacher shows the lesson and learning objectives. Led-in Teacher elicits the leisure activities from the sheet and writes them on the board. Alternatively, teacher could dictate them to the students. Warm-up Teacher asks to write down each of the activities in one of the following categories: Outdoor activities, Indoor pastimes, Arts and Crafts. As a whole class, Teacher compares how students classified the activities and asks them to justify any choices that were different from suggestions above.			Learners write down each of the activities in one of the categories		Individual avaluation	PPT slides 1-3
Middle 30 min	Ex.1 p.18. Word formation activity. Ex.2 p.18. Odd one out. Ex.3 p.18. Filling in the blanks. Ex.4 p.18. Multiple choice task. Ex.5 p.18. Opening the brackets. Ex.6 p.18. Matching task. Ex.7 p.18. Focus listening. Justifying true/false statements with reference to the text.			Learners follow the instructions and do the exersices		Mutual avaluation	Board Projector Internet Video and images Handouts with task CD 1.14
End 5 min	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. Hometask: SB p.19 Saying goodbye					Self-assessment

LESSON 13			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Exercise and sport
Learning objectives		9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics
Lesson objectives		Recognize and use nouns and verbs related to the health benefits of exercise. Do a health and exercise quiz. Produce sentences with could, can, will be able to to talk about ability in the past, present and future with support. Express ideas about exercise and sport.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 15 min	Organizational moment The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm –up Teacher writes sports personalities, sports teams, and minor sports on the board and explains that these phrases are related to the topic of the lesson. Teacher introduces the lesson objectives in a simplified manner. Focus on speaking Presentation Teacher shows a video about How to Say the names of Summer Olympic Sports. Discussion Teacher asks students some questions: What are the Summer Olympic Sports in Kazakhstan? What are they in other countries? What kinds of sports mentioned in the video are popular among teenagers of your age? Why do you think they are so popular? etc.			Learners guess the topic of the lesson. Learners answer the questions and discuss		Mutual avaluation	Video http://www.youtube.com/watch?v=xMVAvM82xdg
Middle 25 min	Ex.1 p.20. Conveying the meaning of new words. Classifying words. Ex.2 p.20. Collocation tables. Ex.3 p.20. Discussing questionnaire. Predicting based on the True/False questions. Checking SS's answers. Ex.4 p.21. Matching task. Ranking discussion. Ex.5 p.21. Substitution drill (Blank-filling). Ex.6 p.21. Information transfer. Ex.7 p.21. Structure-based substitution. Communication drill. Extra task. Making sentences.			Learners follow the instructions		Verbal evaluation Individual avaluation	Board Projector Internet Presentation Video and images Handouts with task CD 1.15
End 5 min	Reflection At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities helped the most 1 challenge (difficulty) they experienced Hometask: WB p.14. Saying goodbye					Self-assessment

LESSON 14			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Causes and types of sport injuries
Learning objectives		9.S3 explain and justify their own point of view on a 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.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics
Lesson objectives		Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Apply some abstract nouns and complex noun phrases in the context.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Lead –in Teacher asks students if they have ever taken part in any strange sports or games. Are there any unusual sports which are popular in their country but not common in other places? Teacher introduces lesson objectives			Greeting Learners answer
Middle 35 min	Pre- teaching vocabulary (slope, sand dunes, weave, remote location, piggyback, trophy) Teacher asks students to (Handout 1). Students individually do the task and compare the answers in pairs. Teacher checks the answers and elicits the new words (PPT) Students put down the new words in their vocabulary note-books. Teacher drills the words (if it is necessary). Reading for details Students read the text again to answer the questions in exercise b. Teacher monitors and helps weak students with unknown words. Students compare their answers in groups of three or in pairs. Teacher leads open class feedback for checking the answers. Speaking Students in a group of 4 discuss the questions: Which of these sports would you like to try most? Teacher monitors and leads selective open class feedback by asking some students to share their answers with others.(differentiation by support) Pre-listening: Teacher writes on the board “Ways people spend their leisure time” and gives an example “In the UK many people watch horse racing”. Learners in pairs choose one or two countries and make a list of ways people there enjoy their free time. Learners report their ideas to the class. Teacher tells learners they are going to listen to details how people in Japan like to spend their free time. While-listening: Task 1: listening for gist Learners listen to the beginning of the recording and answer the following questions on the PPT: Where does the recording take place? Who are the people? What’s the name of the programme? What’s the name of this section of the programme? If necessary the recording is played the second time. Learners peer-assess each other.			Learners match the pictures with the definitions Learners read the text to answer the questions in exercise Learners answer the questions Learners make suppositions and write their ideas Learners answer the questions		Individual avaluation Mutual avaluation Verbal evaluation
End 5 min	FEEDBACK: Your impression! Sts write their impression of the whole unit and share ideas with their classmates. 3 – new words you have taught at the lesson; 2 – adjectives to describe the lesson 1 – one activity you like Hometask: Saying goodbye					Self-assessment

LESSON 15			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Causes and types of sport injuries
Learning objectives		9.S3 explain and justify their own point of view on a 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.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics
Lesson objectives		Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Apply some abstract nouns and complex noun phrases in the context.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETING A teacher explains the lesson objectives in a simplified form. Optional lead-in Ask students what parts of the body can be used as a noun with ache. Mime and elicit the following sentences. I have a headache. I have a stomach-ache. I have backache. I have toothache. I have earache.			Learners mime and elicit the following sentences.		Verbal evaluation
Middle 35 min	Focus on vocabulary T: Ask students to read about the two situations and work out the meaning of the highlighted words, then decide which they think is correct answer for each situation Ask students what they think the highlighted words mean, and explain/ translate/ mime or show from the illustrations. Focus on reading: Pre-reading Teacher elicit the meaning of the following words: first aid-simple medical treatment that is given to smb. before a doctor comes; stuck-being trapped in something; desperately-in a way that shows despair; giggle-laugh lightly and repeatedly in a silly way. Reading: Divide students into pairs A, B. Ask them to read an article about two people who found themselves involved in life and death situations. A read the first article and B read the second Post-reading: Students take turn to tell each other their story and explain . 1 what the situation was. 2 what the person who was giving first aid did. Focus on listening: Give students listen to track one and ask them if anybody heard 1. the name of technique Trisha used (the Heimlich manoeuvre-teacher may need to write it on the board), and also 2. where Trisha learnt first aid from and what she thinks about learning first aid.			Learners follow the instructions Learners read an article and death situations Learners do the task		Mutual avaluation Individual avaluation Verbal evaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 1 challenge (difficulty) they experienced Hometask: Think about the situation you have ever been and write about your experiences of first aid in 100-120 words. Saying goodbye					Self-assessment

LESSON 16			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Causes and types of sport injuries
Learning objectives		9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.5.2.1 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics
Lesson objectives		revise types of sports for each letter of the alphabet; read a text on kids’ types of sports that they most and less like; differentiate the use of words “go, play and do” which go with sport types; write about their own favourite sports and the sports they do not like.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Greeting Setting the aim of the lesson Warm-up Vocabulary building Teacher distributes handouts to SS and asks to complete it with sport types. SS work in groups. Teacher explains that all of the words must begin with the letter of the alphabet given and some letters may have many different answers, while others may not have an answer. Differentiation: Less-motivated SS can use dictionaries to complete the chart.			Learners complete the chart		Verbal evaluation	https://www.allthingstopics.com/uploads/2/3/2/9/23290220/az-exercise.pdf
Middle 35 min	READING Put up the 6 different texts up on the walls around the room. Give each student a worksheet with a task. Students can go to any reading. Encourage students to spread out. At the end, the teacher asks random questions about the content to check student understanding. Example: Why does Sally hate gymnastics? Teacher should check the task of any fast finishers and make them correct mistakes. Task 1. Fill in: go, play or go Task 2. Tick off – true or false? Differentiation: Fast finishers are asked to write more examples to the list of words with “go, play or go”. True/False according to the text. Teacher reads the sentences if it is True Ss stand up if it is False Ss keep sitting. Post-reading. Writing Teacher asks SS to write about their favourite sports and the sports they don’t like. Differentiation: Less-motivated SS are given key words and phrases to follow in writing task. Assessment criteria: S uses sport vocabulary; S writes with grammar accuracy; S can explain the reason why he/she likes or dislikes some types of sports. Peer assessment. SS evaluate each other’s works according to the criteria given.			Learners work alone to complete the table. Learners fill in the list with appropriate words; define if the sentences are true or false. Learners do the task Learners write about their favourite sports		Individual avaluation Mutual avaluation Individual avaluation	https://en.islcollective.com/resources/printables/worksheets_doc_docx/kids_and_sports_key/present-simple-sports/39608 PPT
End 5 min	Feedback At the end of the lesson, learners reflect on their learning: What has been learned What remained unclear What is necessary to work on Hometask: WB p.18 Saying goodbye					Self-assessment

LESSON 17			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Describing an exercise
Learning objectives		9.1.3.1 respect differing points of view 9.4.9.1 recognise inconsistencies in argument in extended texts on a range of general and curricular topics 9.3.3.1 explain and justify their own point of view on a range of general and curricular topics
Lesson objectives		Explain and justify their own point of view Understand strategies to complete the task effectively Compare given statements with the fact from the text Give feedback on their academic performance
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Warm-up: Students make a list of benefits of doing sport Discussion: Teacher shows a picture of healthy and happy family, students try to predict the topic of the lesson Teacher shows the quotation “Healthy and happy parents make healthy and happy children” (Dr. Miriam Stoppard) Students answer the questions: What is the meaning of the quote? Do you agree or disagree with it? Why?			Learners discuss		Individual avaluation	Power Point Slide
Middle 35 min	Pre-reading activity: Students skim the texts and answer the question: What the text is about? How does obesity affect posterity’s health? While-reading activity: Students complete T/F/NG questions NOTE: Before starting of reading process teacher can organize the discussion on this kind of tasks pointing some tips and strategy of effectiveness. Possible Strategy: • Always read the instructions carefully and make sure you know if it is a TRUE/FALSE/NOT GIVEN or YES/NO/NOT GIVEN question. • Read all the statements carefully, trying to understand what the whole sentence means rather than simply highlighting keywords. Watch out for qualifying words such as some or always. • Try to think of what synonyms might be in the text. This will help you identify the matching part of the text. • Match the statement with the correct part of the text. • Focus on the statement again and then carefully read the matching part of the text to establish if it is true or false. Remember the meaning should exactly match that of the statement if it is true. • Underline the words that give you the answer, this will help you focus and you can check back later. Again, be careful there are no qualifying words in the text. • If you can’t find the answer, mark it as ‘not given’ and move on to the next question. • If you are really unsure or can’t find the answer, mark it as ‘not given’. Post-reading: Whole class discussion on the answers. Students prove their answers.			Learners answer the questions Learners complete the task Learners read and match /FALSE/NOT GIVEN or YES/NO/NOT GIVEN question.		Mutual avaluation Verbal evaluation Individual avaluation
End 5 min	Feedback Teacher shows the quotation again, students discuss on its meaning giving examples from the text Hometask: write a list of exercises that helps improve health Saying goodbye					Self-assessment

LESSON 18			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Describing an exercise
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.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics
Lesson objectives		Identify the position of speakers in an extended talk with some support. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	Organizational moment Greet learners and introduce the lesson objectives in a simplified manner. Warm-up activity The following activity is a variation of the well-known 'broken telephone'. Tell students to stand up and make a circle. Whisper a sentence in English to a student. That student then whispers it to another and so on until the last student has to say aloud what was said originally referring to the original person (teacher).			Greeting Learners do the task			PPT
Middle 35 min	Pre-exercise Prepare students for the activity by giving them the printed worksheets. They need to complete the exercises a, b and c Ask them to make these sentence in a reported speech form: 'It's a marvellous show.' The Daily Mail 'You'll love it.' The Guardian Exercise: Differentiation Less able students A, a comedy show called 'Don^’t Look Now!' has just closed after five years in London's West End. Here's what the critics said when it opened five years ago. Now report what the critics said. B- Complete each sentence by reporting what was said to you yesterday. Use 'said’ and change the tense in the reported speech. Post-Exercise: Now, tell students to read their sentence one by one. First, ask if there are any volunteers who would like to read the first sentence. If there aren’t any, ask one of the more able students to start reading. (Check with the answers on the last page of the worksheet) Assessment suggestion Self –assessment I learnt at least 5 new words and can use them in sentences. I can use the structure reported speech in speaking as well as in writing I can talk about sports at least 3 minutes			Learners complete the exercises Learners follow the instructions		Individual avaluation Mutual avaluation
End 5 min	Feedback At the end of the lesson, learners reflect on their learning: What has been learned What remained unclear What is necessary to work on Hometask: Make your own personalized version of the poster for healthy lifestyle. Saying goodbye					Self-assessment

LESSON 19

Unit 2: Exercise and sport

Teacher name: Rogova V.V.

School: Stavropolka Secondary School

Date:

Grade: 9

Number present:

Number absent:

Theme of the lesson:

Describing an exercise

Learning objectives

9.W3 write with moderate grammatical accuracy on a growing range of familiar general and curricular topics

9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics

Lesson objectives

Use “Present Simple Passive” while writing an article about sports

Write an article with a subject-specific vocabulary

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Teacher sets positive atmosphere by asking some questions.

2. Warm –up. “Hot potato”

Game play

Teacher arranges students in a circle and gives a small ball, they throw the ball to each other answering the questions of the teacher. The player who is holding the “hot potato” more than 5 seconds leaves the game. The game continues until one player is left — that player is the winner.

Greeting

Learners play a game

Middle

35 min

Teacher shows questions related to the topic of the lesson.

Do you like doing sports?

What kind of sports are popular in our country?

Teacher comes back to the learning objectives and discusses them with students. Teacher shows students pictures of sports and places of doing sports and let them guess their names.

Grammar

Teacher explains the structure of Present Simple Passive “am/is/are+V3/ed” by showing the video about it and then writes the following example on the board.

I am invited to the party by Tom.

Teacher can ask some Concept Checking Questions to check if learners could understand how to use the structure “am/is/are+V3/ed”. Remember, students should answer the questions. Teacher only asks checking questions.

	Checking questions	Answer
1	Am I doing something at the moment?	No
2	Did I invite someone?	No
3	Did someone invite me?	Yes

Writing

Teacher asks students to write their own composition on a different sport and gives students subject-specific vocabulary (slide 8 )

Make students use the steps below to help them:

First 1-2 sentences: Introduce the topic

Main body: Positive and Negative points

Last sentence: Expressing opinion

Assessment suggestion

Self –assessment

I learnt at least 5 new words and can use them in sentences.

I can use Present Simple Passive in writing as well as in speaking

I can write about sports at least 3 sentences

Learners try to guess

Learners do exercises

Learners write composition on a different sport

Verbal evaluation

Mutual avaluation

Individual avaluation

End

5 min

At the end of the lesson, learners reflect on their learning:

3 new words they learnt

2 activities helped the most

1 challenge (difficulty) they experienced

Hometask:

Saying goodbye

Self-assessment

LESSON 20

Unit 2: Exercise and sport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 9

Number present:

Number absent:

Theme of the lesson:

Critical analysis of World Sports

Learning objectives

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

9.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk about an increased range of general topics, and some curricular topics

Lesson objectives

discuss the importance of Olympic Games sport on an individual level and in an international context;

identify the meaning and use vocabulary in the context of sport;

narrate about one’s life and achievements;

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Setting the lesson objectives

Warm up

Students do physical exercises accompanied with music. Teacher encourages SS to perform the workout correctly.

Learners repeat the actions after the teacher and memorise the vocabulary used.

https://www.youtube.com/watch?v=L_A_HjHZxfI&t=725s

Middle

35 min

Pre-listening

Teacher holds an open class discussion on the following questions:

What characteristics does an athlete need to become an Olympian?

What do you think the life of an Olympian is like?

Afterwards Teacher shows the picture of Usain Bolt and asks if they know about this sportsman and how many Olympic medals he won in total?

Listening and speaking. Watching a short film

They should retell the story to each other.

Differentiation

Less motivated SS are asked to tell the story in details how he became a great athlete. They are given key words to use in their speech.

More motivated SS should tell the internal struggle which Usain experienced and how he overcame his fears.

Mini-project work: Invent an unusual sport

Teacher divides the students into three groups and explains the instructions of a project work. Students in their groups create a new sport mixing some other sports and choose the rules and the equipment for their sport. They fill out the chart (Handout 2) and make a poster (A3 paper and markers). Teacher monitors and helps with vocabulary and language. (differentiation by support)

Presentation of a poster

Each group presents their sport with a poster and convince other students that it would be a useful and fun sport to try. Students choose the best sport at the end and give constructive feedback to each others’ project work. Teacher takes notes of mostly repeated mistakes (grammar, pronunciation, etc.)

Learners answer the questions

Learners watch a short film based on the life of Usain Bolt called “The boy who learned to fly”.

Learners create a new sport mixing some other sports and choose the rules and the equipment for their sport.

Learners presents their sport with a poster

Verbal evaluation

Mutual avaluation

Individual avaluation

Mutual avaluation

End

5 min

Exit ticket (reflection)

Before the leaving the class students complete the exit card.

Exit ticket

Three things you have learnt..................................................

Two things you still want to know...........................................

One question you still have .................................................

Hometask: to watch it for home assignment again and write a summary of the story it tells.

Saying goodbye

Self-assessment

LESSON 21 Unit 2: Exercise and sport			School: Stavropolka Secondary School
Date:			Teacher name: Rogova V.V.
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Critical analysis of World Sports
Learning objectives		9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R6 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics 9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics 9.W6 write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics
Lesson objectives		Use topic appropriate words in justifying their point of view. Interpret the information to identify the author’s attitude and opinion. Evolve arguments, reasons, and evidence for a limited range of written genres. Connect sentences into paragraphs with basic connectors and linking words.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write footballer's salaries on the board and elicit the meaning. Ask: Do you think footballers should be paid a lot of money for what they do? Elicit some opinions. Write For and Against on the board and list arguments under the two headings as SS give them.			Learners learn how to present arguments for and against in a discussion essay.		Verbal evaluation
Middle 35 min	Use of English ADVERBS AND ADVERB PHRASES: POSITION 1. The front position of the clause is the first item in the clause: 2. The end position of the clause is the last item in the clause: 3. The mid position is between the subject and the main verb: 4. Where there is more than one verb, mid position means after the first auxiliary verb or after a modal verb: 5. In questions, mid position is between the subject and the main verb: COMPARATIVE AND SUPERLATIVE ADVERBS With adverbs ending in -ly, you must use more to form the comparative, and most to form the superlative. EXAMPLES: 1) The teacher spoke more slowly to help us to understand. 2) Could you sing more quietly please? With short adverbs that do not end in -ly comparative and superlative forms are identical to adjectives: add -er to form the comparative and -est to form the superlative. If the adverb ends in e, remove it before adding the ending. EXAMPLES: 1) Jim works harder than his brother. 2) Everyone in the race ran fast, but John ran the fastest of all. Some adverbs have irregular comparative and superlative forms. EXAMPLES: 1) The little boy ran farther than his friends. 2) You're driving worse today than yesterday! 3) He played the best of any player.			Learners put adverbs and adverb phrases at the front, in the middle or at the end of a clause. Learners make their own sentences Learners use more to form the comparative, and most to form the superlative.		Individual avaluation Mutual avaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: 3 new words they learnt 2 activities helped the most 1 challenge (difficulty) they experienced Hometask: WB p.19 Saying goodbye					Self-assessment

LESSON 22

Unit 2: Exercise and sport

School: Stavropolka Secondary School

Date:

Teacher name: Rogova V.V.

Grade: 9

Number present:

Number absent:

Theme of the lesson:

Critical analysis of World Sports

SA 2

Learning objectives

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

9.R6 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics

9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics

9.W6 write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics

Lesson objectives

Use topic appropriate words in justifying their point of view.

Interpret the information to identify the author’s attitude and opinion.

Evolve arguments, reasons, and evidence for a limited range of written genres. Connect sentences into paragraphs with basic connectors and linking words.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

Teacher lets students guess what today’s theme might be by looking at the slide share

Greeting

Individual avaluation

Middle

15 min

Warm –up. “Hot potato”

Game play

Learners play a game

Mutual avaluation

20 min

READING

Task 1. Read the text. Keep events in order. Number the statements below 1, 2 and 3 to show the order in which the events took place.

a. The snow sculptures remain on view as long as the cold weather lasts.

b. Well-packed blocks of snow the size of a small room are ready for each team.

c. Teams of three or four people work day and night to complete their sculptures in time.

Task 2. Read the text again. Make correct inferences. Two of the statements below are correct inferences, or reasonable guesses.

WRITING

Task 3. Choose ONE of the topics and write an article.

Topic 1. Write an article to a school magazine on “Sport is one way of keeping fit” using arguments to support your opinion.

In your article you should answer the following questions:

1. Why do people want to keep fit so much?

2. What sports can help people to keep fit?

3. How do these sports help people?

Topic 2. Write an article to a school magazine on “Doing sport is a way of staying healthy” using arguments to support your opinion.

In your article you should answer the following questions:

1. What sports are most common in Kazakhstan?

2. Why are they most common?

3. How do these sports help people to stay healthy?

Learners read the text. Keep events in order.

Learners

make correct inferences.

Learners write an article to a school magazine

Individual avaluation

End

5 min

REFLECTION

At the end of the lesson, learners reflect on their learning:

3 new words they learnt

2 activities helped the most

1 challenge (difficulty) they experienced

Hometask: WB p.19

Saying goodbye

Self-assessment

LESSON 23

Unit 2: Exercise and sport

Teacher name: Rogova V.V.

School: Stavropolka Secondary School

Date:

Grade: 9

Number present:

Number absent:

Theme of the lesson:

What advantages and disadvantages does involvement in international events bring to Kazakhstan?

Learning objectives

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

Recognize and use vocabulary to do with nutrition and healthy eating.

Develop their reading skills in the context of healthy eating.

Synthesize the information from the text about healthy eating and use it as the basis for discussion.

Express with fluency their ideas about diet and ways it could be improved.

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

GREETINGS

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

Warm up.

With books closed, write An apple a day keeps the doctor away on the board. Ask SS what the proverb means.

Elicit that the proverb is not meant literally, but suggests that if we eat healthy foods life fruit, we will or get ill.

Ask SS whether they think their diets are healthy. Do they think about what they eat?

Elicit examples of healthy and unhealthy foods.

Greeting

Learners do the task

Middle

35 min

Focus on listening

Pre-listening

Prepare students for the activity by giving them the list of useful vocabulary. The list of vocabulary is available in Handout 2.

Students should match the word with the appropriate picture. Pictures are shown in Slide PPT Slides 6-7.

Listening

Tell students that they are going to listen to the radio interview and do the exercises to practice their listening skills. Students work individually. Give out the worksheets, one for each student.

Allow time to read the questions and multiple-choice alternatives.

Answer any questions students may have about vocabulary.

Grammar (UOE)

Explain the structure of and second conditional with “would you?” and then write the following example on the board.

Would you play football if it was raining right now?

Ask some Concept Checking Questions to check if learners could understand how to use the structure of second conditional. Remember, students should answer the questions.

	Checking questions	Answer
1	Which conditional is used in the sentence?	Second conditional
2	Is the sentence present which is impossible?	YEs

Learners work individually or in pairs to complete matching exercise.

Learners answer to the given questions while listening to the track.

Learners study grammar

Individual avaluation

Mutual avaluation

Verbal evaluation

End

5 min

Self-assessment.

S tudents attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.

Hometask: WB p.20

Saying goodbye

Self-assessment

LESSON 24

Unit 2: Exercise and sport

Teacher name: Rogova V.V.

School: Stavropolka Secondary School

Date:

Grade: 9

Number present:

Number absent:

Theme of the lesson:

What advantages and disadvantages does involvement in international events bring to Kazakhstan?

Learning objectives

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

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

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

Lesson objectives

A learner can understand and use new words in their speech

A learner can use subject-specific vocabulary correctly

A learner can organize ideas during interview

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

Organizational moment

Teacher greets learners and introduces the lesson objectives in a simplified manner.

2. Warm –up. Comic Strip

Cut comic strip and give each student a portion of it (Handout 1). Without showing their pictures to one another, the students should attempt to describe their image, and put the comic strip into the correct order. After some time, the students can predict the order. Then show Slide 3 to know if they did it correctly.

Greeting

Learners do the task

PPT Slide 2

Handout 1

PPT Slide 3

Middle

35 min

Ask some questions for brainstorming:

Do you read, listen to, or watch interviews with famous people, especially people from the world of sport?

Can you remember any details from any interview of that kind?

Come back to the learning objectives and discusses them with students.

Focus on reading

Pre-reading (activity)

Prepare students for the activity by giving them the list of useful vocabulary. The list of vocabulary with definitions is available in Handout 2. Help students with the translation if necessary.

Reading

Tell students that they are going to read an interview (Handout 3). Students work individually. Give out the worksheets, one for each student.

Allow time to read the text and true/false questions. Answer any questions students may have about vocabulary. Students answer to the given questions. Monitor and help if it is necessary.

Grammar

Explain the structure of “Passive Voice” by showing the video about and then writes the following example on the board.

I am interested in hockey.

Teacher can ask some Concept Checking Questions to check if learners could understand how to use the structure “Passive Voice”. Remember, students should answer the questions. Asks checking questions.

Writing

Ask students to write 3-5 questions for the interview using only “Passive Voice in Present tenses”.

Learners answer the questions

Learners study grammar

Learners use Passive Voice and learnt vocabulary in their sentences

Verbal evaluation

Mutual avaluation

Individual avaluation

PPT Slide 4

Handout 2

Slide 5-6

https://www.youtube.com/watch?v=hOoFlstyZm0

Video

Handout 3

End

5 min

At the end of the lesson, learners reflect on their learning:

3 new words they learnt

2 activities helped the most

1 challenge (difficulty) they experienced

Hometask: to prepare for the summative assessment.

Saying goodbye

Self-assessment

LESSON 25			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Summative control work for the 1^st term
Learning objectives		9.2.1.1 Understand the main points in unsupported extended talk on a wide range of general and curricular topics 9.4.1.1 Understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.3.1.1 Use formal and informal registers in their talk on a range of general and curricular topics 9.6.14.1 Use an increased variety of prepositions before nouns and adjectives use a growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar general and curricular topics
Lesson objectives		Identifies the correct and incorrect information in the talk and answers the questions. The tasks enable learners to identify the main idea of the talk. Learners should write a text keeping the layout and format of a given genre according to the given questions, writing about real events connecting them into paragraphs and applying grammar accurately.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 2 min	GREETINGS The aim of the lesson
SA 40 min	Task 1. Listen to the Sports news on the radio again and answer either Yes or No for each question. 1. Did Diego Garcia play well last year? 2. Does Diego Garcia know who he is playing in the final? 3. Was the weather in France nice today? 4. Are foreign players playing in the golf tournament? 5. Will the Jaguar driver start in first position in the race tomorrow? 6. Did Chicago win today? READING Task 1. Read the text and choose the right answer. 1. The sportsman is 2. If you strengthen your legs, you feel as if your body has become 3. Long distance running is a good relaxation for Task 2. Insert the words, according to the text. 4. A wrestler must have many qualities to __________ his rivals. 5. Then I decided to build up my ____. 6. I weighed a little over 100 kg but ______________ even those who weighed 120, 150 and 180 kg WRITING Choose ONE of the topics and write. Write an article to a newspaper describing the most popular hobby in Kazakhstan nowadays using appropriate grammar. Try to mention these questions: 1. What kind of hobby is very popular among younger generation in Kazakhstan? 2. Why is it important? 3. Is your own hobby different from the most popular one? How? Why? SPEAKING Task. You are given quetsions to speak about for 2-3 minutes. Before you speak you have one minute to think about what you are going to say and you can make notes if you wish.			Learners listen to the Sports news and answer either Yes or No for each question. Learners read the text and choose the right answer. Learners write an article to a newspaper describing the most popular hobby in Kazakhstan Learners answer the questions		Individual avaluation
End 3 min	Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ... Hometask: revise the words from the units Saying goodbye					Self-assessment

LESSON 26			Unit 2: Exercise and sport
Teacher name: Rogova V.V.			School: Stavropolka Secondary School
Date:
Grade: 9			Number present:		Number absent:
Theme of the lesson:		Unit revision
Learning objectives		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 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics
Lesson objectives		Identify facts and details in extended talks with little support. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes.
Plan
Planned timings	Planned activities			Learners’ activities		Evaluation	Resources
Begining 5 min	GREETINGS The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. 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.			Learners create a positive		Verbal evaluation
Middle 35 min	Focus on grammar Have Ss watch video to revise relative clause. Divide students into two groups. Give a card with defining relative clause to one group. And the other group takes a card with non-defining relative clause. Instruct Ss to read the rules very attentively and discuss in groups. Point out they should explain the rule they`ve read to another group. Is there a meaning if we remove a relative clause from the sentence? What punctuation separates main clause from the relative clause? Have students do the activity. (grammar task for defining, non-defining relative clauses) Formative assessment Can you remember ... A day when you made a big decision? A person who had a big influence on you as a child? A place where you learnt something very important? A time when you had to choose between two important things? A moment when you felt that history had been made? A time when you didn’t worry about the future? A place where you met someone very important to you?			Learners read the rules very attentively and discuss in groups Learners answer the questions		Mutual avaluation Individual avaluation
End 5 min	REFLECTION At the end of the lesson, learners reflect on their learning: What have you remembered on the lesson today? What was new for you? What information was interesting for you? What is the difference of defining and non-defining relative clauses? Hometask: revise grammar themes from the units Saying goodbye					Self-assessment

Жариялаған:

Кабиолданов Сакен Сабырович

20 Наурыз 2025

230

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