Lesson plus "English plus 9" Term 3

Unit 5 Reading for pleasure

Lesson 49

School

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Vocabulary and language Focus. Literary genres.

Learning objectives

9. 2. 6. 1 to determine the meaning from the context in a long conversation on various general and educational topics;

9. 3. 4. 1 to respond to unexpected comments within general and educational topics with a certain level of

9. 4. 2. 1 understand specific information in texts within the context of familiar general and reading topics, including some longer texts;

Lesson objectives

Learners will be able to:

- Learn how to make compound nouns to describe literary genres.

- Practice using complex compound nouns to describe books.

- Do a quiz on recognizing literary genres.

Value links

"Law and Order"

Know the basics of the legal system and human rights

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

With books closed, write literature on the board. Ask students what they think it means. Ask: Are all novels literature? Encourage them to come to a conclusion by themselves. You might want to tell them literature often refers to books in which the writing is considered superior.

Lead – In

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!”

Middle of the lesson

Presentation part.

35 min

Ex:1 P:56

In pairs, students make a list of all the genres of books they can remember. Set a time limit.

Ask a pair to read their list out and ask other students to add to it

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:56

Ask a few students about the books they like to read. Ask: What genre is it? Then ask for more details. When was it written? If students say it was written a few years ago, tell them it is a contemporary novel. Ask: Who tells the story? Does the writer use I (the first person) or do they talk about the main character as he / she (the third person)?

Continue to ask questions about the theme, building up a description of the book, until you can produce a description such as It’s a contemporary novel about teenagers, written in the first person

Ex: 3 P:56

Draw students’ attention to the book covers in the quiz. In pairs and without reading the texts, students decide what the genres are from the cover photos.

Invite students to give their answers to the class and explain why they came up with their description.

Ex: 4 P:57

Remind students of the books in exercise 3. Ask them what the names of the books are and to briefly summarize them.

Tell students they are going to listen to five people talking about the books and that they need to listen to what they say and match their descriptions with the books.

Allow students to check their answers in pairs before replaying the recording.

Ex: 5 P:57

Focus students’ attention on the five descriptions of books on page 57 and the table. Tell students that each description is for a different type of book.

Explain that the table will give students the word order for complex noun phrases the need to use to describe the genres.

Students work in pairs to create phrases.

Check answers as a class and go through any differences students have in their descriptions.

Students in pairs, make a list of all the genres of books you know.

ANSWERS:

adventure story, romance, horror, science-fiction, mystery, crime, humorous, thriller, poetry, drama

Students put the words in order to make complex noun phrases to describe books

ANSWERS:

1 nineteenth century romantic poetry

2 historical drama about social injustice

3 romantic novel told in the third person

4 twentieth century adventure story from an animal’s point of view

5 nineteenth century gothic novel told in the first person

Students read the literary extracts . Then match them with the descriptions in exercise 2

ANSWERS:

A nineteenth century romantic poetry

B historical drama about social injustice

C romantic novel told in the third person

D twentieth century adventure story from an animal’s point of view

E nineteenth century gothic novel narrated in the first person

Students listen to two people talking about the books in exercise 3. Which of the books A–E are they talking about?

ANSWERS:

1 Call of the wild

2 Daffodils

3 Wuthering Heights

4 Persuasion

5 The prince and the Pauper

Students read the information about genres, and describe them using words in the table.

ANSWERS:

2 historical poem

3 contemporary fiction

4 contemporary spy story

5 Victorian horror story

Descriptor:

-work in pairs

- make a list of all the genres

Descriptor:

- put the words in order

- make complex noun phrases

-Make CCQ questions

Yes / No

Descriptor:

- read the literary extracts

- match them with the descriptions

Descriptor:

- listen to two people talking

- match their descriptions with the books

Descriptor:

- read the information

- use words in the table

End of the lesson

5 min

Giving the hometask.

Ex: 1 P:38 wb

Self-reflection

Peer-assessment. Two stars and a wish.

• You did a really good job on ...

• I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Unit 5 Reading for pleasure

Lesson 50

School

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Reading. Fiction.

Learning objectives

9. 2. 7. 1 to determine the characteristic features of most oral genres at the word, sentence and text level;

9. 4. 4. 1 reading long texts in fiction and non-fiction literature within familiar and some unfamiliar general and educational topics;

9.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

- Read a text about how someone benefited from reading.

- Learn compound nouns related to learning.

- Discuss the benefits of reading and what you can learn from books

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

Draw students’ attention to the photo. Ask students what sort of book they think the boy is reading.

Ask why they think he is reading rather than playing beach games with others or swimming in the sea. Accept all answers.

Lead – In

The team here at Basmo is not only dedicated to pushing you beyond your current limits in terms of reading performance, but also to keeping you informed. That is why we prepared a complete list of benefits of reading fiction books that I am sure you are going to find useful and quite informative

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

Efficiency: By telling the wishes they show their appreciations .

Students express their ideas

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!”

Pictures

PPT

Middle of the lesson

Presentation part.

35 min

Ex:1 P:58

Students look at the list and decide which of the benefits come from reading.

Allow students to discuss in pairs before getting feedback.

Ask a few pairs to give their opinions and try to get a consensus on the points with the rest of the class. Don’t confirm any answers at this point

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:58

Tell students that they are going to check their answers by listening to and reading the text.

In a stronger class, you might want to play the recording with books closed to see how much students can understand.

Play the recording (again) while the students read to check their answers

Ex: 3 P:58

Focus students’ attention on the possible titles for the text.

In pairs, they discuss the titles and why they would or wouldn’t be a good choice.

Ask students to vote on each one.

Point out that although there are about ten benefits mentioned, they are things which will probably lead to improved grades, not actions you can take to improve your grades directly

Ex: 4 P:58

Students search the text for the compound nouns.

In pairs, ask them to make new sentences using the words

Students look at the list. What do you think are the benefits of reading? What other activities help you relax in a similar way to reading?

ANSWERS:

Students’ own answers

Students read and listen to the text and check your answers.

ANSWERS:

The text mentions all the points except 6

Students what would be a good title for the text?

ANSWERS:

Reasons to read

Students match words with words to make compound nouns.

ANSWERS:

1 d

2 f

3 a

4 e

5 c

6 b

Descriptor:

- read and listen to the text and check your answers.

Descriptor:

- match words with words to make compound nouns.

Descriptor:

- discuss the titles

- answer the question

-Make CCQ questions

Yes / No

Descriptor:

- match words with words

- make compound nouns.

Cards

Student’s book

Worksheet

Student’s book

End of the lesson

5 min

Giving the hometask.

Ex:2 P:38 wb

Self-reflection

Peer-assessment. Two stars and a wish.

• You did a really good job on ...

• I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Unit 5 Reading for pleasure

Lesson 51

School

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Language Focus. Past Simple or Past Continuous

Learning objectives

9. 3. 7. 1 use subject-specific vocabulary and syntax within the framework of unlimited general and study topics;

9. 5. 8. 1 correct spelling of words that are commonly used in general and frequently used subjects;

9.6.10.1 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular

Lesson objectives

Learners will be able to:

- Learn when we use the past simple versus the past continuous.

- Practise using the past simple and past continuous in the opening paragraph of a story.

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

Ask students if they can remember the characters in the books they read about on pages 56–57, for example What was the name of the dog in Call of the Wild?

Allow students to come up with a list in pairs

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students express their ideas

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!”

Pictures

PPT

Middle of the lesson

Presentation part.

35 min

Ex:1 P:59

Students look back at the texts about books on pages 56–57 and the text on page 58 to find the sentences.

Students complete them individually, then choose the correct words for the rules in pairs.

Point out to students that we don’t use the present continuous for main actions in the past

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:59

Focus students’ attention on the sentences and say they are the sort of sentences you would find in books.

Tell them to refer to the rules and complete the sentences individually.

Students check in pairs.

Go through the answers as a class.

Ask students to refer to the rules to explain why they have chosen their answers

Ex: 3 P:59

Students use the answers to exercise 2 to correct the sentences.

Students work in individually before checking in pairs.

Ask students why you can’t use the continuous form with love. Revise which other words don’t take continuous forms (think, believe, know, like, hate, etc.)

Students complete the sentences from the text. Then choose the correct words in the rules.

ANSWERS:

1 saw, wasn’t looking

2 broke, stretched, closed

3 realized, was learning

4 picked up, wasn’t trying Rules:

1 past simple

2 past continuous

3 past simple

4 past continuous

Students complete the sentences with the correct past form of the verbs in brackets

ANSWERS:

1 was blowing, knock

2 closed, fell

3 climbed, sat, were watching 4 loved, heard

5 said, were, talking

6 had, weren’t speaking, invited

Students use the sentences in exercise 2 to correct the questions

ANSWERS:

1 Who did the men see on the beach?

2 What did Nancy love to watch?

3 Who often had arguments?

4 Why did James fall?

5 Why did someone knock three times?

6 Who did Alex invite to go on holiday?

Descriptor:

- complete the sentences

- choose the correct words in the rules.

Descriptor:

- complete the sentences

- use the correct past form of the verbs

-Make CCQ questions

Yes / No

Descriptor:

- use the sentences in exercise 2

- use the continuous form with love

End of the lesson

5 min

Giving the hometask.

Ex: 1 P:39 wb

Self-reflection

Peer-assessment. Two stars and a wish.

• You did a really good job on ...

• I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Unit 5 Reading for pleasure

Lesson 52

School

Date:

Teacher name:

Grade: 9

Number present:

absent:

Lesson title

Writing. Talking about writing a story.

Learning objectives

9. 2. 6. 1 to determine the meaning from the context in a long conversation on various general and educational topics;

9.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

9.5.5.1 link without support sentences using basic coordinating connectors

Lesson objectives

Learners will be able to:

- Read a text to learn about the writing process.

- Learn new vocabulary to describe the process.

- Listen to a discussion between a writer and a writing course organizer.

- Talk about what you would like to be really good at.

Value links

"Law and Order"

Know the basics of the legal system and human rights

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students how they would go about writing a novel. Allow students to give answers in their own language but ask questions to encourage them to think about the process

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students express their ideas

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!”

Middle of the lesson

Presentation part.

35 min

Ex:1 P:60

Draw students’ attention to the two lists. Ask students to match the words to make collocations.

Students check their answers in pairs. Go through the answers one by one and check that students understand the meaning.

Explain that in some cases there, is more than one possible answer

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:60

Focus students’ attention on the title of the text.

Ask students what they think the key to writing a novel is.

Students read the text through for general meaning.

Ask a few comprehension questions to check they understand the text.

The students choose which of the bold words are the correct answers in each case.

Ex: 3 P:60

Ask students if they would like to go on a creative writing course. What do they think they would learn on one?

Tell students they are going to listen to a writer who is going to teach on a course.

With books closed, students listen for when the author will be giving lessons

Ex: 4 P:60

Students open their books and read the questions.

Play the audio for students to listen and answer.

Students check their answers in pairs.

Students match verbs with noun phrases to create collocations about writing.

ANSWERS:

1 f / g 2 g 3 j

4 e 5 c 6 i

7 b

8 d /h

9 a

10 d / h

Students read Key to Successful Writing. Choose the correct words in the text

ANSWERS:

1 follow

2 create

3 create

4 look

5 draw on

6 develop

7 sketch out

8 get feedback

9 write

10 edit

Students listen to an author make arrangements to teach on a creative writing course. When will the author be giving lessons to the students?

ANSWERS:

In the afternoons except on Thursday

Students listen again and write true or

false. Correct the false sentences.

ANSWERS:

1 False. Nobody can meet him. He has to get a taxi.

2 True.

3 False. His first class will be after lunch.

4 False. The students are visiting the haunted house in the

morning.

5 True.

6 True.

Descriptor:

- match verbs with noun

- create collocations about writing

Descriptor:

- read the text

- choose the correct words

-Make CCQ questions

Yes / No

Descriptor:

- Choose the correct words in the text

Descriptor:

- listen again

- write true or

false

Student’s book

End of the lesson

5 min

Giving the hometask.

Ex: 1 P:40 wb

Self-reflection

Peer-assessment. Two stars and a wish.

• You did a really good job on ...

• I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Unit 5 Reading for pleasure

Lesson 53

School

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Language Focus. Future Continuous.

Learning objectives

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

9.5.4.1 use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics;

9.6.10.1 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular

Lesson objectives

Learners will be able to:

- Learn about using the future continuous.

-Use the future continuous to talk about what you’re doing in the future.

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

In pairs, students think of things they are going to do next week and when they will be doing them.

Ask students to tell you some of the things they will be doing and write the activities and who is doing them on one side of the board.

Make sentences with one or two activities. e.g. Eva will be seeing her cousins on Wednesday afternoon.

Underline the verb and elicit the form (will + be + -ing)

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students express their ideas

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!”

Middle of the lesson

Presentation part.

35 min

Ex:1 P:61

Read the sentences with the class and ask students what the verbs are.

Students work individually to complete the rules

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:61

Students now put the rules into practice by completing the text. In a weaker class, allow students to do this in pairs.

Check answers with the class.

Ex: 3 P:61

Read the instructions with the students. Remind them that there are three parts to the verb.

In a weaker class, students do this exercise in pairs.

Check the answers with the class and go through any common problems

Ex: 4 P:61

Students now put the verb in the sentences into the future continuous form.

Students work individually, so you can assess how well they have understood how to make the form.

Ex: 5 P:61

Tell students to read the dialogue through first before completing it.

Students work individually.

Check the answers with the class.

Students practise the dialogue in pairs.

Ask one or two pairs to act their dialogue out for the class.

For item 6, point out that the auxiliary verbs (will and be)

don’t need to be repeated.

Students look at the sentences from the text on page 60 and the listening and complete the rules

ANSWERS:

1 is in progress

2 will, be

3 won’t

Students complete the sentences with will / won’t or be

ANSWERS:

1 will

2 be

3 will

4 be

5 be

6 will

Students put the words in order to make sentences and questions.

ANSWERS:

1 What will you be doing at 6 p.m. tomorrow?

2 The author will be visiting the bookshop on Friday to sign books.

3 We won’t be leaving early tomorrow morning. It’s the weekend.

4 Where will you be staying while you’re in London?

5 I won’t be staying at my grandparents’ house this summer.

Students write sentences and questions using the future continuous.

ANSWERS:

1 Philip Pullman will be signing his book in the hall after he

finishes his talk.

2 I will be working on my new book this evening.

3 At 9 p.m. this evening, we will be sitting on a train to Lake

Balqash.

4 Will you be playing basketball on Saturday morning?

5 When will the choir be giving its next concert?

6 Maria won’t be watching the football match this evening.

She has to go to a piano lesson.

Students complete the dialogue with the future

continuous and the words in the box.

ANSWERS:

2 will be sketching

3 will be developing

4 will be meeting

5 will, be drawing

6 (will you be) writing

7 will be doing

8 will be using

Descriptor:

- look at the sentences

- complete the rules

Descriptor:

- complete the sentences

- use will / won’t or be

-Make CCQ questions

Yes / No

Descriptor:

- put the words in order

- make sentences and questions.

Descriptor:

- write sentences and questions

- use the future continuous.

Descriptor:

- complete the dialogue

- use the future

continuous

Student’s book

End of the lesson

5 min

Giving the hometask.

Ex: 1 P:41 wb

Self-reflection

Peer-assessment. Two stars and a wish.

• You did a really good job on ...

• I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Unit 5 Reading for pleasure

Lesson 54

School

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

Planning a project. Talking about how to plan an event

Learning objectives

9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9.3.1.1 provide basic information about themselves and others at sentence level on an increasing range of general topics

9.5.1.1 plan, write, edit and proofread

Lesson objectives

Learners will be able to:

- Listen to a conversation about planning a book club.

- Learn key phrases for making and responding to plans.

- Learn expressions to talk about quantities.

Value links

"Law and Order"

Observance of norms and rules of order and justice understand the need

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

Ask students what sort of clubs they like to join. Would they prefer to do something active or something that involves learning something or developing an intellectual skill? Encourage them to elaborate on their choice

Lead – In

When a company decides to embark on a project, one of the first things team leaders must do is create a project plan. Sounds simple, right?

The wish flower” method helps to start the lesson with good wishes to each other.

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

Efficiency: By telling the wishes they show their appreciations .

Students express their ideas

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!”

Pictures

PPT

Middle of the lesson

Presentation part.

35 min

Ex:1 P:62

Draw students’ attention to the photo.

Ask students what they think the students are doing and where they think the people are.

Ask students why they are doing this to elicit they are in a book club

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:62

Ask students what things people have to think about when setting up a club.

Accept all suggestions and put them on the board.

Tell students to listen for how many people will be going to the first meeting of the book club and if possible to listen to which of their suggestions on the board they hear.

Check answers with the class

Ex: 3 P:62

Play the recording again for students to listen for the phrases.

Check the answers with the class. Then play the recording again so students can listen to exactly what the phrases refer to.

Ex: 4 P:62

Students look at the sentences and decide which of the phrases fit.

They check their answers in pairs.

Check the answers as a class and explain why the phrases fit in each case if necessary.

Students look at the picture. What do you think the people are discussing?

ANSWERS:

They are discussing a book in a library.

Students listen to the dialogue. How will book club members decide which books to read?

ANSWERS:

They will all suggest books and vote on which ones look the most interesting

Students study the key phrases. Which expressions are used to introduce plans and which are used to respond to them?

ANSWERS:

Making plans: I’ve had a few ideas about …; When we know…, we can …; So moving on, the (second) question is … Responding: There are (two) problems with that …; That’s true, but …; But we still need …

Students complete the sentences with the key phrases from exercise 3.

ANSWERS:

1 I’ve had a few ideas about

2 but we still need

3 That’s true, but

4 So moving on, the question is

5 When we know, we can

Descriptor:

- look at the picture.

-answer the question

Descriptor:

- listen to the dialogue

- answer the question

Descriptor:

- study the key phrases.

- answer the question

-Make CCQ questions

Yes / No

Descriptor:

- complete the sentences

- use key phrases from exercise 3

Cards

Student’s book

Worksheet

Student’s book

End of the lesson

5 min

Giving the hometask.

Ex: 4 P:36 wb

Self-reflection

Peer-assessment. Two stars and a wish.

• You did a really good job on ...

• I really like how you ...

Maybe you could ...

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Unit 5 Reading for pleasure

Lesson 55

School

Teacher name:

Date:

Grade: 9

Number present:

absent:

Lesson title

A book blurb.

Learning objectives

9.4.5.1 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

9.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

Learners will be able to:

- Study a model book blurb.

- Lean compound adjectives for writing descriptions.

- Learn about structuring a description.

- Write a description of a book

Value links

"Law and Order"

Ensuring the protection and safety of society understand the importance of law and order as

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

1.Greeting.

Ask about the weather.

Warm-up

If you have some Oxford Readers, read out the blurb on the back cover and ask students what sort of book they think it comes from.

If you don’t, put students in pairs to discuss how they choose books

Lead – In

How to write a blurb 101: You put your main character in, you don’t need that secondary character. Hook with a last sentence that drives them panting to open the book and start reading.

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

Efficiency: By telling the wishes they show their appreciations .

Students express their ideas

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!”

Pictures