ҚМЖ 9 сынып 1 тоқсан English Plus кітабы бойынша

Term 1

Unit 1 "Hobbies and qualities"

School: ___

Date:

Teacher name: ___

Grade: 9

Number present:

absent:

Lesson title

Vocabulary and language focus: Attributes and personality.

Learning objectives

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

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

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

Lesson objectives

Learners will be able to:

• Recognize and use nouns and adjectives of attributes and personality.

• Make adverbs from adjectives.

• Construct the sentences using comparative and superlative adjectives and adverbs with some support

• Comprehend comparisons to compare and contrast people and the things they do.

• Produce a clear, coherent description of a person they know.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

Organization moment

Good afternoon, dear students and guests! Welcome to our English lesson

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

Warm-up 3-4 minutes

Describe the (imaginary) Picture\

With books closed, ask: How would you describe your personality? Elicit a few ideas from individual students.

• Put students into pairs to write down as many words they can think of associated with personality.

• Write attributes on the board and ask students if they think people with certain attributes are suited to particular hobbies.

Ask: What kind of people are suited to playing chess? Accept all answers.

Lead - In

1 What are you passionate about?

2 What are attributes?

3 Who was famous in the 1960s?

Students respond to greetings.

Describe your personality

Students express their ideas

The aim:

To develop Ss speaking skills and create friendly atmosphere

ANSWERS

1 Students’ own answers.

2 An attribute is a quality or characteristic of someone.

3 Students’ own answers.

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!”

Formative Assessment

Good job!

Pictures

PPT

Main part

Pre-text discussion (pairwork!):

consider letting the students share previous experiences in similar situation.

Exercise 1

• In a weaker class, ask for translations. In a stronger class, encourage students to put the words into sentences to show understanding.

ANSWERS 1 generous 2 passion 3 moody 4 anxious 5 pessimistic 6 optimism 7 responsibility 8 respect 9 enthusiasm 10 confidence 11 frustrated

Differentiation:

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

Exercise 2

• In a weaker class, you could help students to prepare for the task by deciding together whether the missing words are adjectives or nouns.

• In a stronger class, ask students to give reasons and justify their opinion.

• Ask some students to compare their answers and report back to the class on how similar or different they and their partner are

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Students express their ideas

Students complete the table. Which adjectives are negative?

Negative adjectives: moody, anxious, pessimistic, frustrated

Students complete the sentences with your own ideas using words in exercise 1.

ANSWERS

Students’ own answers

Assessment criteria

- Recognize and use nouns and adjectives of attributes and personality.

Descriptor:

- recognize the nouns

- Can use an adjectives

Total: 1 point

Assessment criteria:

- Make adverbs from adjectives.

-Make CCQ questions

Descriptor:

- can use adverbs from adjectives

Cards

Student’s book

Worksheets

Student’s book

End

Home task:

Ex: 2 P:6

Complete the definitions with the words in the box.

The Ladder method was used as a reflection.

Teacher asks students to stick their stickers to the Success Ladder.

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

Poster Success Ladder.

Term 1

Unit 1 "Hobbies and qualities"

School: _____

Date:

Teacher name: _____

Grade: 9

Number present:

absent:

Lesson title

Comparing adjectives and adverbs

Learning objectives

9.4.9.1 recognise inconsistencies in argument in extended texts 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

Learners will be able to:

• Construct the sentences using comparative and superlative adjectives and adverbs with some support

• Comprehend comparisons to compare and contrast people and the things they do.

• Produce a clear, coherent description of a person they know.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

Pantomime: 'What do you like?

Play the game in 2 groups. One pupil from each group comes to the board and mimes a hobby. The other group tries to guess the hobby. If they guess correctly, they win one point. At the end of the game, the group with the most points is the winner.

Lead - In

Write on the board: In life, it’s best not to act too … Elicit possible endings for the sentence (quickly, carefully, etc.).

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

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

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!”

Good job!

Pictures

PPT

Main part

Exercise 4

Differentiation:

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

Exercise 5

• In a weaker class, allow students to work in pairs to write their sentences.

• Ask some students to write some of their sentences on the board. Discuss if they are logical and correctly formed.

Differentiation:Support; learners are arranged to interact in mixed groups. Topic vocabulary is used while responding to the given questions

Exercise 6

• Focus on the example and elicit one or two more examples from the class. Check answers. Make sure students understand we use less, the least, more, the most to form comparative and superlative forms of adverbs.

Students complete the examples and the rules in the table

Students write six sentences describing how you do different things. Use the verbs in the first box and adverbs formed from the adjectives in the second box.

Students complete the table with the words in blue

Assessment criteria

- Recognize and use nouns and adjectives of attributes and personality.

Descriptor:

- recognize the nouns

- Can use an adjectives

Assessment criteria:

- Make adverbs from adjectives.

-Make CCQ questions

Descriptor:

- can use adverbs from adjectives

Cards

Student’s book

Worksheets

Student’s book

End

Home task:

WB p.6, ex.1-3 p.7

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

Term 1

Unit 1 "Hobbies and qualities"

School: _____

Date:

Teacher name: _____

Grade: 9

Number present:

absent:

Lesson title

Reading: Comparing generations.

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

9.6.14.1 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

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

Lesson objectives

Learners will be able to:

• Synthesize information from the reading passage about life in the 1950s.

• Demonstrate the correct use of adjectives + prepositions.

• Interpret a text comparing past and present generations.

Express their opinions about different generations building

extended sentences.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Pre-teaching vocabulary

Warm-up

1/ Describe the given picture.

2/ What is the message conveyed by it?

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

Lead – In

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

Which of these things do you think were common in the 1950s?

Which are common now?

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

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!”

Good job!

Pictures

PPT

Main part

Pre- Reading Activity. Predictions. Elicitation

Predicting and guessing.

Students skimming the text "My generation" quickly

Students express their ideas

Differentiation:

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

While-reading

Exercise 1

• Read through the items in the list with the class and check that students understand them.

In a weaker class, allow students to use dictionaries

In a stronger class, elicit suggestions and guesses for unfamiliar vocabulary, and then discuss again after the first reading, encouraging students to use context to work out the meaning.

Exercise 2

-In a weaker class, encourage students to underline the parts of the text where they found the answers. In a stronger class, encourage students to identify the false sentences and correct them from memory. Then they should read again and confirm

Exercise 3

Ask students to complete the sentences with the correct prepositions

Peer testing.

Students work in pairs or groups

They have to prepare questions about the text they have just read.

The members of each pair or each group will have to answer.

Students express their ideas

Students read, listen and compare their answers with the text.

ANSWERS

More common in the 1950s ballrooms, big bands, black-and-white TV More common now mobile phones, computers, jobs for women, discos, bad language

Students read the text again. Write true or false. Correct the false sentences

ANSWERS

1 False. The cinema was popular in the fifties. 2 False. A family in her street bought a TV.

3 True.

4 False. She really likes the fashions.

5 True.

6 True

Assessment criteria

- understand specific information and detail in texts

Descriptor:

-finds necessary information in the text and completes the task.

Assessment criteria:

-Identify particular information and details in reading passage.

-Make CCQ questions

Descriptor:

- analyses the information in the text and gives the right answers.

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.10

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

Term 1

Unit 1 "Hobbies and qualities"

School: ___

Date:

Teacher name: _____

Grade: 9

Number present:

absent:

Lesson title

Past perfect and past simple

Learning objectives

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

9.6.9.1 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Identify the difference between the past perfect and past simple.

• Construct the sentences using past perfect and past simple with support.

• Construct the sentences using past perfect and past simple with minimal support.

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

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

With books close, ask the SS what they remember about the reading text from last lesson. Write on the board the example I visited my gran last weekend and she'd found some of her old photos.

Underline she'd found. Ask: When did I visit my gran? (last weekend). When did she find the photos, before or after I visited? (before I visited).

Tell SS that this tense is called the past perfect.

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students write down the rules

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!”

Good job!

Pictures

PPT

Main part

Exercise 1

• Ask students to open their books and look at the timeline. Tell them to read the sentence again and match the events to the diagram.

• Ask students to translate the examples into their own language. Discuss how the equivalent tense is formed in the students’ own language, and whether this is similar to English

Differentiation:

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

Exercise 2

• Read the example with the class and ask: Which action happened first? (I saw the film)

Focus on the next sentence and ask Which action happened first? (Alice didn’t have many hobbies when she was a child). Elicit which verb should be in the past perfect (have) and which in the past simple (tell).

Exercise 3

Ask students to complete the sentences with the correct prepositions

explain that prepositions are words like in, from, to, in front of, at and on, which are usually used before a noun or pronoun to show place

Students write the events in the correct place on the timeline

ANSWERS

Recent past: I visited my gran Earlier past: she’d found some of her old photos Rules: a before b past simple c had

Students complete the sentences. Use the past perfect and the past simple in each sentence

ANSWERS

1 told, hadn’t had

2 got, went, hadn’t seen

3 hadn’t invented, was

4 was, had left, had found

5 hadn’t started, arrived

6 wanted, had had

Assessment criteria

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

Descriptor:

- uses tense forms correctly;

Assessment criteria:

-Demonstrate the ability to write grammatically correct sentences on familiar topics.

-Make CCQ questions

Descriptor:

-fills in the sentences according to the grammar rule.

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB ex.4-5 p.7

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.

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

Poster Success

Term 1

Unit 1 "Hobbies and qualities"

School: ___

Date:

Teacher name: ___

Grade: 9

Number present:

absent:

Lesson title

Past perfect and past simple

Diagnostic test

Learning objectives

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

9.6.9.1 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Identify the difference between the past perfect and past simple.

• Construct the sentences using past perfect and past simple with support.

• Construct the sentences using past perfect and past simple with minimal support.

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

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

With books close, ask the SS what they remember about the reading text from last lesson. Write on the board the example I visited my gran last weekend and she'd found some of her old photos.

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students write down the rules

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!”

Good job!

Pictures

PPT

Main part

Exercise 4

Remind students to use the both the positive and the negative – to talk about things they had and had not done.

• In a weaker class, allow students time to prepare some notes and questions individually, then ask and answer their questions in pairs. In a stronger class, encourage students to ask and answer spontaneously.

Differentiation:

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

Students work in pairs. Find out what your partner had or hadn’t done before arriving at school today

ANSWERS

Students’ own answers

Students complete the sentences. Use the past perfect and the past simple in each sentence

ANSWERS

1 told, hadn’t had

2 got, went, hadn’t seen

3 hadn’t invented, was

4 was, had left, had found

5 hadn’t started, arrived

6 wanted, had had

Assessment criteria

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

Descriptor:

- uses tense forms correctly;

Assessment criteria:

-Demonstrate the ability to write grammatically correct sentences on familiar topics.

-Make CCQ questions

Descriptor:

-fills in the sentences according to the grammar rule.

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB ex.4-5 p.7

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.

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

Poster Success

Term 1

Unit 1 "Hobbies and qualities"

School: ___

Date:

Teacher name: ___

Grade: 9

Number present:

absent:

Lesson title

Uses of get

Learning objectives

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

9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.6.1.1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Ask and answer the questions using collocations with make, do, collect and write.

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

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

• Produce a clear, coherent description of their memories.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

Write make, do, collect and write on the board as headings. With books closed, students work in pairs and brainstorm words you use with each

Lead – In

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

Efficiency: By telling the wishes they show their appreciations .

Students write down the rules

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!”

Good job!

Pictures

PPT

Main part

Exercise 1

• In a weaker class, elicit translations of the collocations and make example sentences as a class. In a stronger class, encourage students to record the new phrases in their own example sentences.

• Point out that students can use diagrams like these to record other collocations. They could also turn the diagrams into spidergrams if they prefer

Differentiation:

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

Exercise 2

• Students complete the questions individually

In differentiation part

«Discussion» method was used to check up student’s vocabulary knowledge.

Exercise 3

Students listen and match the words with the people.

Differentiation:

«Verbal support» method is used to help Ss use new words in the sentences.

Exercise 4

Allow students time to read the questions. Encourage them to make notes from the first listening, which they can confirm when listening again.

Students complete the diagram with the words in the box

ANSWERS

1 model planes

2 clothes

3 music

4 puzzles

5 woodwork

6 sports

7 badges

8 stamps

9 football cards

10 blogs

11 poetry

12 short stories

Students choose the correct words to complete the questions. Then ask and answer in pairs

ANSWERS

1 collect 2 write 3 make 4 make 5 written 6 do 7 do, make Students’ own answers.

Students listen to the dialogues. Match two words with each of the people in the photos 1–4

ANSWERS

1 Michael: money, test 2 Maxine: uniform, upset 3 Clare: party, married 4 Joey: uncle, tickets

Students listen again and choose the correct answers

ANSWERS

1 c 2 a 3 b 4 c 5 a

Assessment criteria

-Identify facts and details in extended talkswith little support.

Descriptor:

- can make collocations

-can classifying words

Assessment criteria:

- Demonstrate the ability to participate in a conversation.

-Make CCQ questions

Descriptor:

- asks complex questions to get information

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.8.

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.

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

Poster Success

Term 1

Unit 1 "Hobbies and qualities"

School: ___

Date:

Teacher name: ___

Grade: 9

Number present:

absent:

Lesson title

Past simple and continuous

Learning objectives

9.3.5.1 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

9.5.2.1 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

9.6.9.1 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Identify the difference between past simple and continuous.

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

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

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

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

Refer students back to the photos on page 12. Ask What was Clare doing when she first heard the music?

• Elicit the answer (she was dancing) and write the sentence on the board: She was dancing when she heard the music.

• Underline the verbs and elicit that they are in the past continuous and past simple.

• Ask: Which action happened first? (she was dancing); Did she continue dancing when she heard it? (yes)

Lead – In

Ask questions

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

Efficiency: By telling the wishes they show their appreciations .

Students write down the rules

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!”

Good job!

Pictures

PPT

Main part

Exercise 1

Students work in pairs to study the sentences and match them to the descriptions.

• Check answers with the class. Elicit which tenses are used

Differentiation:

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

Exercise 3

Students continue writing their questions individually. Check answers as a class

Differentiation:

«Verbal support» method is used to help Ss use new words in the sentences.

Exercise 4

Students complete the questions individually or in pairs

Students match sentences 1–3 from the listening on page 12 with descriptions a–c. Which tenses do we use in each sentence?

ANSWERS

b (past continuous)

2 c (past continuous and past simple)

3 a (past simple)

Students complete the questions in the History quiz with a past simple and a past continuous form

ANSWERS

What new invention was Alexander Bell using when he said, ‘Mr Watson, come here. I want to see you’? (the telephone)

Students complete the questions using the correct form of the verbs in the box.

ANSWERS

1 did, do 4 were, thinking, got 2 did, meet 5 were, doing 3 did, use 6 did, do

Assessment criteria

- Demonstrate the ability to participate in a conversation.

Descriptor:

-discusses questions and answers the questions -can classifying words

Assessment criteria:

-Write sentences about real and imaginary past events connecting them into paragraphs.

.

-Make CCQ questions

Descriptor:

- writes about past activities

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.9

Self-assessment. How well do I understand?

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

3 - I understand and can do this by myself.

2 - I need more practice.

1 - I don't understand this yet.

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

Poster Success

Term 1

Unit 1 "Hobbies and qualities"

School: _____

Date:

Teacher name: ___

Grade: 9

Number present:

absent:

Lesson title

Talking about past events

Learning objectives

9.2.1.1 understand with little or no support the main points in 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 a wide increased range of general and curricular topics

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

Lesson objectives

Learners will be able to:

• Develop their listening skills for gist and specific information in the context of talking about past events.

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

• Perform situations talking about events in the past without support

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

With books closed, ask students what important days they can remember from the past.

• Elicit some answers, e.g. the first day at a new school, a holiday, Christmas day, etc. Ask students to describe what they remember and how they felt

Lead – In

Look at the photo. What do you think the relationship between Colin and Dean is? What are they looking at?

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

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

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!”

Good job!

Pictures

PPT

Main part

Differentiation:

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

Exercise 2

Tell students they are going to hear parts of a dialogue, and they must choose the most appropriate responses. Students listen and answer individually.

• Play the CD again and elicit the answers

Exercise 4

• In a weaker class, encourage students to underline the parts of the text where they found the answers. In a stronger class, encourage students to identify the false sentences and correct them from memory. Then they should read again and confirm

Exercise 3

Ask students to complete the sentences with the correct prepositions

explain that prepositions are words like in, from, to, in front of, at and on, which are usually used before a noun or pronoun to show place

Students express their ideas

Students listen to the dialogue. Which part of the festival did Colin enjoy most?

ANSWERS

The end of the last day

Students listen and choose the correct answers.

ANSWERS

1 b 2 b 3 a 4 b

Assessment criteria

- Identify the main idea in extended talk.

Descriptor:

• gives an appropriate answer.

Assessment criteria:

- Demonstrate the ability to participate in a conversation.

-Make CCQ questions

Descriptor:

• - discusses questions and answers the questions.

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.10

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

Term 1

Unit 1 "Hobbies and qualities"

School: _____

Date:

Teacher name: _____

Grade: 9

Number present:

absent:

Lesson title

Describing a decade p.15

Learning objectives

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

9.5.2.1 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

Lesson objectives

Learners will be able to:

• Study a model account of a decade.

• Learn key phrases for writing about a decade.

• Learn about giving examples.

• Write an account of a decade.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

Ask students what they think all these events have in common. If necessary, tell them that they all happened in the same decade and invite students to guess which one. Confirm that it is the 1960s

Lead – In

Answer the questions

Why do people remember the seventies?

What were the memorable events?

What music, films and fashions were popular

Do you like or dislike anything from the seventies?

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

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

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!”

Good job!

Pictures

PPT

CD1

Main part

Exercise 1

Read through the questions and make sure everyone understands.

In a weaker class, students can compare answers in pairs before checking as a class.

In a stronger class, set a short time limit and tell students to skim read the text for the information in the questions

Differentiation:

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

Exercise 2

• Read through the key phrases with the class. • Ask students to find the key phrases in the model text and translate them into their own language

Exercise 3

Look at the words in blue in the model text. Elicit what their role is (to introduce examples)..

• Point out the use of commas with for instance and for example

Students rad the model text and answer the questions.

ANSWERS

1 a

2 Paragraph 2

3 Paragraph 4

Students study the key phrases. Which phrases introduce the paragraphs in the text?

ANSWERS

Paragraph 1: The … was a decade which … Paragraph 2: In the world of fashion … Paragraph 3: One of the most memorable … Paragraph 5: By the end of the decade

Students study the words in blue in the model text.

ANSWERS

Students’ own answers

Assessment criteria

-. Study a model account of a decade.

Descriptor:

-read the model text

Assessment criteria:

- Learn key phrases for writing about a decade.

-Make CCQ questions

Descriptor:

-find the key phrases in the model text

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.10

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

Term 1

Unit 1 "Hobbies and qualities"

School: _____

Date:

Teacher name:

Grade: 9

Number present:

absent:

Lesson title

My country: Comparing generations p.16

Learning objectives

9.1.6.1 organise and present information clearly to others

9..3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics

Lesson objectives

Learners will be able to:

• Study a text written by a grandfather and his granddaughter about their different experiences and hobbies as teenagers.

• Learn compound adjectives connected with people’s attributes

• Review talking about the past using used to.

• Talk about hobbies and interests students used to have

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

1.Greeting.

Ask about the weather.

Warm-up

• Ask students 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?

Lead – In

Look at the photo and describe.

How old are the people in the photo?

How old are the people in the photo?

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!”

Good job!

Pictures

PPT

Main part

Exercise 1

• Draw students’ attention to the photos and ask them what they know about the people’s hobbies from the photos. Encourage students to describe the photos using the present continuous

Differentiation:

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

Exercise 2

• Before reading and listening students look at the true / false questions and guess the answers. Ask them to discuss the reason for their decisions in pairs

Exercise 3

Students look through the text and complete the exercise.

Exercise 4

• Allow students time to think about the adjectives in relation to the people listed

Students look at the photos. What are the people doing? What do you think their hobbies are?

Students read and listen to the text. Are the sentences true or false?

Students match the words to make compound adjectives

Assessment criteria

- Form ideas effectively and demonstrate the ability to express them clearly.

Descriptor:

• know about the people’s hobbies from the photos

Assessment criteria:

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

-Make CCQ questions

Descriptor:

- Match the words to make compound adjectives

Cards

Student’s book

Worksheets

Student’s book

End

Giving the hometask. WB p.10

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

Term 1

Unit 1 "Hobbies and qualities"

School: _____

Date:

Teacher name: _____

Grade: 9

Number present:

absent:

Lesson title

CLIL. The British sense of humour p.17