Материалдар / ҚМЖ English Plus 9 grade

ҚМЖ English Plus 9 grade

Материал туралы қысқаша түсінік

ҚМЖ English Plus 9 grade КСП English Plus 9 grade

Zhumagul Yerik

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

17 Қырқүйек 2024

0 рет жүктелген

Шет тілі Сабақ жоспары 9 сынып

810 ₸ 900 ₸

Бүгін алсаңыз 10% жеңілдік
беріледі

Тегін турнир Мұғалімдер мен Тәрбиешілерге
Дипломдар мен сертификаттарды алып үлгеріңіз!

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

Материалдың толық нұсқасын
жүктеп алып көруге болады

Methodological recommendations

for Lesson Planning

on the subject "English"

Corse book "English Plus for Kazakhstan" Grade 9

Oxford University Press

Short term plan 1

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: Attributes and personality.
Learning objectives(s) that this lesson is contributing to		9.C6 organise and present information clearly to others 9.S3 explain and justify their own point of view on a range of general and curricular topics 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.UE12 use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		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.
		Most learners will be able to:
		Comprehend comparisons to compare and contrast people and the things they do.
		Some learners will be able to:
		Produce a clear, coherent description of a person they know.
Assessment criteria		Form ideas effectively and demonstrate the ability to express them clearly. Provide a point of view in conversations and discussions. Apply the rule for compound adjectives and adjectives as participles in practice. Apply regular and irregular adverbs and comparative degree structures accurately. Descriptor. A learner: selects useful information and plans the answer. presents his/her information to the class. uses the learned rule and divides adjectives into the right columns. applies the rule for comparative degree adverbs and their usage.
Value links		Knowing yourself, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		Previously learned vocabulary on the topic "Hobbies and qualities".
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety links		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. 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.
Main Activities	Ex.1 p.8. Word formation activity. Ex.2 p.8. Sentence completion task. Ex.3 p.8. Completing questionnaire. Comparing answers (Venn diagram). Ex.4 p.9. Table completion. Ex.5 p.9. Putting the words into context. Ex.6 p.9. Substitution table. Ex.7 p.9. Transformation task. Ex.8 p.9. Guessing game. Extra task. Writing practice.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. 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 ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.

Short term plan 2

Term 1

Unit 1 "Hobbies and qualities"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Reading: Comparing generations.

Learning objectives(s) that this lesson is contributing to

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

All learners will be able to:

Synthesize information from the reading passage about life in the 1950s.
Demonstrate the correct use of adjectives + prepositions.

Most learners will be able to:

Interpret a text comparing past and present generations.

Some learners will be able to:

Express their opinions about different generations building extended sentences.

Assessment criteria

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.

Descriptor. A learner:

concludes ideas and arguments based on own experience.
finds necessary information in the text and completes the task.
analyses the information in the text and gives the right answers.
completes the sentences with appropriate prepositions.

Value links

Respecting yourself and others.

Cross curricular links

Social studies.

Previous learning

Previously learned vocabulary on the topic "Attributes and personality".

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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?

Main Activities

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.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.06

Ending the lesson

Giving the hometask. WB p.10

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.

Short term plan 3

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Language focus: Past perfect and past simple.
Learning objectives(s) that this lesson is contributing to		9.W3 write with moderate grammatical accuracy on a wide 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		All 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.
		Most learners will be able to:
		Construct the sentences using past perfect and past simple with minimal support.
		Some learners will be able to:
		Apply past perfect and past simple to talk about events at different times in the past without support.
Assessment criteria		Demonstrate the ability to write grammatically correct sentences on familiar topics. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Descriptor. A learner: uses tense forms correctly; fills in the sentences according to the grammar rule.
Value links		Respecting yourself and others, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		Comparing past and present generations.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. 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.
Main Activities	Ex.1 p.11. Deduction from the rules and exemplification. Ex.2 p.11. Opening the brackets. Ex.3 p.11. Sentence completion task. Ex.4 p.11. Asking and answering questions with a given grammar item. Extra task. Individual exercise.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.

Short term plan 4

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Uses of get.
Learning objectives(s) that this lesson is contributing to		9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics
Lesson objectives		All 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".
		Most learners will be able to:
		Synthesize information from the dialogues and use it as the basis for discussion.
		Some learners will be able to:
		Produce a clear, coherent description of their memories.
Assessment criteria		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. Descriptor. A learner: chooses the right answers. asks complex questions to get information. illustrates basic rules for abstract nouns and complex nouns, completes the task.
Value links		Respecting yourself and others, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		Talking about events at different times in the past.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	Ex.1 p.12. Collocations. Classifying words. Ex.2 p.12. Multiple choice. Ex.3 p.12. Gist listening. Matching task Ex.4 p.12. Listening for specific information. Choosing the best answer, a, b or c. Ex.5 p.12. Speaking in a form of interview.			Board Projector Internet Presentation Video and images Handouts with task CD 1.07
Ending the lesson	Giving the hometask. WB p.8. Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 5

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Language focus: Past simple and continuous.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.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		All learners will be able to:
		Identify the difference between past simple and continuous. Construct the sentences using past simple and continuous with support.
		Most learners will be able to:
		Construct the sentences using past simple and continuous with minimal support.
		Some learners will be able to:
		Apply past simple and continuous to talk about past events and memories without support.
Assessment criteria		Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Write sentences about real and imaginary past events connecting them into paragraphs. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Descriptor. A learner: discusses questions and answers the questions. uses appropriate subject-specific vocabulary while speaking. writes about past activities. demonstrates the correct usage of the Past simple and continuous.
Value links		Respecting yourself and others, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		People talking about their memories.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Refer SS back to the photos on p.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 continuous dancing when she hear it? (yes).
Main Activities	Ex.1 p.13. Deduction from the rules and exemplification. Ex.2 p.13. Recognition exercise. Ex.3 p.13. Opening the brackets. Answering questions. Ex.4 p.13. Structure-based substitution. Ex.5 p.13. Ticking off items. Ex.6 p.13. Situation-response. Improvising a dialogue. Extra task. Writing practice.			Board Projector Internet Presentation Video and images Handouts with task CD 1.08
Ending the lesson	Giving the hometask. WB p.9 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 6

Term 1

Unit 1 "Hobbies and qualities"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Speaking: Talking about past events.

Learning objectives(s) that this lesson is contributing to

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

All 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.

Most learners will be able to:

Create their own dialogues based on the given situations.

Some learners will be able to:

Perform situations talking about events in the past without support.

Assessment criteria

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.

Descriptor. A learner:

gives an appropriate answer.
discusses questions and answers the questions.
uses appropriate subject-specific vocabulary while speaking.

Value links

Respecting yourself and others, being open to experiencing new things.

Cross curricular links

Social studies.

Previous learning

People talking about past events and memories.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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.

Main Activities

Ex.1 p.14. Picture description (guessing, speculating, interpreting).

Ex.2 p.14. Gist listening.

Ex.3 p.14. Filling in gaps.

Guided role play.

Ex.4 p.14. Choose the best answer, a, b or c.

Ex.5 p.14. Gap-filling.

RE-writing.

Guided role-play.

Ex.6 p.14. Open role-play. Speaking in a form of a dialogue.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.09, 1.10, 1.11

Ending the lesson

Giving the hometask. SB ex.6 p.14

Peer-assessment.

Rubric

Criteria	Fluency	Pronunciation and accent	Vocabulary	Grammar	Pair work (interaction)
5 excellent	Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent.	Pronunciation is excellent; good effort at accent	A wide range of well-chosen vocabulary	Accuracy & variety of grammatical structures	Actively supports, engages, listens and responds to the partner. Takes a leading role.
4 good	Smooth and fluid speech; few hesitations; a slight search for words; inaudible word or two.	Pronunciation is good; good effort at accent	Good range of relatively well-chosen vocabulary	Some errors in grammatical structures possibly caused by attempt to include a variety.	Makes an effort to interact with the partner but doesn't take a leading role.
3 fair	Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words; volume wavers.	Pronunciation is okay; Some effort at accent, but is definitely non-native	Vocabulary range is lacking	Frequent grammatical errors that do not obscure meaning; little variety in structures	Some effort to interact with the partner but doesn't take a leading role.
2 poor	Speech is frequently hesitant with some sentences left uncompleted; volume very soft.	Pronunciation is lacking and hard to understand; No effort towards a native accent	Basic vocabulary choice with some words clearly lacking	Frequent grammatical errors even in simple structures that at times obscure meaning.	Limited interaction with the partner.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 7

Term 1

Unit 1 "Hobbies and qualities"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Writing: Describing a decade.

Learning objectives(s) that this lesson is contributing to

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

9.R5 deduce meaning from context in extended texts on a range of familiar general and curricular topics

9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Examine the general writing structure of an account of a decade.
Recognize and use key phrases for writing about a decade.

Most learners will be able to:

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

Some learners will be able to:

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

Assessment criteria

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

Identify the meaning and content of the reading texts.

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

Descriptor. A learner:

uses appropriate subject-specific vocabulary while speaking.
finds correct information while reading and answers the questions.
writes about past activities.

Value links

Respecting yourself and others, being open to experiencing new things.

Cross curricular links

Social studies.

Previous learning

Talking about events in the past.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed, write the following on the board: Berlin Wall built, first moon landing, the Beatles become popular. Ask SS what they think all these events have in common. Tell them that they all happened in the same decade and invite SS to guess which one. Confirm that it is the 1960s.

Ask: What else do you know about the 1960s?

Main Activities

Ex.1 p.15. Skimming. Questioning.

Ex.2 p.15. Recognizing language structures.

Ex.3 p.15. Sentence completion task.

Ex.4 p.15. Writing guide.

Questioning in groups.

Sharing ideas.

Structuring.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

Ending the lesson

Giving the hometask. WB p.11.

Peer-assessment.

Rubric

Category	5	4	3	2
Ideas	All ideas were expressed in a clear and organized way.	Most ideas were expressed in a pretty clear manner, but the organization could have been better.	Ideas were somewhat organized, but were not very clear.	The account of a decade seemed to be a collection of unrelated sentences.
Grammar & spelling	The text contains no errors in grammar or spelling.	Writer makes minimal errors in grammar or spelling that do not affect the quality of description.	Writer makes a few errors in grammar or spelling that affect the quality of description.	Writer makes some major errors in grammar or spelling that affect the quality of description.
Word choice	Use of accurate, but vivid, creative, and descriptive word choice throughout.	Use of accurate and descriptive word choice in most areas.	Word choice simplistic and lacking description.	Inaccurate or unclear wording in several areas.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 8

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			My country: Comparing generations.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.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 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		All learners will be able to:
		Recognize and use compound adjectives connected with people's attributes. Summarize information from the text written by a grandfather and his granddaughter about their different experiences and hobbies as teenagers. Demonstrate the correct use of "used to" talking about the past.
		Most learners will be able to:
		Analyze a text comparing the lifestyles and hobbies of different generations.
		Some learners will be able to:
		Produce a clear, coherent description of hobbies and interests they used to have.
Assessment criteria		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. Descriptor. A learner: uses the learned rule and divides adjectives into the right columns; analyses the information in the text and gives the right answers. fills in the sentences according to the grammar rule. asks complex questions to get information.
Value links		Respecting yourself and others, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		Describing a decade.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	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.			Board Projector Internet Presentation Video and images Handouts with task CD 1.12
Ending the lesson	Giving the hometask. SB ex.7 p.16 (a dialogue) “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 9

Term 1

Unit 1 "Hobbies and qualities"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

CLIL: Media studies. The British sense of humour.

Learning objectives(s) that this lesson is contributing to

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

All learners will be able to:

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.

Most learners will be able to:

Analyze a text about the British sense of humour.

Some learners will be able to:

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

Assessment criteria

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.

Descriptor. A learner:

recalls some events based on his/her own experience.
presents his/her information to the class.
uses appropriate subject-specific vocabulary while speaking.
finds necessary information in the text and completes the task.

Value links

Respecting yourself and others, being open to experiencing new things.

Cross curricular links

Social studies.

Previous learning

Comparing generations.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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?

Main Activities

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.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.13

Ending the lesson

Giving the hometask. WB p.12

Self-assessment.

KWL

Know	Want to know	Learnt

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 11

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Review. Unit 1.
Learning objectives(s) that this lesson is contributing to		9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.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		All learners will be able to:
		Reproduce taught material in listening, speaking, writing.
		Most learners will be able to:
		Demonstrate learned grammar and vocabulary about hobbies and qualities with sure.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy.
Assessment criteria		Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Provide a point of view in conversations and discussions. Apply the rule for compound adjectives and adjectives as participles in practice. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Descriptor. A learner: 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.
Value links		Respecting yourself and others, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		Talking about the British sense of humour.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	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.			Board Projector Internet Presentation Video and images Handouts with task CD 1.14
Ending the lesson	Giving the hometask. SB p.19 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 12

Term 1 Unit 1 "Hobbies and qualities"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Project: An interview summary: teenage years.
Learning objectives(s) that this lesson is contributing to		9.S3 explain and justify their own point of view on a range of general and curricular topics 9.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		All learners will be able to:
		Plan, write and edit a summary of an interview about an older person's youth with support.
		Most learners will be able to:
		Plan, write and edit a summary of an interview about an older person's youth with minimal support.
		Some learners will be able to:
		Plan, write and edit a summary of an interview about an older person's youth without support.
Assessment criteria		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. Descriptor. A learner: presents his/her information to the class. finds correct information and opinion. includes examples and reasons where necessary.
Value links		Respecting yourself and others, being open to experiencing new things.
Cross curricular links		Social studies.
Previous learning		Review. Unit 1.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	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. Feedback on the project.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.13 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 13

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Medical science.
Learning objectives(s) that this lesson is contributing to		9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.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.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		All learners will be able to:
		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.
		Most learners will be able to:
		Express ideas about exercise and sport. Produce sentences with could, can, will be able to to talk about ability and possibility with minimal support.
		Some learners will be able to:
		Demonstrate the ability to produce sentences with could, can, will be able to without support. Provide unprepared speech about the benefits of doing sport and exercise.
Assessment criteria		Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Provide a point of view in conversations and discussions. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		Teenage years.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write health and exercise on the board and elicit the connection between the two. Ask: Can you be healthy without doing exercise?
Main Activities	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.			Board Projector Internet Presentation Video and images Handouts with task CD 1.15
Ending the lesson	Giving the hometask. WB p.14. Self-reflection. "Message". Pupils write 7 words of the greatest importance for the topic of the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 14

Term 1

Unit 2 "Exercise and sport"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Alternative therapy.

Learning objectives(s) that this lesson is contributing to

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

9.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

All learners will be able to:

Comprehend the text about exercise as a cure.
Recognize and use noun suffixes.

Most learners will be able to:

Interpret a text about exercise and health.

Some learners will be able to:

Express their opinions on exercise as an alternative medical treatment with fluency building extended sentences.

Assessment criteria

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.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

Medical science.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed, write the quote form Hippocrates "Walking is man's best medicine" on the board and ask SS what they think it means. Elicit or explain that it probably means that keeping active improves your health.

Main Activities

Ex.1 p.22. Predicting based on the title, pictures.

Ex.2 p.22. Detailed reading.

Completing gapped text with sentences.

Ex.3 p.22. Table completion.

Ex.4 p.22. Word-formation activity.

Ex.5 p.22. Speaking in a form of discussion.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.16

Ending the lesson

Giving the hometask. WB p.18

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 15

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			May, might, could, must, can't.
Learning objectives(s) that this lesson is contributing to		9.C6 organise and present information clearly to others 9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.W3 write with moderate grammatical accuracy on a wide range of familiar 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		All learners will be able to:
		Identify the use of may, might, could, must, can't for possibility and certainly.
		Most learners will be able to:
		Apply the use of may, might, could, must, can't to express possibility and certainly in opinions.
		Some learners will be able to:
		Talk with fluency about things that are possible or certain.
Assessment criteria		Form ideas effectively and demonstrate the ability to express them clearly. Convey fantasy ideas and experiences including emotions and senses. Demonstrate the ability to write grammatically correct sentences on familiar topics. Apply modal verbs for different purposes.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		Alternative therapy.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Refer SS back to the text on pp.22-23 and ask: Do you think that swimming in cold water helps depression? Elicit a range of ideas including that idea that it is possible it works. Write on the board: Swimming in cold water might help depression and underline might. Elicit or explain that meaning (it is possible that it works). Tell SS they are going to learn some other ways of expressing possibility and certainly.
Main Activities	Ex.1 p.23. Induction of the rules from examples and explication. Ex.2 p.23. Multiple choice. Ex.3 p.23. Cue sentences. Ex.4 p.23. Extension. Extra task. Making statements on the pictures given. Guessing, speculating, interpreting.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.15. 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 16

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Phrasal verbs.
Learning objectives(s) that this lesson is contributing to		9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.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.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use phrasal verbs about health and lifestyle. Develop their listening skills for gist and specific information in the conversation about living longer.
		Most learners will be able to:
		Interpret information from an eight-point health plan and use it as the basis for discussion.
		Some learners will be able to:
		Produce a clear, coherent talk about a healthy lifestyle.
Assessment criteria		Identify the position of speakers in an extended talk with some support. Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Express thoughts about the given topic in the conversations. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		May, might, could, must, can't.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write health and lifestyle on the board and elicit or teach the meaning. Ask: How can your lifestyle affect your health? Elicit some ideas. Ask: How can you change your lifestyle to make you healthier? Elicit a range of ideas.
Main Activities	Ex.1 p.24. Showing lexical relations (synonyms). Ex.2 p.24. Study strategy. Ex.3 p.24. Generating interest. Gist listening. Identifying situations and people. Ex.4 p.24. Judging whether some statements about the listening text are true or false. Ex.5 p.24. Improvising a conversation.			Board Projector Internet Presentation Video and images Handouts with task CD 1.17
Ending the lesson	Giving the hometask. WB p.16 Self-assessment. Summary sentence Ask learners to write one sentence to summarize what they know about the topic.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 17

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Past modals.
Learning objectives(s) that this lesson is contributing to		9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.L4 understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.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		All learners will be able to:
		Identify the use of must have, can't have, could have, might have to speculate about the past.
		Most learners will be able to:
		Use must have, can't have, could have, might have to speculate about the past with some support.
		Some learners will be able to:
		Apply past modals to speculate about the past without support.
Assessment criteria		Convey fantasy ideas and experiences including emotions and senses. Recognise the content of an extended conversation using some supporting information. Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs. Apply modal verbs for different purposes.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		Vocabulary and listening: Phrasal verbs.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS to remember how we express possibility in the present. Give them some scenarios and elicit sentences using may, might, could, must, can't. For example, say: Joe's doing his driving test after only three lessons. (He can't be ready/must be very confident). Look, it's getting cloudy. It may/might rain this afternoon), etc. . Tell SS they are going to learn how to express possibility in the past.
Main Activities	Ex.1 p.25. Induction of the rules from examples and explication. Ex.2 p.25. Transformation exercise. Ex.3 p.25. Multiple choice. Ex.4 p.25. Cue sentences. Ex.5 p.25. Speaking on a suggested topic.. Ex.6 p.25. Making statements on the pictures. Guessing, speculating, interpreting. Extra task. Writing practice.			Board Projector Internet Presentation Video and images Handouts with task CD 1.18
Ending the lesson	Giving the hometask. WB p.17 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 18

Term 1

Unit 2 "Exercise and sport"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Speaking: Exchanging opinions.

Learning objectives(s) that this lesson is contributing to

9.L5 recognise the opinion of the speaker(s) 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

All learners will be able to:

Develop their listening skills in the context of people exchanging opinions.
Recognize key phrases for exchanging opinions.
Use should, must, have to express obligation, advice, prohibition.

Most learners will be able to:

Create their own dialogues based on the given situations.

Some learners will be able to:

Perform situations exchanging opinions with other people without support.

Assessment criteria

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.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

Past modals.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed, see how many suggestions for a healthy lifestyle SS can remember from the eight-point health plan on p.24.

Ask where SS come across advice about health. Elicit suggestions for how the government and schools can communicate with young people about health issues, e.g. TV advertising and posters.

Main Activities

Ex.1 p.26. Discovery activity.

Ex.2 p.26. Gist listening.

Answering questions.

Ex.3 p.26. Focus listening.

Ticking off items.

Guided role play.

Ex.4 p.26. Recognition exercise.

Substitution drill.

Ex.5 p.26. Practise structures.

Ex.6 p.26. Improvising a dialogue.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.19, 1.20

Ending the lesson

Giving the hometask. Make your own personalized version of the poster for healthy lifestyle.

Peer-assessment.

Rubric

Criteria	Fluency	Pronunciation and accent	Vocabulary	Grammar	Pair work (interaction)
5 excellent	Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent.	Pronunciation is excellent; good effort at accent	A wide range of well-chosen vocabulary	Accuracy & variety of grammatical structures	Actively supports, engages, listens and responds to the partner. Takes a leading role.
4 good	Smooth and fluid speech; few hesitations; a slight search for words; inaudible word or two.	Pronunciation is good; good effort at accent	Good range of relatively well-chosen vocabulary	Some errors in grammatical structures possibly caused by attempt to include a variety.	Makes an effort to interact with the partner but doesn't take a leading role.
3 fair	Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words; volume wavers.	Pronunciation is okay; Some effort at accent, but is definitely non-native	Vocabulary range is lacking	Frequent grammatical errors that do not obscure meaning; little variety in structures	Some effort to interact with the partner but doesn't take a leading role.
2 poor	Speech is frequently hesitant with some sentences left uncompleted; volume very soft.	Pronunciation is lacking and hard to understand; No effort towards a native accent	Basic vocabulary choice with some words clearly lacking	Frequent grammatical errors even in simple structures that at times obscure meaning.	Limited interaction with the partner.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 19

Term 1

Unit 2 "Exercise and sport"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Writing: A discussion essay.

Learning objectives(s) that this lesson is contributing to

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

9.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

All learners will be able to:

Comprehend the general writing structure of a discussion essay.
Recognize and use key phrases for a discussion essay.

Most learners will be able to:

Write a discussion essay using writing guide.

Some learners will be able to:

Express their ideas in writing a a discussion essay without support.

Assessment criteria

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.

Value links

Taking care of your body and health.

Cross curricular links

Physical education.

Previous learning

Exchanging opinions.

Intercultural awareness

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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.

Tell SS they are going to learn how to present arguments for and against in a discussion essay.

Main Activities

Ex.1 p.27. Skimming. Questioning.

Ex.2 p.27. Recognizing language structures.

Ex.3 p.27. Transformation exercise.

Table completion task.

Ex.4 p.27. Multiple choice.

Ex.5 p.27. Writing guide.

Questioning in groups.

Sharing ideas.

Structuring.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

Ending the lesson

Giving the hometask. WB p.19

Peer-assessment. Rubric

Category	4	3	2	1
Ideas	All ideas were expressed in a clear and organized way. It was easy to figure out what the essay was about.	Most ideas were expressed in a pretty clear manner, but the organization could have been better.	Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the essay was about.	The essay seemed to be a collection of unrelated sentences. It was very difficult to figure out what the essay was about.
Format	Complies with all the requirements for a discussion essay.	Complies with most of the requirements for a discussion essay.	Complies with several of the requirements for a discussion essay.	Complies with few of the requirements for a discussion essay.
Sentences and Paragraphs	Sentences and paragraphs are complete, well-constructed and of varied structure.	Most sentences are complete and well-constructed. Paragraphing is generally done well.	Some sentences are complete and well-constructed. Paragraphing needs some work.	Many sentence fragments or run-on sentences and paragraphing needs lots of work.
Grammar & spelling	Writer makes few or no errors in grammar or spelling.	Writer makes some errors in grammar and/or spelling but the errors do not impede understanding.	Writer makes quite a lot of errors in grammar and/or spelling	Writer makes very frequent errors in grammar and/or spelling.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 21

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			My country: Exercise and sport.
Learning objectives(s) that this lesson is contributing to		9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.W1 plan, write, edit and proofread work at text level with little or no support 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		All learners will be able to:
		Recognize and use vocabulary connected with success in sport. Identify the difference between could, was/were able to and managed to. Develop their reading skills in the context of Kazakh sports stars.
		Most learners will be able to:
		Synthesize the information from the text about Kazakh sportspeople and use it as the basis for discussion.
		Some learners will be able to:
		Talk with fluency about famous sportspeople in Kazakhstan.
Assessment criteria		Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the main idea of text on unfamiliar and curricular topics. Make a clear plan of writing; Write a text; Check the written draft. Apply modal verbs for different purposes.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		Writing: A discussion essay.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Have a race to find which group can list the most Kazakh sportspeople in two minutes. After two minutes, find out which group had the longest list and declare them the winner. Ask that pair for their answers and write them on the board. Ask other groups to contribute more names if they have them.
Main Activities	Ex.1 p.28. Building background knowledge. Ex.2 p.28. Detailed reading. Matching task. Ex.3 p.28. Table completion. Word formation activity. Brainstorming. Ex.4 p.28. Induction of the rules from examples and explication. Ex.5 p.28. Sentence completion task. Ex.6 p.28. Writing practice. Guessing and speculating.			Board Projector Internet Presentation Video and images Handouts with task CD 1.21
Ending the lesson	Giving the hometask. SB p.28 ex.6 Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 23

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			CLIL: Biology: Healthy eating.
Learning objectives(s) that this lesson is contributing to		9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts
Lesson objectives		All learners will be able to:
		Recognize and use vocabulary to do with nutrition and healthy eating. Develop their reading skills in the context of healthy eating.
		Most learners will be able to:
		Synthesize the information from the text about healthy eating and use it as the basis for discussion.
		Some learners will be able to:
		Express with fluency their ideas about diet and ways it could be improved.
Assessment criteria		Provide a point of view in conversations and discussions. Use topic appropriate words in justifying their point of view. Find particular facts and parts in reading passage.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		My country: Exercise and sport.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	Ex.1 p.29. Conveying the meaning of new words through definitions. Ex.2 p.29. Communicative reading. Reacting to a text. Ex.3 p.29. Choose the best answer, a, b or c. Ex.4 p.29. Speaking in a form of presentation.			Board Projector Internet Presentation Video and images Handouts with task CD 1.22
Ending the lesson	Giving the hometask. WB p.20 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.		Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 24

Term 1 Unit 2 "Exercise and sport"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Review. Unit 2. Skills round-up.
Learning objectives(s) that this lesson is contributing to		9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 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		All learners will be able to:
		Reproduce taught material in listening, speaking, writing.
		Most learners will be able to:
		Demonstrate learned grammar and vocabulary about exercise and sport in dialogues with sure. Create their own dialogues based on the given situations.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy. Provide unprepared speech talking about adventure sports.
Assessment criteria		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.
Value links		Taking care of your body and health.
Cross curricular links		Physical education.
Previous learning		CLIL: Biology: Healthy eating.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	Ex.1 p.30. Gap-filling. Ex.2 p.30. Word formation activity. Ex.3 p.30. Blank-filling Ex.4 p.30. Filling in gaps. Ex.5 p.30. Multiple choice. Ex.6 p.30. Substitution drill Ex.1 p.31. Brainstorming. Ex.2 p.31. Gist listening. Identifying situations and people. Ex.4-5 p.31. improvising a conversation.			Board Projector Internet Presentation Video and images Handouts with task CD 1,24
Ending the lesson	Giving the hometask. WB p.21 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 25

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and language focus: Geography and the environment.
Learning objectives(s) that this lesson is contributing to		9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE10 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use nouns related to the environment. Do a quiz on Kazakhstan Produce sentences using the present continuous with support.
		Most learners will be able to:
		Produce sentences using the present continuous with little support.
		Some learners will be able to:
		Express their opinions about future trends building extended sentences.
Assessment criteria		Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Employ the rule for using present continuous forms for present and future meaning and past continuous in the context.
Value links		Respecting and protecting the environment.
Cross curricular links		Ecology, Geography.
Previous learning		Review Unit 2.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety links		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
	Warm up. With books closed, write the environment on the board and elicit or explain the meaning. Put SS into pairs and give them two minutes to write down as many words connected to the environment as they can in English. Elicit answers and write the words related to the environment on the board. Point to a couple of words and ask SS to explain what they mean and why they are important.
Main Activities	Ex.1 p.32. Matching task. Ex.2 p.32. Questionnaire. Ex.3 p.32. Gap filling. Speaking in a form of discussion. Ex.4 p.32. Induction of the rules from exercises and explication. Ex.5 p.32. Gist listening. True/false statements. Ex.6 p.32. Sentence completion task. Giving opinions, agreeing and disagreeing. Extra task. Writing practice.			Board Projector Internet Presentation Video and images Handouts with task CD 1.25
Ending the lesson	Giving the hometask. WB p.22 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”: Green: How can you use today's learning in different subjects? Red: How do you feel about your work today? White: What have you leant today? Black: What were the weaknesses of your work? Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... ) Yellow: What did you like about today's lesson?
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.

Short term plan 26

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Reading: Our responsibility to platen Earth.

Learning objectives(s) that this lesson is contributing to

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

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

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

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

Lesson objectives

All learners will be able to:

Recognize and use words related to the sustainability.
Synthesize information from the reading passage about sustainability.

Most learners will be able to:

Analize the text about sustainability.

Some learners will be able to:

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

Assessment criteria

Express thoughts about the given topic in the conversations.

Use topic appropriate words in justifying their point of view.

Identify the main idea of text on unfamiliar and curricular topics.

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

Value links

Respecting and protecting the environment.

Cross curricular links

Ecology, Geography.

Previous learning

Vocabulary and language focus: Geography and the environment.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed, write sustainability on the board and ask SS what they think it means. Elicit or explain that it means not doing anything that endangers the environment for future generations.

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

Elicit ideas and ask other SS if they agree.

Main Activities

Ex.1 p.34. Building background knowledge.

Ex.2 p.34. Detailed reading.

Justifying True/False statements with reference to the text.

Ex.3 p.34. Matching words.

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

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.26

Ending the lesson

Giving the hometask. WB p.26

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.

Short term plan 27

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Language focus: First conditional.
Learning objectives(s) that this lesson is contributing to		9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.S2 ask complex questions to get information on a range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Construct the sentences using the first conditional with support.
		Most learners will be able to:
		Construct the sentences using the first conditional to talk about possible situations with minimal support.
		Some learners will be able to:
		Apply the first conditional to talk about a future situation and its consequences without support.
Assessment criteria		Discuss a problem in groups and suggest a solution to a problem. Make up complex interrogative sentences to get information about the topic. Differentiate between if/unless in first conditional clauses.
Value links		Respecting and protecting the environment.
Cross curricular links		Ecology.
Previous learning		Reading: Our responsibility to platen Earth.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books close, ask: What will happen if you look for Sealand on the map? Elicit the answer (You won't find it). Write on the board: If you look for Sealand on the map, you won't find it. Ask SS to translate it into their own language. Elicit or teach that it is a first conditional sentence. Ask: Does it refer to a present action, or a possible action in the future? (a possible action in the future).
Main Activities	Ex.1 p.35. Induction of the rules from examples and explication. Ex.2 p.35. Opening the brackets. Ex.3 p.35. Completion drill. Ex.4 p.35. Structure-based substitution. Extra task. Transformation exercise.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.23 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas.

Short term plan 28

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Vocabulary and listening: Government policies.

Learning objectives(s) that this lesson is contributing to

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

9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics

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

Lesson objectives

All learners will be able to:

Recognize and use verbs for policies by imagining he/she was president of a country.
Identify the meaning of the conversation about imagining he/she was president.

Most learners will be able to:

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

Some learners will be able to:

Produce a clear, coherent talk about government policies.

Assessment criteria

Make an argument and evolve reasoning while speaking or writing.

Identify facts and details in extended talks with little support.

Use topic appropriate words in justifying their point of view.

Value links

Respecting and protecting the environment.

Cross curricular links

Ecology, Social studies.

Previous learning

First conditional.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

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

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

Main Activities

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

Giving opinions, agreeing and disagreeing.

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

Ticking off items in a list.

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

Ex.4 p.36. Information transfer.

Ranking (priority) discussion.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.27

Ending the lesson

Giving the hometask. WB p.24.

Self-assessment.

Plus	Minus	Interesting

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

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 29

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Language focus: First and second conditionals.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Construct the sentences using second conditional to talk about imaginary situations with support. Identify the difference between first and second conditionals.
		Most learners will be able to:
		Construct the sentences using second conditional to talk about imaginary situations with minimal support.
		Some learners will be able to:
		Apply first and second conditionals to talk about what they would do in likely or unlikely situations without support.
Assessment criteria		Demonstrate the ability to participate in a conversation. Demonstrate the ability to write grammatically correct sentences on familiar topics. Differentiate between if/unless in first conditional clauses.
Value links		Respecting and protecting the environment.
Cross curricular links		Ecology.
Previous learning		Government policies.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books close, write on the board: If I was president, ... and elicit an ending to the sentence. Write the ending so that you have a complete sentence on the board. Ask SS to translate the sentence into their own language and elicit or teach that it is a second conditional sentences.
Main Activities	Ex.1 p.37. Deduction from the rules and exemplification. Ex.2 p.37. Multiple choice. Ex.3 p.37. Situation-response. Ex.4 p.37. Matching task. Ex.5 p.37. Structure-based substitution. Ex.6 p.37. Completion drill. Asking and answering questions. Extra task. Extension.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.25 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 30

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Speaking: Apologizing.

Learning objectives(s) that this lesson is contributing to

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

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

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

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

Lesson objectives

All learners will be able to:

Recognize and use key phrases for apologizing and expressing regrets.
Develop their listening skills in the context of apologizing and expressing regrets.
Demonstrate the ability to express past and present regrets with I wish using some support.

Most learners will be able to:

Create their own dialogues based on the given situations.

Some learners will be able to:

Perform situations practising apologizing without support.

Assessment criteria

Figure out the content of a conversation with some support in extended talkю

Demonstrate the ability to participate in a conversation.

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

Differentiate between if/unless in first conditional clauses.

Value links

Respecting and protecting the environment.

Cross curricular links

Social studies.

Previous learning

First and second conditionals.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed, write I'm sorry on the board and elicit its meaning. Ask SS in what kinds of situations they might apologize. Elicit examples and suggestions.

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

Main Activities

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

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

Ex.3 p.38. Focus listening.

Ticking off items.

Guided role play.

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

Ex.5 p.38. Opening the brackets.

Guided role-playing.

Ex.6 p.38. Open role-play. Speaking in a form of a dialogue.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.28, 1.29

Ending the lesson

Giving the hometask. SB ex.6 p.38

Peer-assessment.

Rubric

Criteria	Fluency	Pronunciation and accent	Vocabulary	Grammar	Pair work (interaction)
5 excellent	Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent.	Pronunciation is excellent; good effort at accent	A wide range of well-chosen vocabulary	Accuracy & variety of grammatical structures	Actively supports, engages, listens and responds to the partner. Takes a leading role.
4 Good	Smooth and fluid speech; few hesitations; a slight search for words; inaudible word or two.	Pronunciation is good; good effort at accent	Good range of relatively well-chosen vocabulary	Some errors in grammatical structures possibly caused by attempt to include a variety.	Makes an effort to interact with the partner but doesn't take a leading role.
3 fair	Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words; volume wavers.	Pronunciation is okay; Some effort at accent, but is definitely non-native	Vocabulary range is lacking	Frequent grammatical errors that do not obscure meaning; little variety in structures	Some effort to interact with the partner but doesn't take a leading role.
2 poor	Speech is frequently hesitant with some sentences left uncompleted; volume very soft.	Pronunciation is lacking and hard to understand; No effort towards a native accent	Basic vocabulary choice with some words clearly lacking	Frequent grammatical errors even in simple structures that at times obscure meaning.	Limited interaction with the partner.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 31

Term 2

Unit 3"Our planet"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Writing: An opinion essay.

Learning objectives(s) that this lesson is contributing to

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

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

9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

9.UE6 use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Examine the general writing structure of an opinion essay.
Recognize and use references, pronouns and key phrases for writing an opinion essay.

Most learners will be able to:

Express their ideas in writing an opinion essay with minimal support.

Some learners will be able to:

Express their ideas in writing an opinion essay without support.

Assessment criteria

Use topic appropriate words in justifying their point of view.

Identify the main idea of text on unfamiliar and curricular topics.

Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs.

Differentiate between relative pronouns including who, which, where, why.

Value links

Respecting and protecting the environment.

Cross curricular links

Social studies.

Previous learning

Apologizing.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Focus on the photo. Ask: how old do you think this girl is? What is she doing? Elicit some ideas, and elicit or teach the word straw.

Ask: At what age can you ride a scooter? Elicit the answer, then ask: Should the government stop people using them? Elicit a range of ideas.

Main Activities

Ex.1 p.39. Skimming. Questioning.

Ex.2 p.39. Sorting exercise.

Ex.3 p.39. Matching task.

Ex.4 p.39. Writing guide.

Questioning in groups.

Sharing ideas.

Structuring.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

Ending the lesson

Giving the hometask. WB p.27

Peer-assessment.

Rubric

Category

Ideas

The writer's opinion is very clear.

Reasons and some specific examples are given.

The writer's opinion is clear.

Reasons and some examples are given.

The writer's opinion is fairly clear.

A few reasons are given, but specific examples may not be given.

The writer's opinion is not very clear.

Reasons are not given or don't make sense.

The writer's opinion cannot be determined.

Organization

The writing has a clear introduction and conclusion.

Reasons and examples are grouped into a body that makes sense.

Many linking words are used effectively to connect the reasons and examples.

The writing has an introduction and a conclusion.

Reasons and examples are grouped into a body that mostly makes sense. Some linking words are used to connect the reasons and examples.

The writing may be missing an introduction. The writing may be missing a conclusion. Some reasons are grouped into a body. Few linking words are used.

The writing does not have an introduction or a conclusion.

Reasons are missing or disorganized.

Linking words are missing or used incorrectly.

The writing is very poorly organized and hard to follow.

Word choice

The writer uses precise, well-chosen words (especially adjectives and adverbs).

The writer's words give a clear message.

Some words, including adjectives and adverbs, are precise.

The message is clear.

Many words are vague or poorly chosen.

The message may be confusing in parts.

Many vague or unclear words are used.

These word choices make most of the message hard to understand.

Many words are used incorrectly.

The message is not clear.

Sentence Fluency

Sentence structures are varied and interesting. Sentence structures include compound sentences.

Some of the sentence structures are varied and interesting.

A compound sentence may be used.

Many sentences share the same structure.

All sentences share a

similar structure.

Sentences are fragments or run-ons.

Sentences are written incorrectly.

Voice

The writer sounds very convincing.

The point of view is clear and consistent.

The writing is respectful without sounding too formal or stiff.

The writer sounds convincing some of the time.

The point of view is somewhat consistent.

A few places may sound too stiff or informal.

The writer isn't very convincing.

The point of view may

shift.

The writing may sound too stiff in some places. The writing may sound too informal in other places.

The writer does not sound convincing.

The point of view changes a lot.

The writing sounds too stiff or informal.

The writer does not express an opinion.

The point of view cannot be determined.

Conventions

There are no mistakes in capitalization, punctuation, or spelling. The writing is very easy to read.

There are some mistakes in capitalization, punctuation, or spelling. The writing is somewhat easy to read.

There are mistakes in capitalization, punctuation, and spelling.

Mistakes make the paper difficult to read.

There are many mistakes in capitalization, punctuation, and spelling.

Mistakes cause confusion for the reader.

The writing has not been edited.

It is very hard to read.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 32

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			My country: Our planet.
Learning objectives(s) that this lesson is contributing to		9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.UE12 use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Summarize information from the text about a journey through Betpak-Dala. Recognize how adverbs modify adjectives and where adverbs are used in a sentence. Identify adverb use in a text.
		Most learners will be able to:
		Analyze information from the text about a journey through Betpak-Dala and use it as a basis for discussion.
		Some learners will be able to:
		Plan, write and edit a diary describing the journey.
Assessment criteria		Form ideas effectively and demonstrate the ability to express them clearly Find particular facts and parts in reading passage, Apply pre-verbal, post-verbal and end-position adverbs accurately.
Value links		Respecting and protecting the environment.
Cross curricular links		Social studies.
Previous learning		An opinion essay.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ask SS if they have visited the area between Lake Balkhash and the Sarysu River. What did they see and do there? Ask the whole class what they know about the area and what they think it is like and what wildlife you can see there.
Main Activities	Ex.1 p.40. Building background knowledge. Ex.2 p. 40. Detailed reading. Table completion. Ex.3 p. 40. Recognizing language structures. Ex.4 p. 40. Induction of the rules from examples and explication. Ex.5 p. 40. Sequencing words. Ex.6 p. 40. Writing practice. Creative exercise.			Board Projector Internet Presentation Video and images Handouts with task CD 1.30
Ending the lesson	Giving the hometask. SB ex.6 p.40 “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title (Kazakhstan). 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 33

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			CLIL: Ecology: Solving an ecology problem.
Learning objectives(s) that this lesson is contributing to		9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.R4 read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
Lesson objectives		All learners will be able to:
		Develop their reading skills in the context of recycling.
		Most learners will be able to:
		Express their ideas about recycling situation in a city.
		Some learners will be able to:
		Present a solution to a rubbish problem.
Assessment criteria		Convey fantasy ideas and experiences including emotions and senses. Find particular facts and parts in reading passage. Skim the extended fiction or non-fiction texts to identify the general information.
Value links		Respecting and protecting the environment.
Cross curricular links		Ecology, Social studies.
Previous learning		My country: Our planet.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask: Is there anything you would like to change about your school? Elicit some ideas and then ask: What can you do to make your school change? Ask: Do you think SS should have more power to make changes in their school? Elicit some ideas, and encourage SS to join in and express their opinions.
Main Activities	Ex.1 p.41. Brainstorming the topic. Sorting exercise. Ex.2 p.41. Questions for personal response. Detailed reading. Checking comprehension. Ex.3 p.41. Questions about the topic to discuss. Ex.4 p.41. Problem-solving discussion.			Board Projector Internet Presentation Video and images Handouts with task CD 1.31
Ending the lesson	Giving the hometask. WB p.28 Self-assessment. Pair share At the end of a lesson learners share with their partner: Three new things they have learnt: What they found easy What they found difficult Something they would like to learn in the future.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 35

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Review. Unit 3.
Learning objectives(s) that this lesson is contributing to		9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Reproduce taught material in listening, speaking, writing.
		Most learners will be able to:
		Demonstrate learned grammar and vocabulary about environment with sure.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy.
Assessment criteria		Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Differentiate between if/unless in first conditional clauses.
Value links		Respecting and protecting the environment.
Cross curricular links		Ecology.
Previous learning		CLIL: Politics: High school elections.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	Ex.1 p.42. Substitution drill. Ex.2 p.42. Matching task. Ex.3 p.42. Sequencing words. Ex.4 p.42. Opening the brackets. Ex.5 p.42. Paraphrasing. Ex.6 p.42. Filling in the blanks. Ex.7 p.42. Focus listening. Justifying true/false statements with reference to the text.			Board Projector Internet Presentation Video and images Handouts with task CD 1.32
Ending the lesson	Giving the hometask. SB p.43 Peer-assessment. Two stars and a wish. You did a really good job on… I really like how you… My favorite part was when… I think the best thing about it is… Maybe you could… I also think you might want to… I wish you would have… It would also be great if…
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 36

Term 2 Unit 3"Our planet"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Project: A community project.
Learning objectives(s) that this lesson is contributing to		9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.W1 plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics
Lesson objectives		All learners will be able to:
		Plan, write and edit a community project with support.
		Most learners will be able to:
		Plan, write and edit a community project with minimal support.
		Some learners will be able to:
		Plan, write and edit a community project without support.
Assessment criteria		Discuss a problem in groups and suggest a solution to a problem. Identify the main idea of text on unfamiliar and curricular topics. Make a clear plan of writing; Write a text; Check the written draft.
Value links		Respecting and protecting the environment.
Cross curricular links		Ecology, Social studies.
Previous learning		Review. Unit 3.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ask SS if they know of any community projects near where they live. Ask them what the projects do and if they know of what they have achieved.
Main Activities	Ex.1 p.43. Prediction based on the slogan, pictures. Ex.2 p.43. Skimming. Matching headings with sections. Ex.3 p.43. Brainstorming. Generating ideas. Illustration. Giving presentation. Feedback on the project.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.29 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 37

Term 2

Unit 4 "Charities and conflict"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Morals.

Learning objectives(s) that this lesson is contributing to

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

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

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

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

Lesson objectives

All learners will be able to:

Recognize and use phrases to do with honesty and morals.
Do a questionnaire on rights and wrongs.
Produce sentences making requests with support.

Most learners will be able to:

Produce sentences making requests with minimal support.

Some learners will be able to:

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

Assessment criteria

Provide a point of view in conversations and discussions.

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

Demonstrate the ability to ask a variety of questions in different tenses.

Apply the rule for reported speech forms for statements in the context.

Value links

Helping others. Learning to compromise. Respecting yourself and others.

Cross curricular links

Social studies.

Previous learning

A community project.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed, write Right and Wrong on the board and elicit the meaning. Ask: What things is it wrong to do? Elicit some answers, e.g. stealing, murder, etc.

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

Main Activities

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

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

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

Ex.4 p.44. Table completion.

Ex.5 p.44. Multiple choice.

Ex.6 p.44. Transformation exercise.

Ex.7 p.44. Listening comprehension. Activating language.

Ex.8 p.44. Practice structures.

Extra task. Individual sentences.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 2.01, 2.02

Ending the lesson

Giving the hometask. WB p.30

Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson

My difficulties

Valuable thoughts for me from the lesson

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 38

Term 2

Unit 4 "Charities and conflict"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Charities.

Learning objectives(s) that this lesson is contributing to

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

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

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

Lesson objectives

All learners will be able to:

Comprehend the text about a charity.
Recognize and use collocations with make and do.

Most learners will be able to:

Interpret a text about a charity and use it as a basis for discussion.

Some learners will be able to:

Express their opinions on being honest with fluency building extended sentences.

Assessment criteria

Express thoughts about the given topic in the conversations.

Use topic appropriate words in justifying their point of view.

Find particular facts and parts in reading passage.

Value links

Helping others. Learning to compromise. Respecting yourself and others.

Cross curricular links

Social studies.

Previous learning

Morals.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

With books closed elicit what charities do. (Give help usually to people, animals or the environment).

Ask SS what charities they know and what those charities do.

Ask SS which charities they think are best.

Main Activities

Ex.1 p.46. Predicting based on the title, pictures. Gist reading.

Ex.2 p.46. Detailed reading.

Completing gapped text with sentences.

Ex.3 p.46. Substitution drill.

Ex.4 p.46. Blank-filling.

Ex.5 p.46. Speaking in a form of discussion.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 2.03

Ending the lesson

Giving the hometask. WB p.34

Self-assessment.

KWL

Know	Want to know	Learnt

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 39

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Reported speech: tense changes.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Comprehend tense changes in reported speech. Demonstrate the ability to transport direct speech to reported speech with support.
		Most learners will be able to:
		Demonstrate the ability to transport direct speech to reported speech with minimal support.
		Some learners will be able to:
		Demonstrate the ability to transport direct speech to reported speech without support.
Assessment criteria		Demonstrate the ability to participate in a conversation. Demonstrate the ability to write grammatically correct sentences on familiar topics. Apply the rule for reported speech forms for statements in the context.
Value links		Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular links		Social studies.
Previous learning		Charities.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS to think again about the text about a charity. Ask SS how some of the injured soldier mentioned in the text felt about the games.
Main Activities	Ex.1 p.47. Induction of the rules from examples and explication. Ex.2 p.47. Blank-filling. Ex.3 p.47. Transformation exercise. Ex.4 p.47. Situation-response. Extra task. Individual sentences.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.31. 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 40

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Vocabulary and listening: Reporting verbs.
Learning objectives(s) that this lesson is contributing to		9.C6 organise and present information clearly to others 9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use reporting verbs. Develop their listening and reading skills in the context of famous protests.
		Most learners will be able to:
		Interpret information from a radio programme about famous protests and use it as the basis for discussion.
		Some learners will be able to:
		Produce a clear, coherent talk about protests.
Assessment criteria		Form ideas effectively and demonstrate the ability to express them clearly. Identify the main idea in extended talks with little support. Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Value links		Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular links		Social studies.
Previous learning		Reported speech: tense changes.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo and elicit that it shows a demonstration. Ask SS to look carefully and say what the people are protesting against. Elicit a range of ideas.
Main Activities	Ex.1 p.48. Matching words. Ex.2 p.48. Conveying the meaning. Multiple choice. Ex.3 p.48. Structure based substitution. Ex.4 p.48. Transportation exercise. Ex.5 p.48. Gist listening. Judging whether some statements about the listening text are true or false. Ex.6 p.48. Information search. Giving presentations.			Board Projector Internet Presentation Video and images Handouts with task CD 2.04, 2.05
Ending the lesson	Giving the hometask. WB p.32 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 41

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Reported and indirect questions.
Learning objectives(s) that this lesson is contributing to		9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE5 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Identify the difference between reported and indirect questions. Construct reported questions with support.
		Most learners will be able to:
		Construct reported questions with minimal support.
		Some learners will be able to:
		Construct reported questions without support.
Assessment criteria		Demonstrate the ability to participate in a conversation. Demonstrate the ability to write grammatically correct sentences on familiar topics. Demonstrate the ability to ask a variety of questions in different tenses. Apply the rule for reported speech forms for statements in the context.
Value links		Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular links		Social studies.
Previous learning		Reporting verbs.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, briefly revise reported speech. Elicit some examples of direct speech, and ask different SS to change the direct sentences into reported speech. Elicit the rules for reported speech. If necessary prompt SS by asking about tenses, and any other changes (pronouns).
Main Activities	Ex.1 p.49. Induction of the rules from examples and explication. Ex.2 p.49. Multiple choice. Ex.3 p.49. Transformation exercise. Ex.4 p.49. Writing practice. Ex.5 p.49. Deduction from the rules and exemplification. Ex.6 p.49. Asking and answering questions. Ex.7 p.49. Improvising a conversation. Extra task. Writing practice.			Board Projector Internet Presentation Video and images Handouts with task
Ending the lesson	Giving the hometask. WB p.33 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.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 42

Term 2

Unit 4 "Charities and conflict"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Speaking: Explaining and clarifying situations.

Learning objectives(s) that this lesson is contributing to

9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics

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

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

Lesson objectives

All learners will be able to:

Develop their listening skills in the context of someone explains and clarifies a situation.
Recognize key phrases for explaining and clarifying a situation.

Most learners will be able to:

Create their own dialogues based on the given situations.

Some learners will be able to:

Perform situations explaining and clarifying a situation without support.

Assessment criteria

Identify the main idea 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.

Value links

Helping others. Learning to compromise. Respecting yourself and others.

Cross curricular links

Social studies.

Previous learning

Reported and indirect questions.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Ask SS if they have ever been found out for giving an excuse when they couldn't do something, for example said they are going to their grandparents' house, only for someone to see them at a party.

Ask them why they made the excuse in the first place. Was it because they didn't want to do something or was it because their plans changed?

Main Activities

Ex.1 p.50. Guessing, speculating, interpreting pictures.

Ex.2 p.50. Gist listening.

Comprehension questions.

Ex.3 p.50. Ticking off items.

Guided role play.

Ex.4 p.50. Practise structures. Substitution drill. Guided role-play.

Ex.5 p.50. Open role-play.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 2.06, 2.07

Ending the lesson

Giving the hometask. SB p.50 ex.5

Peer-assessment.

Rubric

Criteria	Fluency	Pronunciation and accent	Vocabulary	Grammar	Pair work (interaction)
5 excellent	Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent.	Pronunciation is excellent; good effort at accent	A wide range of well-chosen vocabulary	Accuracy & variety of grammatical structures	Actively supports, engages, listens and responds to the partner. Takes a leading role.
4 good	Smooth and fluid speech; few hesitations; a slight search for words; inaudible word or two.	Pronunciation is good; good effort at accent	Good range of relatively well-chosen vocabulary	Some errors in grammatical structures possibly caused by attempt to include a variety.	Makes an effort to interact with the partner but doesn't take a leading role.
3 fair	Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words; volume wavers.	Pronunciation is okay; Some effort at accent, but is definitely non-native	Vocabulary range is lacking	Frequent grammatical errors that do not obscure meaning; little variety in structures	Some effort to interact with the partner but doesn't take a leading role.
2 poor	Speech is frequently hesitant with some sentences left uncompleted; volume very soft.	Pronunciation is lacking and hard to understand; No effort towards a native accent	Basic vocabulary choice with some words clearly lacking	Frequent grammatical errors even in simple structures that at times obscure meaning.	Limited interaction with the partner.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 43

Term 2

Unit 4 "Charities and conflict"

School:

Date:

Teacher’s name:

Grade 9

Number present:

Number absent:

Theme of the lesson:

Writing: A narrative.

Learning objectives(s) that this lesson is contributing to

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

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

9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

9.W9 punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

Lesson objectives

All learners will be able to:

Comprehend the general writing structure of a model text.
Recognize and use key phrases for writing a narrative.
Demonstrate the correct use of punctuation in dialogues.

Most learners will be able to:

Write a narrative with dialogue using writing guide.

Some learners will be able to:

Express their ideas in writing a narrative with dialogue without support.

Assessment criteria

Identify the main idea of text on unfamiliar and curricular topics.

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

Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs.

Use punctuation marks in a piece of writing.

Value links

Helping others. Learning to compromise. Respecting yourself and others.

Cross curricular links

Social studies.

Previous learning

Explaining and clarifying situations.

Intercultural awareness

Smart board for showing a presentation, getting additional information, playing the audio, video files.

Health and Safety

Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Focus on the photo and the title of the text. Ask: What has happened? How do you think it happened? Who do you think did it? Elicit a range of ideas.

Ask: Do you think the people who did this will admit it? Why? Elicit some answers, but don't confirm or reject any yet.

Main Activities

Ex.1 p.51. Skimming. Questioning.

Ex.2 p.51. Sequencing.

Ex.3 p.51. Transformation exercise.

Ex.4 p.51. Writing guide.

Questioning in groups.

Sharing ideas.

Structuring.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

Ending the lesson

Giving the hometask. WB p.35

Peer-assessment. Rubric

Category	4	3	2	1
Ideas	All ideas were expressed in a clear and organized way. It was easy to figure out what a narrative was about.	Most ideas were expressed in a pretty clear manner, but the organization could have been better.	Ideas were somewhat organized, but were not very clear. It took more than one reading to figure out what the narrative was about.	The essay seemed to be a collection of unrelated sentences. It was very difficult to figure out what the narrative was about.
Format	Complies with all the requirements for a narrative.	Complies with most of the requirements for a narrative.	Complies with several of the requirements for a narrative.	Complies with few of the requirements for a narrative.
Sentences and Paragraphs	Sentences and paragraphs are complete, well-constructed and of varied structure.	Most sentences are complete and well-constructed. Paragraphing is generally done well.	Some sentences are complete and well-constructed. Paragraphing needs some work.	Many sentence fragments or run-on sentences and paragraphing needs lots of work.
Grammar & spelling	Writer makes few or no errors in grammar or spelling.	Writer makes some errors in grammar and/or spelling but the errors do not impede understanding.	Writer makes quite a lot of errors in grammar and/or spelling	Writer makes very frequent errors in grammar and/or spelling.

End

1min

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

Additional information

Differentiation –

how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment –

how are you planning to check learners’ learning?

Critical thinking

Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 45

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			My country: Charities and conflict.
Learning objectives(s) that this lesson is contributing to		9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE15 use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Recognize and use phrases to talk about why you do something. Comprehend verb patterns verb + (object) + infinitive with to. Develop their reading skills in the context of a blog post about charity work.
		Most learners will be able to:
		Synthesize the information from a blog post about charity work and use it as the basis for discussion.
		Some learners will be able to:
		Talk with fluency about which charity to donate money to.
Assessment criteria		Find particular facts and parts in reading passage. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Differentiate between usage of infinitive and gerund forms after a limited variety of verbs, adjectives and prepositions
Value links		Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular links		Social studies.
Previous learning		Writing: A narrative.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Books closed. In pairs, SS think about why someone might want to work for a charity and what qualities someone working or a charity should have. Ask them to think about a particular type of charity. For example, for a medical charity, someone might want to help people who are in great difficulty. If they work a s as doctor or nurse, they would need medical training and the ability to work in difficult situations.
Main Activities	Ex.1 p.52. Building background knowledge. Ex.2 p.52. Detailed reading. Comprehension questions. Ex.3 p.52. Induction of the rules from examples and explication. Ex.4 p.52. Recognition exercise. Ex.5 p.52. Opening the brackets. Ex.6 p.52. Improvising a conversation.			Board Projector Internet Presentation Video and images Handouts with task CD 2.08
Ending the lesson	Giving the hometask. SB p.52 ex.6 Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 47

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			CLIL: History: The Berlin Wall.
Learning objectives(s) that this lesson is contributing to		9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics
Lesson objectives		All learners will be able to:
		Develop their reading and listening skills in the context of people talking about their personal experiences of the Berlin Wall.
		Most learners will be able to:
		Synthesize the information about the Berlin Wall and use it as the basis for discussion.
		Some learners will be able to:
		Express with fluency their ideas about life with a dividing wall in KZ.
Assessment criteria		Reach an answer or a decision by identifying the content of the extended talk. Find particular facts and parts in reading passage. Speak coherently and in detail about the given topic, referring to personal experience whenever possible. Use topic appropriate words in justifying their point of view.
Value links		Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular links		Social studies, History.
Previous learning		My country: Charities and conflict.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo on p.53 and elicit that it shows the Berlin Wall. Ask SS what they know about the Berlin Wall. Point out or elicit that the photo is from the fall of the wall. Elicit facts that SS know and then ask: What do you think life was like for people when the wall was there? How do you think people felt when the wall came down? Elicit some ideas and encourage SS to express their opinions.
Main Activities	Ex.1 p.53. Conveying the meaning of new words through definitions. Blank-filling. Ex.2 p.53. Gist reading. Ex.3 p.53. Detailed reading. Comprehension questions. Ex.4 p.53. Focus listening. Identifying situations and people. Ex.5 p.53. Expressing opinion (reacting to a text).			Board Projector Internet Presentation Video and images Handouts with task CD 2.09, 2.10
Ending the lesson	Giving the hometask. WB p.36 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?		Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.		Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Short term plan 48

Term 2 Unit 4 "Charities and conflict"			School:
Date:			Teacher’s name:
Grade 9			Number present:		Number absent:
Theme of the lesson:			Review. Unit 4. Skills round-up.
Learning objectives(s) that this lesson is contributing to		9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics
Lesson objectives		All learners will be able to:
		Reproduce taught material in listening, speaking, writing.
		Most learners will be able to:
		Demonstrate learned grammar and vocabulary about charities and conflict in dialogues with sure. Create their own dialogues based on the given situations.
		Some learners will be able to:
		Use taught vocabulary and grammar with accuracy. Provide unprepared speech talking about charities and conflict.
Assessment criteria		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. Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs. Apply the rule for reported speech forms for statements in the context.
Value links		Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular links		Social studies.
Previous learning		CLIL: History: The Berlin Wall.
Use of ICT		Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety		Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break.
Plan
Planned timings	Planned activities			Resources
Beginning the lesson	The lesson greeting. 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.
Main Activities	Ex.1 p.54. Substitution drill. Ex.2 p.54. Blank-filling. Ex.3 p.54. Multiple choice. Ex.4 p.54. Opening the brackets. Ex.5 p.54. Transformation exercise. Ex.6 p.54. Choose the best answer, a, b or c. Ex.1 p.55. Talking about pictures related to the topic. Ex.2 p.55. Gist listening. Comprehension questions. Ex.4-5 p.55. Iimprovising a conversation.			Board Projector Internet Presentation Video and images Handouts with task CD 2.12
Ending the lesson	Giving the hometask. WB p.37 Peer-assessment. Two stars and a wish. You did a really good job on ... I really like how you ... Maybe you could ...
End 1min	Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?			Assessment – how are you planning to check learners’ learning?			Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice.			Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring.			Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

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