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Барлық 400 000 материалдарды тегін жүктеу үшін
Ұнаған тарифті таңдаңыз
Айлық
Жылдық
1 - күндік
Танысу 690 ₸ / 1 күнге
Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. 10 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 30 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу5 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
1 - айлық
Стандарт
2990 ₸ / айына
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 30 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу 150 файлды тегін жүктеу
Жинақталған ҚМЖ бөлімінде 10 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
Іс-шаралар (мини-курстар, семинарлар, конференциялар) тегін қатысу
1 - айлық
Шебер 7990 ₸ / айына
Таңдау
UstazTilegi AI - ЖИ арқылы тегін ҚМЖ, БЖБ, ТЖБ, тест, презентация, авторлық бағдарлама т.б. жасау 150 материал жасау
Материалдар бөлімі - Барлық 400 000 материалдарды тегін 900 материал жүктеу
Аттестация ПББ тестеріне доступ аласыз шексіз
Жеке ҚМЖ бөлімінде - дайын ҚМЖ-ларды, презентацияларды жүктеу 300 файлды тегін жүктеу
Жинақталған ҚМЖ бөлімінде 50 файлды тегін жүктеу
Олимпиада, турнир, байқауларға 50% жеңілдік
Іс-шаралар (мини-курстар, семинарлар, конференциялар) тегін қатысу
Назар аударыңыз!
Сіз барлық мүмкіндікті қолдандыңыз.
Қалған материалдарды ертең жүктей аласыз.
Ок
Материалдың қысқаша нұсқасы
Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Vocabulary: means of transport |
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Learning objectives |
9.1.4.1 evaluate and respond constructively to feedback from others 9.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic - read for gist |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:87 • Brainstorm with the class for as many means of transport as Ss can think of and write them on the board. Ask Ss to copy them down into their notebooks. Then elicit which are various 5s' favourite ones and why. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 87 • Ask Ss to read the advert and then make sentences following the example. Elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners in a minute write in your notebook as many means of transport as you can think of. Compare with your partner. ANSWERS car, plane, taxi, boat, ship, train, bus, coach, bike, motorbike, etc My favourite means of transport is the plane because it is fast and comfortable and you can travel long distances in little time • Learners read the advert and make sentences as in the example. ANSWERS a yak. If you go to Thailand you can ride an elephant. If you go to Kazakhstan, you can ride a camel |
Descriptor: - brainstorm with the class - write in your notebook as many means of transport Total: 2 point
Self assessment Descriptor: - read the advert - make sentences as in the example. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 82 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: Destination |
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Learning objectives |
9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 9.5.1.1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - present vocabulary for sights and activities - listen and read for gist - read for specific information |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:88 • Ask Ss to look at the pictures. Play the recording with pauses for Ss to repeat chorally and/or individually. • Check Ss' pronunciation and intonation. Then ask Ss to close their books and try to remember as many sights and activities as possible. Elicit answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 88 • Read out the question and play the recording. Ss listen and read and find out the answer. Ex: 3a P: 89 • Ask Ss to read the sentence stems 1-6 and give them time to read the text again and then complete them. • Check Ss' answers around the class. Ex: 3b P: 89 • Give 5s time to look up the meanings of the word in bold in their dictionaries and then elicit explanations from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures. Listen and repeat ANSWERS Student’s own answer • Learners listen to and read to find out. Answer the question. ANSWERS Astana is an exciting destination because there are lots of amazing sights to see and lots of interesting activities to do. • Learners read again and complete the sentences. ANSWERS 1 all the way down Nurzhol Boulevard and the Presidential Palace 2 Nur Astana Mosque 3 giant tent 4 an indoor pool with a sandy beach and palm trees and trendy shops 5 market with traditional yurts 6 shopping malls and outdoors • Learners explain the words in bold. You can use your dictionary. ANSWERS miss (v): to lose the opportunity to see/do sth spectacular (adj): amazing unforgettable (adj): memorable trendy (adj): fashionable pick up (phr v): to buy |
Descriptor: - look at the pictures - repeat chorally and/or individually Total: 2 point
Self assessment Descriptor: - read out the question - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Descriptor: - explain the words in bold - use your dictionary Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 83 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Phrasal verb: take |
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Learning objectives |
9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.2.1 ask complex questions to get information about a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -consolidate new vocabulary - express an opinion - learn phrasal verbs with take |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:89 • Ask Ss to read the words in the list and then use them to complete the phrases 1-10. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 89 • Ask Ss to look at the bar chart and then play the recording. Ss listen and fill in the percentages. Then ask various ss to present the information in the chart to the class. Ex: 6 P: 89 • Ask Ss to read the text again if necessary. Give Ss time to consider their answers and then ask various 5s to share their opinions with the class. Ex: 7 P: 89 • Ask Ss to read the box and then give them time to choose the correct particles in the sentences. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the phrases. ANSWERS 1 capital 2 shopping 3 palm 4 sandy 5 stunning 6 indoor 7 architectural 8 boat 9 holiday 10 trendy • Learners listen and fill in the percentages. Present the information to the class. ANSWERS 1 90 2 65 3 5 4 25 5 15 • Learners answer the question. Give your opinion. ANSWERS I think tourists should definitely visit the Bayterek Tower to get stunning views of the city. I think they should also visit the Khan Shatyr Entertainment Centre to enjoy the facilities and visit trendy shops. I also think they should go on a boat trip on the river to see the sights of the city • Learners read the box, then choose the correct particle. ANSWERS 1 up 2 after 3 off 4 to |
Descriptor: - read the words in the list - complete the phrases. Total: 2 point
Self assessment Descriptor: - listen and fill - present the information Total: 2 point -Make CCQ questions Yes / No Descriptor: - answer the question - give your opinion. Total: 2 point Descriptor: - read the box - choose the correct particle Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 84 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Adverbs – order of adverbs |
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Learning objectives |
9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -revise adverbs - order of adverbs -practise adverbs |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:90 •Go through the theory and revise adverbs and order of adverbs and explain when and how we use them. Explain any points Ss are unsure of. Then give them time to form correct sentences with the prompts. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 90 • Give Ss time to complete the task, and then check Ss' answers around the class. Ex: 3 P: 90 •Explain the task and give Ss time to complete it. • Check Ss' answers. Ex: 4 P: 90 • Explain the task and elicit answers from Ss around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory. Form correct sentences. Answer the question. ANSWERS 1 The train is never late. (manner) 2 I left my bus pass upstairs. (place) 3 They left quickly. (manner) 4 We were terribly busy yesterday. (degree) 5 She finished work early on Fridays. (time) 6. You can catch the bus to town from here. (place) 7 She drives extremely fast. (degree; manner) 8 He always walks to work. (frequency) 9. The bus is quite slow. (degree) 10 Please ride your bike carefully. (manner) • Learners make sentences. ANSWERS I can speak English well. I never behave badly. I usually walk slowly. I went to school today. I regularly ride my bike at the weekends. It is very hot today. I am never late for school. I feel quite tired. • Learners choose the correct item. ANSWERS 1 very 2 well 3 usually go 4 slightly 5 spoke angrily 6 straight 7 badly 8 happily give you • Learners fill the gaps. ANSWERS 1 tomorrow 2 patiently 3 here 4 fast 5 rather |
Descriptor: - read the theory. - correct sentences. Total: 2 point
Self assessment Descriptor: - make sentences. - complete the task, Total: 2 point -Make CCQ questions Yes / No Descriptor: - choose the correct item. - complete the task Total: 2 point Descriptor: - fill the gaps Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 85 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Determiners / pre- determiners |
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Learning objectives |
9.2.1.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics 9.5.3.1 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives |
Learners will be able to: - present/practise determiners/pre- determiners - present/practise determiners/ pre-determiners - practise determiners/pre-determiners |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:91 • Ask Ss to read the theory. Explain any points Ss are unsure of. Explain the task. Give Ss time to complete it and then ask Ss around the class to share their sentences with the rest of the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 6 P: 91 • Ask Ss to read the theory box and then ask various Ss to tell the class how we use the determiners. Ex: 7 P: 91 • Explain the task and give 5s time to complete it. Check Ss' answer Ex: 8 P: 91 • Explain the task and give Ss time to complete it. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory. Then complete the sentences with the right determiner. ANSWERS 1 Each 2 whole 3 every 4 none 5 all 6 plenty • Learners read the examples. ANSWERS We use both, and to say we mean each one of two things/people. We use neither, nor to say not the one or the other of two things/people. We use either, or/either to say one or the other of two things/people • Learners rewrite the sentences using the words in brackets. ANSWERS 1 The whole (of my) family came to watch me play football. 2 Each of the passengers boarded the plane./ Each passenger boarded the plane. 3 Neither Assel nor Nurlan have got a passport. 4 Either Saule or Dina is going to help me out with my luggage. • Learners choose the correct word. ANSWERS 1 whole 2 Each 3 either 4 plenty 5 None 6 every 7 either 8 every 9 Both 10 nor |
Descriptor: - read the theory. - complete the sentences Total: 2 point
Self assessment Descriptor: - read the theory box - tell the class how we use the determiners. Total: 2 point -Make CCQ questions Yes / No Descriptor: - rewrite the sentences - use the words in brackets Total: 2 point Descriptor: - choose the correct word Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 86 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: The legend of the lake |
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Learning objectives |
9.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics general and curricular topics 9.5.2.1 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: - introduce new vocabulary - listen and read for gist - read for specific information (multiple choice) |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:92 • Ask Ss to read the words in the list and explain/elicit the meanings of any unknown ones and then give them time to look at the pictures and fill in the correct words. • Tell Ss they can use their dictionaries to help them. Play the recording, Ss listen and check their answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 92 • Elicit Ss' guesses in answer to the questions. Play the recording. Ss listen and read to find out. Ex: 3 P: 92 • Explain the task and ask Ss to read the questions and answer choices. Give Ss time to read the text and then complete the task. Check 5s' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners label the pictures. You can use your dictionary. ANSWERS 1 Loch 2 Falls 3 Causeway 4 Cove 5 Cave 6 Lake • Learners listen to and read to find out. Answer the question. ANSWERS Toraigyr Lake is at the foot of Akbet Mountain in Kazakhstan. The legend associated with it is of a three- headed dragon and seven brothers who killed it • Learners read again and for question choose ANSWERS 1 A 2 C 3 B |
Descriptor: - label the pictures. - use your dictionary. Total: 2 point
Self assessment Descriptor: - listen to and read to find out - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the questions - complete the task Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 87 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Word formation |
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Learning objectives |
9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics 9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - create an alternate ending - form adjectives from verbs - learn and practise prepositional phrases |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:93 • Give Ss time to consider their answers and then elicit various answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 93 • Ask Ss to read the theory box and then give them time to complete the sentences with adjectives formed from the verbs in brackets. Ex: 6 P: 93 • Explain the task and give Ss some time to complete it then check Ss' answers. Ex: 7 P: 93 • Explain the task and ask Ss to read the gapped advert. Play the recording. Ss listen and complete the gaps. Check Ss' answers. Ex: 8 P: 93 • Explain the task and ask Ss to read the functions box and then use this language to request information about the tour in Ex. 7 in pairs. Monitor the activity around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. ANSWERS The last brother could have waited until the dragon was asleep because it only had one head left and it had to sleep sometime. Then he could have killed it and got away without being injured • Learners read the theory. Then complete each sentence with the correct adjective formed from the verb in brackets. ANSWERS 1 accessible 2 believable 3 excellent 4 creative 5 considerate • Learners choose the correct preposition. ANSWERS 1 for 2 after 3 about 4 of • Learners listen and complete the advert with the missing words. ANSWERS 1 coach 2 Akbet 3 picnic lunch 4 guest |
Descriptor: - answer the question. Total: 2 point
Self assessment Descriptor: - read the theory. - complete each sentence with the correct adjectiv Total: 2 point -Make CCQ questions Yes / No Descriptor: - listen and complete - complete the advert Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 88 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Everyday English: Apologising – Accepting an apology |
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Learning objectives |
9.1.4.1 evaluate and respond constructively to feedback from others 9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres |
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Lesson objectives |
Learners will be able to: - present situational language - Listen and read for specific information - identify synonymous phrases in a situational dialogue |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:94 • Play the recording with pauses for Ss to listen and repeat chorally and/or individually. Check Ss' pronunciation and intonation Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 94 •Play the recording. Ss listen and follow the dialogue in their books and find out. Ex: 3 P: 94 •Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning. Check Ss' answers and elicit the L1 equivalents. Ex: 4 P: 94 • Play the recording again. Ss listen and then take roles and act out the dialogue in closed pairs. Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. ANSWERS Student’s own answer • Learners read a dialogue between two friends. Answer the question. ANSWERS The friends are at an airport. Todd takes Ryan's bag by mistake. • Learners find sentences in the dialogue. ANSWERS I'm surprised you're here. = Fancy seeing you here. Are you sure? Oh, did 1? Where are you going? Where are you off to? Never mind. Oh, don't worry about it. I apologise. I'm terribly sorry about that. (Ss' own answers • Learners listen and read the dialogue. Take roles and read it aloud ANSWERS Student’s own answer |
Descriptor: - repeat chorally and/or individually. Total: 2 point
Self assessment Descriptor: - read a dialogue - answer the question Total: 2 point -Make CCQ questions Yes / No Descriptor: - answer the question - complete the Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 89 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across cultures: Man – made Masterpieces |
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Learning objectives |
9.1.4.1 evaluate and respond constructively to feedback from others 9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and curricular topics |
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Lesson objectives |
Learners will be able to: -understand cultural heritage and its importance, to introduce the topic and listen and read for gist -read for specific information (multiple matching) |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:95 •Direct Ss' attention to the definition and give them time to read it. Then play the recording. Ss listen and follow the texts in their books to find out how the places are UNESCO World Heritage Sites Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 95 • Ask Ss to read the sentences 1-5. Give Ss time to read the texts again and mark the statements. Check Ss' answers. Ex: 3 P: 95 • Give Ss time to complete the task in closed pairs. Elicit comparisons from Ss around the class. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the definition. Answer the question. ANSWERS Blenheim Palace is a man-made structure that is one of the first buildings created in the English Romantic style of architecture. The Mausoleum of Khoja Ahmend Yasawi is a man-made structure that is a beautiful example of 12th century architecture. • Learners read the text. Then, read the sentences and write M for the Mouselium and B Blenheim ANSWERS 1 B 2 M 3 B 4 B 5 M • Learners compare and contrast the two buildings in the text. ANSWERS Blenheim Palace was built by a queen for a military leader but The Mausoleum was built by a military leader. Blenheim Palace was completed in 1722, but the Mausoleum of Khoja Ahmed Yasawi was never completed. Both Blenheim Palace and the Mausoleum of Khoja Ahmed Yasawi have paintings inside and are open to the public. Blenheim Palace has a Great Lake and trees which are almost 1,000 years old, but the Mausoleum of Khoja Ahmed Yasawi does not. Blenheim Palace has 187 rooms whereas the Mausoleum of Khoja Ahmed Yasawi has 35 rooms. They are both excellent examples of types of architecture |
Descriptor: - look at the definition - answer the question. Total: 2 point
Self assessment Descriptor: - read the text. - write M and B Total: 2 point -Make CCQ questions Yes / No Descriptor: - compare and contrast the two buildings Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 8: Travel and tourism |
Lesson 90 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: Linking East and West |
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Learning objectives |
9.4.6.1 recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics 9.1.4.1 evaluate and respond constructively to feedback from others 9.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic; to listen and read for gist - read for specific information - understand cultural heritage and its importance |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:96 • Elicit what, if anything Ss know about the Chang'an Tian-Shan Corridor. Play the recording. Ss listen and follow the text in their books and find out. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 96 • Give Ss time to read the text again and answer the comprehension questions. Check Ss' answers. Ex: 3 P: 96 • Tell Ss to refer back to p.95 and read the information box about UNESCO again and then give Ss time to consider their answers to the questions referring to the text as necessary. Ask various Ss to share their answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and read to find out. Answer the question. ANSWERS It is a 5,000 km stretch of the Silk Road that ran through Kazakhstan • Learners read the text again and answer the question. ANSWERS 1 5,000 km 2 Chang'an (modern-day Xian) 3 the Taklamakan desert, the Tian-Shan Mountains, the Kazakh steppe 4 Talgar, Aktobe, Kulan, Ormek, Almaty 5 It was a major link between East and West and the beginning of globalisation and the spread of ideas. • Learners read the information box. Answers to the questions ANSWERS I think the Chang'an - Tian Shan Corridor is on the UNESCO World Heritage list because it is a place with incredible natural beauty and it reflects cultural change. I think it helped communication between people because the people that travelled along it brought news from the east to the west and from the west to the east in a way that hadn't been known before. |
Descriptor: - listen and read - answer the question. Total: 2 point
Self assessment Descriptor: - read the text. - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the information box. - answer the question Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 91 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Writing: a story Summative assessment for the unit 8 |
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Learning objectives |
9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 9.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 9.5.1.1 plan, write, edit and proofread w |
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Lesson objectives |
Learners will be able to: - determine specific features relating to stories - listen to sounds to predict a story; to read for gist |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:97 •Ask Ss to think of st sies they have read and then elicit answers to the questions from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 97 • Play the recording. Ss listen and identify the sounds. Elicit a number of possible storylines from Ss around the class and then give Ss time to read the story to check if their guesses were correc Ex: 3 P: 97 • Read out the Study Skills box and explain that this tip will help Ss to complete the writing task successfully. Give Ss time to read the story again and then read the events and put them into the correct order. Check Ss' answers. Ex: 4 P: 97 Explain the task and give Ss time to complete it and then elicit answers from Ss around the class. Summative assessment for the unit 8 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. ANSWERS We mainly use past tenses in stories (the past simple, the past continuous and less frequently the past perfect simple and continuous • Learners listen to the sounds. Answer the question. ANSWERS I think the story is about a car accident that happened in a storm on the way to the airport, but everyone still got on their flight. • Learners read the story and put the events in the order they happened. ANSWERS a 4 b 2 c 1 d 6 e 3 f 5 • Learners use these words in bold. Use them to make sentences. ANSWERS join similar ideas: and refer to time: when, as, as soon as join contrasting ideas: but show consequence: so |
Descriptor: - answer the question. Total: 2 point
Self assessment Descriptor: - listen to the sounds - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the story - put the events in the order Total: 2 point Descriptor: - use these words in bold - make sentences Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 8: Travel and tourism |
Lesson 92 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 9.5.1.1 plan, write, edit and proofread w |
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Lesson objectives |
Learners will be able to: - explain expressions relating to love for one's country - talk about ways to show one loves one's country |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:98 • Read out the expressions and give Ss time to think about them and then ask various Ss around the class to explain them. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 98 • Explain the task. Ask Ss to work in pairs and discuss which of the actions in the list they do and how often. Ask various pairs to share their answers with the class. Ex: 3 P: 98 • Give Ss time to consider their answers and think of other ways one can show they love their country. Then give Ss time to prepare a poster or write a short poem. Display the posters and poems around the class. Ex: 4 P: 98 Give Ss time to complete the quiz referring back to the module as necessary. Check Ss' answers Ex: 5 P: 98 Ss, in pairs, prepare their quiz. Ask pairs to swap papers and do the quiz. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners explain the expressions. Answer the question. ANSWERS I think the first expression means that wherever you travel, you will always miss your home and feel that it is a better place than anywhere else. I think that the second expression means that you can learn a lot from travelling • Learners look at the list. Answer the question. ANSWERS Student’s own answer • Learners use the ideas in ex2. Prepare a poster for the class or write a short poem. ANSWERS I think it is important to love one's country because national pride is a good thing that makes people care about their countrymen and women and makes them look after their local and national environment. Some other ways they can show this is by organising community events, helping veterans, learning national songs and following national traditions • Learners do quiz. Mark the statements. ANSWERS 1F 2F 3T 4T 5F 6T • Learners look at Module 8 and write a T/F quiz of your own. ANSWERS 1 You can ride on a yak in Finland. (F- Mongolia) 2 You can ride on an elephant in Thailand. (T) 3 The Presidential Palace is in Astana. (T) 4 Lake Toraigyr is near Akbet Mountain. (T) 5 Loch Lomond is in Ireland. (F-Scotland) 6 The Battle of Blenheim was won by John Churchill. (T) |
Descriptor: - read out the expressions - answer the question. Total: 2 point
Self assessment Descriptor: - look at the list - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - use the ideas - prepare a poster Total: 2 point Descriptor: - do quiz - mark the statements. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 93 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Gadgets |
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Learning objectives |
9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 9.1.3.1 respect differing points of view 9.1.7.1 develop and sustain a consistent argument when speaking or writing |
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Lesson objectives |
Learners will be able to: - introduce the topic - present new vocabulary |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:99 • Brainstorm with the class for as many gadgets as Ss can think of and write them on the board. Ask Ss to copy them down into their notebooks. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 1b P: 99 • Go through the list of features and explain/elicit the meanings of any unknown words and then read out the example sentence. Elicit which gadgets have/haven't got the features in the list from Ss around the class. Ex: 2 P: 99 • Go through the phrases and explain/elicit the meanings of any unknown words. Then elicit how we use the gadgets in the pictures. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners in one minute, say as many gadgets as you can think of ANSWERS smartphone, MP3 player, GPS, digital camera, e-book reader, tablet, games console, fitness tracker, smart watch, etc • Learners which of these gadgets have/haven't got: . ANSWERS 1 A smartphone has got a touch screen. It hasn't got a keypad. 2 A games console has got a controller. It hasn't got a mouse. 4 A robotic vacuum cleaner has got buttons and a remote control. It hasn't got a wire. 5 An MP3 player has got buttons, a (touch) screen and headphones. It hasn't got a remote control. • Learners use these phrases to say how we use the gadgets in the pictures: download music, play mes, call friends, send ANSWERS 2 We use a games console to play games. 3 We use a tablet to download music, play games, upload photos, watch films and go online. 4 We use a robotic vacuum cleaner to clean the carpets. 5 We use an MP3 player to listen to music. |
Descriptor: - brainstorm with the class - say as many gadgets as you can think of Total: 2 point
Self assessment Descriptor: - explain/elicit the meanings of any unknown words Total: 2 point -Make CCQ questions Yes / No Descriptor: - use these phrases - say how we use the gadgets in the pictures Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 93 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: The age of cybernetics |
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Learning objectives |
9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 9.2.2.1 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - introduce the topic and predict the content of the text - read for specific information - consolidate new vocabulary |
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|
Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:100 • Direct Ss' attention to the dictionary definition and elicit what a cyborg is. Direct Ss attention to the pictures and elicit how Ss think they are like a cyborg. Play the recording. Ss listen and follow the text in their books and find out. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 100 • Direct Ss' attention to the Study Skills box. Read it out and point out that this advice will help Ss to complete the task successfully. Ask Ss to read the five questions and the possible answers. Give Ss time to read the text again and complete the task and then check Ss' answers. Ask Ss to justify their answers. Ex: 3 P: 101 • Go through the list of verbs and explain/elicit their meanings. Give Ss time to complete the task and then check Ss answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the definition. What is a cyborg? In which sense are the people in the pictures cyborgs? Listen and read to find out ANSWERS A cyborg is a being which is part-mechanical and part- biological. Suggested Answer Key Terminator is a cyborg in the sense that he is a machine that looks human and has living flesh on top of a metal skeleton. Robocop is a cyborg in the sense that he has a robotic body with a human mind and human feelings. Jesse Sullivan is a cyborg in the sense that he is human with robotic arms • Learners read the text and for questions 1-5 choose the best answer A, B, C ANSWERS 1 D (lines 9-10) 2 A (lines 16-17) 5 C (lines 35-37) 3 C (lines 17-19) 4 C (lines 25-27 • Learners fill the gaps ANSWERS 1 connect 2 develop, function 3 dream 4 control 5 become |
Descriptor: - read the definition. - listen and read to find out Total: 2 point
Self assessment Descriptor: - read the text - choose the best answer Total: 2 point -Make CCQ questions Yes / No Descriptor: - fill the gaps - complete the task Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 94 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Word formation |
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Learning objectives |
9.2.3.1 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.6.8.1 use a variety of future active and passive and future continuous forms range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn about/practise forming nouns from adjectives - consolidate new vocabulary |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:101 •Read out the theory box and the examples. Elicit further examples. Give Ss time to complete the task and then check Ss' answers on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 101 •Ask Ss to look up the meanings of the three similar words in the rubric. Explain that all three words mean 'not real' but are used in different contexts. Then give Ss time to complete the collocations. Check Ss' answers. Alternatively, Ss can check their answers in their dictionaries. Ex: 6 P: 101 • Explain the task and give Ss time to complete it. Ss can use their dictionaries to check the meanings of the words. Check Ss' answers. Explain/Elicit what the other word means. Ex: 7 P: 101 Give Ss three minutes to write down a few sentences based on the ideas in the text about the positive consequences of cybernetics. Ask various Ss around the class to read out their sentences to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory and the examples. Complete the sentences with the correct noun derived from the adjectives in brackets. You can use your dictionary. ANSWERS 1 generosity 2 independence 3 usefulness 4 possibility • Learners Fill in: artificial, false, fake. Choose four and make sentences using them ANSWERS 1 artificial 2 false 3 artificial 4 false 5 fake 6 fake 7 false 8 false 9 false 10 fake 11 artificial 12 artificial • Learners choose the correct word ANSWERS 1 lost 2 artificial 3 individual 4 allow 5 control • Learners use the ideas in the text and your own to explain how cybernetics will improve people's lives. Write a few sentences. Tell the class. ANSWERS Cybernetics will help people who have lost part of their body through an accident. A cybernetic arm or leg will allow the person to have more control than the artificial limbs available today. It will be almost like the real thing so obviously people will have a better quality of life. They will be able to do all the things they could before |
Descriptor: - read the theory and the examples. - complete the sentences with the correct noun Total: 2 point
Self assessment Descriptor: - fill the gaps - choose and make sentences Total: 2 point -Make CCQ questions Yes / No Descriptor: - choose the correct word Total: 2 point Descriptor: - use the ideas in the text - write a few sentences. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 95 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Infinitive – ing |
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Learning objectives |
9.1.7.1 develop and sustain a consistent argument when speaking or writing 9.2.2.1 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - revise the (to) - infinitive and the -ing form - practise the (to) - infinitive and the -ing form - practise the (to) - infinitive and the -ing form using personal examples |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:102 •Go through the theory and revise the -ing form, the infinitive with to and the infinitive without to. Elicit the L1 equivalents for the examples. Ex: 2 P: 102 •Give Ss time to complete the task, and then check Ss' answers around the class. Ex: 3 P: 102 • Explain the task and give Ss time to complete it. Check Ss' answers and elicit the verb meanings. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 102 • Explain the task and elicit a variety of answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory. Give examples in your language ANSWERS Student’s own answer • Learners put the verbs in brackets into their correct form ANSWERS 1 to buy, go 2 fix, calling, repairing 3 to visit, to do • Learners put the verbs in brackets into the to-infinitive or the -ing form. How do the sentences differ in meaning? ANSWERS 1 a charging: recall doing it b to charge: never forgets to do it 2 a to upload: made an effort to do it b uploading: as a form of advice 3 a working: operating b to have: stopped what she was doing in order to do something else 4 a talking: continued for a long time on the same topic b to talk: moved on to another topic 5 a meeting: being introduced to b to meet: be at an arranged time/place 6 a to tell: inform sb b telling: sharing information with sb • Learners use the words in the boxes to make true sentences about yourself ANSWERS I hate writing emails. I want to update my blog. I love listening to music. I don't mind fixing my own computer. I'd like to talk to my friends online. My parents don't let me play video games. I enjoy going to the cinema. I can't stand running out of battery. I look forward to learning about new technology |
Descriptor: - read the theory - give examples Total: 2 point Descriptor: - put the verbs - complete the task Total: 2 point -Make CCQ questions Yes / No Descriptor: - put the verbs in brackets into the to-infinitive - complete the task Total: 2 point
Descriptor: - use the words in the boxes - make true sentences about yourself Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 96 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Abstracts / Compound nouns |
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Learning objectives |
9.1.7.1 develop and sustain a consistent argument when speaking or writing 9.2.2.1 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - practise the (to) - infinitive and the -ing form using personal examples -present and practise compound nouns |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:103 • Explain the task. Give Ss time to complete it and then ask Ss around the class to share their sentences with the rest of the class. Ex: 6 P: 103 • Explain that compound nouns are nouns that are formed by two or more words and are joined either as one word or hyphenated. Ask Ss to read the theory box and then choose the words that don't make a compound noun. Check Ss' answers around the class. Ex: 7 P: 103 • Explain the task and give Ss time to complete it. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 8 P: 103 • Explain the task and give Ss time to complete it. Check Ss' answers. Then give Ss time to use the compound nouns in sentences and elicit answers from Ss around the class. Then elicit which of the compound nouns are abstract. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the sentences so they are true about you ANSWERS 1 I try to help my mum around the house. 2 I can't stand waiting for a film to load. 3 I miss chatting with my friends face-to-face. 4 I don't mind helping my sister with her homework. 5 It's not worth using mobile data; there is free Wi-Fi in many places. 6 I hate waking up early. 7 I'd rather go out and play football than stay at home and watch TV in the evenings. 8 I avoid downloading from sites I don't trust. 9 I can't help having a messy room. 10 I would love to have a smart watch • Learners read the theory. Then, cross out the word that doesn't make a compound noun ANSWERS 1 sea 2 library 3 pilot 4 cap • Learners read the sentences and fill in the blanks with the correct words from the box. Check in your dictionary ANSWERS 1 flashlight 2 software 3 download 4 keyboard 5 flat screen 6 update 7 underground 8 birthday • Learners match the words to form compound nouns. Then make sentences. Which ones are abstract nouns? ANSWERS 11 2 d 3 g 4 e 5 a 6 b 7 c |
Descriptor: - complete the sentences about you Total: 2 point Descriptor: - read the theory - make a compound noun Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the sentences - fill in the blanks with the correct Total: 2 point
Descriptor: - match the words to form compound nouns. - make sentences. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 97 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: Square – eyed Teens |
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Learning objectives |
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 9.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce new vocabulary - predict the content of the text - read for specific information |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:104 • Direct Ss' attention to the bar chart and explain that it shows the results of a survey of a class of pupils in Year 12 from a British high school about what gadgets they own. Explain that the different coloured bars relate to different gadgets and the numbers relate to the amount of students. Go through the phrases in the rubric and explain that each one refers to the percentage in brackets. Check Ss' answers around the class. Ex: 2 P: 104 • Go through the phrases in the rubric, explain the task and read out the example. Ask various Ss around the class to say sentences using the gadgets in the bar chart in Ex. 1 and all the phrases in the rubric Ex: 3 P: 104 •Read the title of the text and the rubric aloud and elicit Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 104 • Explain the task and ask Ss to read the questions. Play the recording. Ss listen and read the text and then complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the bar graph. Use the phrases. ANSWERS Most of Year 12 students at Blackhill High School have got a PC. Half of Year 12 students at Blackhill High School have got a digital camera. Some of Year 12 students at Blackhill High School have got a portable gaming device. A third of Year 12 students at Blackhill High School have got a games console. A few of Year 12 students at Blackhill High School have got an MP3 player. Very few of Year 12 students at Blackhill High School have got a laptop. • Learners what about you? Which of the gangets have you got? How often do you use them? Use the phrases ANSWERS I've got a mobile phone. I always call and text my friends, listen to music and play games on it every day. I've got a games console. I sometimes play games in the evenings. I haven't got an MP3 player. I haven't got a portable gaming device. I've got a PC. I often surf the Net and do research for my homework in the evenings. I sometimes watch IV, go on social networking sites, play games and chat online at the weekends • Learners read the title of the text. Do you think it? ANSWERS I think the title means teenagers spend too much time looking at their TV, computer or mobile phone screens. • Learners listen and read the text 00 and answer the questions ANSWERS 1 A teenager who constantly watches TV, uses his mobile phone, chats online on his computer and plays video games. 2 Teenagers watch digital TV, listen to music on digital MP3 players, send emails and instant messages and chat and read online. 3 Because teenagers will use their gadgets so much that they will need psychological help and treatment. |
Descriptor: - look at the bar graph - use the phrases Total: 2 point
Descriptor: - answer the question - use the phrases Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the title of the text - answer the question Total: 2 point Descriptor: - listen and read - answer the questions Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 98 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Phrasal verb: come |
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Learning objectives |
9.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.2.4.1 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.8.1 recount extended stories and events on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - present & practise new vocabulary - learn phrasal verbs with come - learn and practise prepositional phrases |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 105 • Ask Ss to look up the meanings of the verbs in the rubric in their dictionaries Give Ss time to use them to complete the sentences. Check Ss' answers. Ex: 6 P: 105 • Ask Ss to read the table and then give Ss time to complete the task. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 105 • Explain the task and give Ss some time to complete it then check Ss' answers. Ex: 8 P: 105 •Explain the task and ask Ss to read the sentences A-F. Play the recording. Ss listen and complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners fill the gaps. ANSWERS 1 log on 2 upload 3 unplug 4 connect 5 log out, switch off 6 download 7 instal • Learners fill the gaps. ANSWERS 1 across 2 with 3 out 4 up with • Learners choose the correct particle(s). Make sentences using the other option. ANSWERS 1 with 2 on 3. to 4 in 5 with • Learners listen and match the speakers (1-5) to the statements (A-F). There is one extra statement. ANSWERS 1 D 2 C 3 F 4 E 5B |
Descriptor: - choose the correct particle - make sentences Total: 2 point
Descriptor: - fill the gaps - complete the task. Total: 2 point Descriptor: - choose the correct participle Total: 2 point -Make CCQ questions Yes / No Descriptor: - make sentences using the other option. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 99 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Everyday English: Complaining about a faulty product Summative assessment for the unit «Science and Technology» |
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Learning objectives |
9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.8.1 recount extended stories and events on a wide range of general and curricular topics 9.4.3.1 understand the detail of an argument- both explicitly stated and implied - in extended texts on a wide |
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Lesson objectives |
Learners will be able to: - present situational language and to predict the content of a dialogue - listen and read for specific information |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 106 • Read out the sentences 1-6 and explain/elicit the meaning of any unknown vocabulary. Explain the example and then ask Ss around the class to match the sentences to the objects. Point out that multiple answers are possible for sentences 3, 5 & 6 because more than one object has features such as keys, batteries and a screen. Ex: 2a P: 106 • Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay attention to Ss' intonation and pronunciation. Elicit what Ss think the problem is based on the sentences. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2b P: 106 • Play the recording. Ss listen and follow the dialogue in their books and find out. Ex: 3 P: 106 • Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning. Check Ss' answers. Summative assessment for the unit «Science and Technology» Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the sentences to the objects. Some sentences match more than one object ANSWERS 2 MP3 player 3 TV/mobile phone/ laptop 4 TV 5 MP3 player/laptop 6 camera, mobile phone, MP3 player, laptop • Learners listen and repeat. The following sentences appear in the dialogue below. What is the problem ANSWERS I think someone is taking a camera they bought back to the shop because the lens is scratched • Learners listen and read to find out. ANSWERS Jane has bought a camera which seems to be faulty. She wants someone to fix the camera. Refer Ss to the Word List to look up the words in the Check these words box. • Learners find words/phrases in the dialogue which mean: What's wrong? - May I examine it? - You don't have to pay anything. - We will contact you by telephone ANSWERS What's wrong? What seems to be the problem? May I examine it? Can I have a look at it? You don't have to pay anything. = there's no charge We will contact you by telephone... We'll call you ... |
Descriptor: - match the sentences to the objects - match more than one object Total: 2 point
Descriptor: - listen and repeat chorally or individually Total: 2 point Descriptor: - listen and read - follow the dialogue Total: 2 point Descriptor: - read out the phrases - find alternative phrases in the dialogue Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 100 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across cultures: The world of science |
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Learning objectives |
9.1.7.1 develop and sustain a consistent argument when speaking or writing 9.2.3.1 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - introduce the topic, predict the content of the text and listen and read for gist - consolidate and compare information in the texts |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 107 • Direct Ss' attention to the title and the motto, Elicit Ss' guesses as to how it relates to the texts. Play the recording. Ss listen and follow the texts in their books to find out. Ex: 2 P: 107 • Ask Ss to read the sentences 1-5. Give Ss time to read the texts again and mark the statements. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 107 • Explain the task and give Ss time to make notes about each place under the headings and then use their notes to compare and contrast them following the example. Give Ss time to complete the task and then ask various Ss around the class to share their answers with the rest of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the title and the motto. How does it relate to the texts? Listen and read to find out. ANSWERS The motto relates to the texts because they show that learning can be fun • Learners mark the sentences T (true) or F (False) ANSWERS 1F 2 F 3 T 4 T 5 F • Learners compare and contrast the GSC and Evrikum. Think about: where it is when it opened - what people can see/do there opening times. ANSWERS The GSC opened in 2001 but the Evrikum opened in 2017. At the GSC, visitors can visit the planetarium, and learn about space, careers in science, the human body and much more. At Evrikum, visitors can learn about physics, chemistry and optical illusions. There is no planetarium here, but there are science shows where scientists explain chemical reactions. At both places visitors can take part in experiments. Evrikum is open every day from 10 am to 9 pm. GSC is open every day in the summer from 10 am to 5 pm but it closes on Mondays and Tuesdays in the winter. |
Descriptor: - read the title - listen and read to find out. Total: 2 point
Descriptor: - read the sentences - mark the sentences Total: 2 point Descriptor: - compare and contrast - make notes about each place under the headings Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 101 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: What is in a computer? |
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Learning objectives |
9.2.4.1 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.4.5.1 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
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Lesson objectives |
Learners will be able to: -introduce the topic; to listen and read for gist -consolidate information in a text |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 108 • Direct Ss' attention to the picture and elicit answers to the questions in the rubric. Play the recording. Ss listen and follow the text in their books and find out. Ex: 2 P: 108 • Give Ss time to read the text again and answer the comprehension questions. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 108 • Ask various Ss around the class to present a computer's hardware using the diagram and the information in the text. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the picture. Do you know what the different parts of a computer are and what they do? Listen and read the text to find out ANSWERS The motherboard is the largest circuit board in a computer. It contains the CPU, or central processing unit and several cards including the video card which generates the graphics and the sound card which controls the audio on the PC. A computer also has two keds of memory: the RAM, which is like a short-term memory and the ROM, which holds permanent information. • Learners read the text again and answer the questions ANSWERS 1 The motherboard is the largest circuit board in a computer. 2 CPU stands for Central Processing Unit. 3 The BIOS (Basic Input Output System) wakes up the computer. 4 It controls the audio in a computer. 5 A computer has two kinds of memory: RAM, which is like a short-term memory and ROM, which holds permanent information. • Learners use the diagram to present a computer's hardware to the class ANSWERS The motherboard is the biggest circuit board in a computer. It contains the CPU, which is the command centre and several cards. The video card generates the graphics and the sound card controls the audio on a computer. RAM is like short-term memory and ROM is the computer's permanent memory |
Descriptor: - look at the picture - listen and read the text to find out Total: 2 point
Descriptor: - read the text again - answer the questions Total: 2 point Descriptor: - answer the questions - use the diagram Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Unit 9 Science and technology |
School: |
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Date: |
Teacher name: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Summative Control work for the 4th term. |
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Learning objectives |
9.2.3.1 Understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics 9.4.5.1 Deduce meaning from context in extended texts on a range of familiar general and curricular topics 9.5.7.1 Use independently appropriate layout at text level on a growing range of general and curricular topics 9.3.8.1 Recount extended stories and events on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify language style, tone and voice of the speaker - compile personal vocabulary lists -use different points of view and roles retelling stories and events |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures
Student’s book |
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Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to two people talking about why they visited or moved to a particular place. Match the sentences (1-2) with their opinion (A – D). There are TWO extra options. CD3 Tapescript4 Task. Listen to the Speaker 3. Replace the underlined words in the sentences 1-3 with the words from the recording. Write ONE WORD ONLY for each case. Use the correct part of speech. CD3 Tapescript 5 READING Task. Read the text and circle the word that can replace the underlined word in the text without changing the meaning Example: (0)
average greedy Task. Match paragraphs A – E to the topic sentences below. WRITING Choose ONE of the topics and write an essay. Topic 1. Travelling has become popular in recent years. What are the advantages and disadvantages of travelling? Topic 2. Technologies are changing the way we live. What are the advantages and disadvantages of advanced technologies? SPEAKING Task. You are given a card with a topic and questions to speak about for 2-3 minutes. Before you speak you have one minute to think about what you are going to say and you can make notes if you wish. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen to two people talking about why they visited or moved to a particular place Answers: Students read the text and circle the word that can replace the underlined word in the text without changing the meaning Answers: Students choose ONE of the topics and write an essay Answers: Students answer the question Answers: |
Descriptor: - listen to two people - match the sentences Total: 6 point Descriptor: - read the text Total: 6 point - write an essay Total: 6 point Descriptor: -can answer the question Total: 6 point |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! |
Poster
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Жүктеу
ЖИ арқылы жасау
ЖИ арқылы жасау
Бөлісу
1 - айлық
Материал тарифі-96% жеңілдік
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ҚМЖ
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Презентация
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Көрнекіліктер
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және тағы басқа 400 000 материал
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жүктеу мүмкіндігіне ие боласыз
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1 990 ₸ 49 000₸
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Материалға шағымдану
Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз
Жариялаған:
Калтаева Динара Ақбалақызы
02 Мамыр 2025
365Шағым жылдам қаралу үшін барынша толық ақпарат жіберіңіз
қмж Excel-9, 4-тоқс
Тақырып бойынша 14 материал табылды
қмж Excel-9, 4-тоқс
Материал туралы қысқаша түсінік
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Материалдың қысқаша нұсқасы
Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 81 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Vocabulary: means of transport |
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Learning objectives |
9.1.4.1 evaluate and respond constructively to feedback from others 9.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic - read for gist |
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Value links |
Hospitality: Traditionally a nomadic culture, hospitality has always been an important part of Kazakh culture. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:87 • Brainstorm with the class for as many means of transport as Ss can think of and write them on the board. Ask Ss to copy them down into their notebooks. Then elicit which are various 5s' favourite ones and why. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 87 • Ask Ss to read the advert and then make sentences following the example. Elicit answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners in a minute write in your notebook as many means of transport as you can think of. Compare with your partner. ANSWERS car, plane, taxi, boat, ship, train, bus, coach, bike, motorbike, etc My favourite means of transport is the plane because it is fast and comfortable and you can travel long distances in little time • Learners read the advert and make sentences as in the example. ANSWERS a yak. If you go to Thailand you can ride an elephant. If you go to Kazakhstan, you can ride a camel |
Descriptor: - brainstorm with the class - write in your notebook as many means of transport Total: 2 point
Self assessment Descriptor: - read the advert - make sentences as in the example. Total: 2 point -Make CCQ questions Yes / No |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 82 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: Destination |
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Learning objectives |
9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics 9.5.1.1 plan, write, edit and proofread work at text level independently on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - present vocabulary for sights and activities - listen and read for gist - read for specific information |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:88 • Ask Ss to look at the pictures. Play the recording with pauses for Ss to repeat chorally and/or individually. • Check Ss' pronunciation and intonation. Then ask Ss to close their books and try to remember as many sights and activities as possible. Elicit answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 88 • Read out the question and play the recording. Ss listen and read and find out the answer. Ex: 3a P: 89 • Ask Ss to read the sentence stems 1-6 and give them time to read the text again and then complete them. • Check Ss' answers around the class. Ex: 3b P: 89 • Give 5s time to look up the meanings of the word in bold in their dictionaries and then elicit explanations from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the pictures. Listen and repeat ANSWERS Student’s own answer • Learners listen to and read to find out. Answer the question. ANSWERS Astana is an exciting destination because there are lots of amazing sights to see and lots of interesting activities to do. • Learners read again and complete the sentences. ANSWERS 1 all the way down Nurzhol Boulevard and the Presidential Palace 2 Nur Astana Mosque 3 giant tent 4 an indoor pool with a sandy beach and palm trees and trendy shops 5 market with traditional yurts 6 shopping malls and outdoors • Learners explain the words in bold. You can use your dictionary. ANSWERS miss (v): to lose the opportunity to see/do sth spectacular (adj): amazing unforgettable (adj): memorable trendy (adj): fashionable pick up (phr v): to buy |
Descriptor: - look at the pictures - repeat chorally and/or individually Total: 2 point
Self assessment Descriptor: - read out the question - complete the sentences. Total: 2 point -Make CCQ questions Yes / No Descriptor: - explain the words in bold - use your dictionary Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 83 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Phrasal verb: take |
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Learning objectives |
9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.2.1 ask complex questions to get information about a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -consolidate new vocabulary - express an opinion - learn phrasal verbs with take |
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Value links |
Tradition: Kazakh traditions and culture have been passed on from one generation to another through oral histories told by traditional Kazakh tribal leaders and elders. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:89 • Ask Ss to read the words in the list and then use them to complete the phrases 1-10. Check Ss' answers around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 89 • Ask Ss to look at the bar chart and then play the recording. Ss listen and fill in the percentages. Then ask various ss to present the information in the chart to the class. Ex: 6 P: 89 • Ask Ss to read the text again if necessary. Give Ss time to consider their answers and then ask various 5s to share their opinions with the class. Ex: 7 P: 89 • Ask Ss to read the box and then give them time to choose the correct particles in the sentences. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the phrases. ANSWERS 1 capital 2 shopping 3 palm 4 sandy 5 stunning 6 indoor 7 architectural 8 boat 9 holiday 10 trendy • Learners listen and fill in the percentages. Present the information to the class. ANSWERS 1 90 2 65 3 5 4 25 5 15 • Learners answer the question. Give your opinion. ANSWERS I think tourists should definitely visit the Bayterek Tower to get stunning views of the city. I think they should also visit the Khan Shatyr Entertainment Centre to enjoy the facilities and visit trendy shops. I also think they should go on a boat trip on the river to see the sights of the city • Learners read the box, then choose the correct particle. ANSWERS 1 up 2 after 3 off 4 to |
Descriptor: - read the words in the list - complete the phrases. Total: 2 point
Self assessment Descriptor: - listen and fill - present the information Total: 2 point -Make CCQ questions Yes / No Descriptor: - answer the question - give your opinion. Total: 2 point Descriptor: - read the box - choose the correct particle Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 84 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Adverbs – order of adverbs |
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Learning objectives |
9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.4.1 respond with flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -revise adverbs - order of adverbs -practise adverbs |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:90 •Go through the theory and revise adverbs and order of adverbs and explain when and how we use them. Explain any points Ss are unsure of. Then give them time to form correct sentences with the prompts. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 90 • Give Ss time to complete the task, and then check Ss' answers around the class. Ex: 3 P: 90 •Explain the task and give Ss time to complete it. • Check Ss' answers. Ex: 4 P: 90 • Explain the task and elicit answers from Ss around the class Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory. Form correct sentences. Answer the question. ANSWERS 1 The train is never late. (manner) 2 I left my bus pass upstairs. (place) 3 They left quickly. (manner) 4 We were terribly busy yesterday. (degree) 5 She finished work early on Fridays. (time) 6. You can catch the bus to town from here. (place) 7 She drives extremely fast. (degree; manner) 8 He always walks to work. (frequency) 9. The bus is quite slow. (degree) 10 Please ride your bike carefully. (manner) • Learners make sentences. ANSWERS I can speak English well. I never behave badly. I usually walk slowly. I went to school today. I regularly ride my bike at the weekends. It is very hot today. I am never late for school. I feel quite tired. • Learners choose the correct item. ANSWERS 1 very 2 well 3 usually go 4 slightly 5 spoke angrily 6 straight 7 badly 8 happily give you • Learners fill the gaps. ANSWERS 1 tomorrow 2 patiently 3 here 4 fast 5 rather |
Descriptor: - read the theory. - correct sentences. Total: 2 point
Self assessment Descriptor: - make sentences. - complete the task, Total: 2 point -Make CCQ questions Yes / No Descriptor: - choose the correct item. - complete the task Total: 2 point Descriptor: - fill the gaps Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 85 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Determiners / pre- determiners |
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Learning objectives |
9.2.1.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics 9.5.3.1 write with support factual descriptions at text level which describe people, places and objects |
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Lesson objectives |
Learners will be able to: - present/practise determiners/pre- determiners - present/practise determiners/ pre-determiners - practise determiners/pre-determiners |
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Value links |
Freedom: Freedom is the major value of the civil society being formed in Kazakhstan. This must provide everyone with the possibility of creative self-realization. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:91 • Ask Ss to read the theory. Explain any points Ss are unsure of. Explain the task. Give Ss time to complete it and then ask Ss around the class to share their sentences with the rest of the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 6 P: 91 • Ask Ss to read the theory box and then ask various Ss to tell the class how we use the determiners. Ex: 7 P: 91 • Explain the task and give 5s time to complete it. Check Ss' answer Ex: 8 P: 91 • Explain the task and give Ss time to complete it. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory. Then complete the sentences with the right determiner. ANSWERS 1 Each 2 whole 3 every 4 none 5 all 6 plenty • Learners read the examples. ANSWERS We use both, and to say we mean each one of two things/people. We use neither, nor to say not the one or the other of two things/people. We use either, or/either to say one or the other of two things/people • Learners rewrite the sentences using the words in brackets. ANSWERS 1 The whole (of my) family came to watch me play football. 2 Each of the passengers boarded the plane./ Each passenger boarded the plane. 3 Neither Assel nor Nurlan have got a passport. 4 Either Saule or Dina is going to help me out with my luggage. • Learners choose the correct word. ANSWERS 1 whole 2 Each 3 either 4 plenty 5 None 6 every 7 either 8 every 9 Both 10 nor |
Descriptor: - read the theory. - complete the sentences Total: 2 point
Self assessment Descriptor: - read the theory box - tell the class how we use the determiners. Total: 2 point -Make CCQ questions Yes / No Descriptor: - rewrite the sentences - use the words in brackets Total: 2 point Descriptor: - choose the correct word Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 86 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: The legend of the lake |
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Learning objectives |
9.1.2.1 use speaking and listening skills to provide sensitive feedback to peers 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics general and curricular topics 9.5.2.1 write with support a sequence of short sentences in a paragraph on a limited range of familiar general topics |
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Lesson objectives |
Learners will be able to: - introduce new vocabulary - listen and read for gist - read for specific information (multiple choice) |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:92 • Ask Ss to read the words in the list and explain/elicit the meanings of any unknown ones and then give them time to look at the pictures and fill in the correct words. • Tell Ss they can use their dictionaries to help them. Play the recording, Ss listen and check their answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 92 • Elicit Ss' guesses in answer to the questions. Play the recording. Ss listen and read to find out. Ex: 3 P: 92 • Explain the task and ask Ss to read the questions and answer choices. Give Ss time to read the text and then complete the task. Check 5s' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners label the pictures. You can use your dictionary. ANSWERS 1 Loch 2 Falls 3 Causeway 4 Cove 5 Cave 6 Lake • Learners listen to and read to find out. Answer the question. ANSWERS Toraigyr Lake is at the foot of Akbet Mountain in Kazakhstan. The legend associated with it is of a three- headed dragon and seven brothers who killed it • Learners read again and for question choose ANSWERS 1 A 2 C 3 B |
Descriptor: - label the pictures. - use your dictionary. Total: 2 point
Self assessment Descriptor: - listen to and read to find out - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the questions - complete the task Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 87 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Word formation |
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Learning objectives |
9.3.3.1 explain and justify their own and others’ point of view on a range of general and curricular topics 9.2.6.1 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - create an alternate ending - form adjectives from verbs - learn and practise prepositional phrases |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information, people and objects |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:93 • Give Ss time to consider their answers and then elicit various answers from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 93 • Ask Ss to read the theory box and then give them time to complete the sentences with adjectives formed from the verbs in brackets. Ex: 6 P: 93 • Explain the task and give Ss some time to complete it then check Ss' answers. Ex: 7 P: 93 • Explain the task and ask Ss to read the gapped advert. Play the recording. Ss listen and complete the gaps. Check Ss' answers. Ex: 8 P: 93 • Explain the task and ask Ss to read the functions box and then use this language to request information about the tour in Ex. 7 in pairs. Monitor the activity around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. ANSWERS The last brother could have waited until the dragon was asleep because it only had one head left and it had to sleep sometime. Then he could have killed it and got away without being injured • Learners read the theory. Then complete each sentence with the correct adjective formed from the verb in brackets. ANSWERS 1 accessible 2 believable 3 excellent 4 creative 5 considerate • Learners choose the correct preposition. ANSWERS 1 for 2 after 3 about 4 of • Learners listen and complete the advert with the missing words. ANSWERS 1 coach 2 Akbet 3 picnic lunch 4 guest |
Descriptor: - answer the question. Total: 2 point
Self assessment Descriptor: - read the theory. - complete each sentence with the correct adjectiv Total: 2 point -Make CCQ questions Yes / No Descriptor: - listen and complete - complete the advert Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 88 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Everyday English: Apologising – Accepting an apology |
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Learning objectives |
9.1.4.1 evaluate and respond constructively to feedback from others 9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres |
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Lesson objectives |
Learners will be able to: - present situational language - Listen and read for specific information - identify synonymous phrases in a situational dialogue |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:94 • Play the recording with pauses for Ss to listen and repeat chorally and/or individually. Check Ss' pronunciation and intonation Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 94 •Play the recording. Ss listen and follow the dialogue in their books and find out. Ex: 3 P: 94 •Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning. Check Ss' answers and elicit the L1 equivalents. Ex: 4 P: 94 • Play the recording again. Ss listen and then take roles and act out the dialogue in closed pairs. Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and repeat. ANSWERS Student’s own answer • Learners read a dialogue between two friends. Answer the question. ANSWERS The friends are at an airport. Todd takes Ryan's bag by mistake. • Learners find sentences in the dialogue. ANSWERS I'm surprised you're here. = Fancy seeing you here. Are you sure? Oh, did 1? Where are you going? Where are you off to? Never mind. Oh, don't worry about it. I apologise. I'm terribly sorry about that. (Ss' own answers • Learners listen and read the dialogue. Take roles and read it aloud ANSWERS Student’s own answer |
Descriptor: - repeat chorally and/or individually. Total: 2 point
Self assessment Descriptor: - read a dialogue - answer the question Total: 2 point -Make CCQ questions Yes / No Descriptor: - answer the question - complete the Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 89 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across cultures: Man – made Masterpieces |
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Learning objectives |
9.1.4.1 evaluate and respond constructively to feedback from others 9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics and curricular topics |
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Lesson objectives |
Learners will be able to: -understand cultural heritage and its importance, to introduce the topic and listen and read for gist -read for specific information (multiple matching) |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:95 •Direct Ss' attention to the definition and give them time to read it. Then play the recording. Ss listen and follow the texts in their books to find out how the places are UNESCO World Heritage Sites Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 95 • Ask Ss to read the sentences 1-5. Give Ss time to read the texts again and mark the statements. Check Ss' answers. Ex: 3 P: 95 • Give Ss time to complete the task in closed pairs. Elicit comparisons from Ss around the class. . Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the definition. Answer the question. ANSWERS Blenheim Palace is a man-made structure that is one of the first buildings created in the English Romantic style of architecture. The Mausoleum of Khoja Ahmend Yasawi is a man-made structure that is a beautiful example of 12th century architecture. • Learners read the text. Then, read the sentences and write M for the Mouselium and B Blenheim ANSWERS 1 B 2 M 3 B 4 B 5 M • Learners compare and contrast the two buildings in the text. ANSWERS Blenheim Palace was built by a queen for a military leader but The Mausoleum was built by a military leader. Blenheim Palace was completed in 1722, but the Mausoleum of Khoja Ahmed Yasawi was never completed. Both Blenheim Palace and the Mausoleum of Khoja Ahmed Yasawi have paintings inside and are open to the public. Blenheim Palace has a Great Lake and trees which are almost 1,000 years old, but the Mausoleum of Khoja Ahmed Yasawi does not. Blenheim Palace has 187 rooms whereas the Mausoleum of Khoja Ahmed Yasawi has 35 rooms. They are both excellent examples of types of architecture |
Descriptor: - look at the definition - answer the question. Total: 2 point
Self assessment Descriptor: - read the text. - write M and B Total: 2 point -Make CCQ questions Yes / No Descriptor: - compare and contrast the two buildings Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 90 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: Linking East and West |
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Learning objectives |
9.4.6.1 recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics 9.1.4.1 evaluate and respond constructively to feedback from others 9.3.5.1 keep interaction going in basic exchanges on a growing range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce the topic; to listen and read for gist - read for specific information - understand cultural heritage and its importance |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:96 • Elicit what, if anything Ss know about the Chang'an Tian-Shan Corridor. Play the recording. Ss listen and follow the text in their books and find out. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 96 • Give Ss time to read the text again and answer the comprehension questions. Check Ss' answers. Ex: 3 P: 96 • Tell Ss to refer back to p.95 and read the information box about UNESCO again and then give Ss time to consider their answers to the questions referring to the text as necessary. Ask various Ss to share their answers with the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners listen and read to find out. Answer the question. ANSWERS It is a 5,000 km stretch of the Silk Road that ran through Kazakhstan • Learners read the text again and answer the question. ANSWERS 1 5,000 km 2 Chang'an (modern-day Xian) 3 the Taklamakan desert, the Tian-Shan Mountains, the Kazakh steppe 4 Talgar, Aktobe, Kulan, Ormek, Almaty 5 It was a major link between East and West and the beginning of globalisation and the spread of ideas. • Learners read the information box. Answers to the questions ANSWERS I think the Chang'an - Tian Shan Corridor is on the UNESCO World Heritage list because it is a place with incredible natural beauty and it reflects cultural change. I think it helped communication between people because the people that travelled along it brought news from the east to the west and from the west to the east in a way that hadn't been known before. |
Descriptor: - listen and read - answer the question. Total: 2 point
Self assessment Descriptor: - read the text. - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the information box. - answer the question Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 91 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Writing: a story Summative assessment for the unit 8 |
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Learning objectives |
9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 9.4.5.1 deduce meaning from context in short texts on a limited range of familiar general and curricular topics 9.5.1.1 plan, write, edit and proofread w |
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Lesson objectives |
Learners will be able to: - determine specific features relating to stories - listen to sounds to predict a story; to read for gist |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:97 •Ask Ss to think of st sies they have read and then elicit answers to the questions from Ss around the class. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 97 • Play the recording. Ss listen and identify the sounds. Elicit a number of possible storylines from Ss around the class and then give Ss time to read the story to check if their guesses were correc Ex: 3 P: 97 • Read out the Study Skills box and explain that this tip will help Ss to complete the writing task successfully. Give Ss time to read the story again and then read the events and put them into the correct order. Check Ss' answers. Ex: 4 P: 97 Explain the task and give Ss time to complete it and then elicit answers from Ss around the class. Summative assessment for the unit 8 Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners answer the question. ANSWERS We mainly use past tenses in stories (the past simple, the past continuous and less frequently the past perfect simple and continuous • Learners listen to the sounds. Answer the question. ANSWERS I think the story is about a car accident that happened in a storm on the way to the airport, but everyone still got on their flight. • Learners read the story and put the events in the order they happened. ANSWERS a 4 b 2 c 1 d 6 e 3 f 5 • Learners use these words in bold. Use them to make sentences. ANSWERS join similar ideas: and refer to time: when, as, as soon as join contrasting ideas: but show consequence: so |
Descriptor: - answer the question. Total: 2 point
Self assessment Descriptor: - listen to the sounds - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the story - put the events in the order Total: 2 point Descriptor: - use these words in bold - make sentences Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 8: Travel and tourism |
Lesson 92 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Edutainment |
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Learning objectives |
9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 9.5.1.1 plan, write, edit and proofread w |
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Lesson objectives |
Learners will be able to: - explain expressions relating to love for one's country - talk about ways to show one loves one's country |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:98 • Read out the expressions and give Ss time to think about them and then ask various Ss around the class to explain them. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 98 • Explain the task. Ask Ss to work in pairs and discuss which of the actions in the list they do and how often. Ask various pairs to share their answers with the class. Ex: 3 P: 98 • Give Ss time to consider their answers and think of other ways one can show they love their country. Then give Ss time to prepare a poster or write a short poem. Display the posters and poems around the class. Ex: 4 P: 98 Give Ss time to complete the quiz referring back to the module as necessary. Check Ss' answers Ex: 5 P: 98 Ss, in pairs, prepare their quiz. Ask pairs to swap papers and do the quiz. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners explain the expressions. Answer the question. ANSWERS I think the first expression means that wherever you travel, you will always miss your home and feel that it is a better place than anywhere else. I think that the second expression means that you can learn a lot from travelling • Learners look at the list. Answer the question. ANSWERS Student’s own answer • Learners use the ideas in ex2. Prepare a poster for the class or write a short poem. ANSWERS I think it is important to love one's country because national pride is a good thing that makes people care about their countrymen and women and makes them look after their local and national environment. Some other ways they can show this is by organising community events, helping veterans, learning national songs and following national traditions • Learners do quiz. Mark the statements. ANSWERS 1F 2F 3T 4T 5F 6T • Learners look at Module 8 and write a T/F quiz of your own. ANSWERS 1 You can ride on a yak in Finland. (F- Mongolia) 2 You can ride on an elephant in Thailand. (T) 3 The Presidential Palace is in Astana. (T) 4 Lake Toraigyr is near Akbet Mountain. (T) 5 Loch Lomond is in Ireland. (F-Scotland) 6 The Battle of Blenheim was won by John Churchill. (T) |
Descriptor: - read out the expressions - answer the question. Total: 2 point
Self assessment Descriptor: - look at the list - answer the question. Total: 2 point -Make CCQ questions Yes / No Descriptor: - use the ideas - prepare a poster Total: 2 point Descriptor: - do quiz - mark the statements. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
|
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Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 93 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Vocabulary: Gadgets |
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Learning objectives |
9.3.3.1 give an opinion at sentence level on a limited range of general and curricular topics 9.1.3.1 respect differing points of view 9.1.7.1 develop and sustain a consistent argument when speaking or writing |
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Lesson objectives |
Learners will be able to: - introduce the topic - present new vocabulary |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1a P:99 • Brainstorm with the class for as many gadgets as Ss can think of and write them on the board. Ask Ss to copy them down into their notebooks. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 1b P: 99 • Go through the list of features and explain/elicit the meanings of any unknown words and then read out the example sentence. Elicit which gadgets have/haven't got the features in the list from Ss around the class. Ex: 2 P: 99 • Go through the phrases and explain/elicit the meanings of any unknown words. Then elicit how we use the gadgets in the pictures. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners in one minute, say as many gadgets as you can think of ANSWERS smartphone, MP3 player, GPS, digital camera, e-book reader, tablet, games console, fitness tracker, smart watch, etc • Learners which of these gadgets have/haven't got: . ANSWERS 1 A smartphone has got a touch screen. It hasn't got a keypad. 2 A games console has got a controller. It hasn't got a mouse. 4 A robotic vacuum cleaner has got buttons and a remote control. It hasn't got a wire. 5 An MP3 player has got buttons, a (touch) screen and headphones. It hasn't got a remote control. • Learners use these phrases to say how we use the gadgets in the pictures: download music, play mes, call friends, send ANSWERS 2 We use a games console to play games. 3 We use a tablet to download music, play games, upload photos, watch films and go online. 4 We use a robotic vacuum cleaner to clean the carpets. 5 We use an MP3 player to listen to music. |
Descriptor: - brainstorm with the class - say as many gadgets as you can think of Total: 2 point
Self assessment Descriptor: - explain/elicit the meanings of any unknown words Total: 2 point -Make CCQ questions Yes / No Descriptor: - use these phrases - say how we use the gadgets in the pictures Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 93 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: The age of cybernetics |
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Learning objectives |
9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 9.2.2.1 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - introduce the topic and predict the content of the text - read for specific information - consolidate new vocabulary |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:100 • Direct Ss' attention to the dictionary definition and elicit what a cyborg is. Direct Ss attention to the pictures and elicit how Ss think they are like a cyborg. Play the recording. Ss listen and follow the text in their books and find out. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2 P: 100 • Direct Ss' attention to the Study Skills box. Read it out and point out that this advice will help Ss to complete the task successfully. Ask Ss to read the five questions and the possible answers. Give Ss time to read the text again and complete the task and then check Ss' answers. Ask Ss to justify their answers. Ex: 3 P: 101 • Go through the list of verbs and explain/elicit their meanings. Give Ss time to complete the task and then check Ss answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the definition. What is a cyborg? In which sense are the people in the pictures cyborgs? Listen and read to find out ANSWERS A cyborg is a being which is part-mechanical and part- biological. Suggested Answer Key Terminator is a cyborg in the sense that he is a machine that looks human and has living flesh on top of a metal skeleton. Robocop is a cyborg in the sense that he has a robotic body with a human mind and human feelings. Jesse Sullivan is a cyborg in the sense that he is human with robotic arms • Learners read the text and for questions 1-5 choose the best answer A, B, C ANSWERS 1 D (lines 9-10) 2 A (lines 16-17) 5 C (lines 35-37) 3 C (lines 17-19) 4 C (lines 25-27 • Learners fill the gaps ANSWERS 1 connect 2 develop, function 3 dream 4 control 5 become |
Descriptor: - read the definition. - listen and read to find out Total: 2 point
Self assessment Descriptor: - read the text - choose the best answer Total: 2 point -Make CCQ questions Yes / No Descriptor: - fill the gaps - complete the task Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 94 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Word formation |
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Learning objectives |
9.2.3.1 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.6.8.1 use a variety of future active and passive and future continuous forms range of familiar general and curricular topics |
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Lesson objectives |
Learners will be able to: - learn about/practise forming nouns from adjectives - consolidate new vocabulary |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:4 P:101 •Read out the theory box and the examples. Elicit further examples. Give Ss time to complete the task and then check Ss' answers on the board. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 5 P: 101 •Ask Ss to look up the meanings of the three similar words in the rubric. Explain that all three words mean 'not real' but are used in different contexts. Then give Ss time to complete the collocations. Check Ss' answers. Alternatively, Ss can check their answers in their dictionaries. Ex: 6 P: 101 • Explain the task and give Ss time to complete it. Ss can use their dictionaries to check the meanings of the words. Check Ss' answers. Explain/Elicit what the other word means. Ex: 7 P: 101 Give Ss three minutes to write down a few sentences based on the ideas in the text about the positive consequences of cybernetics. Ask various Ss around the class to read out their sentences to the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory and the examples. Complete the sentences with the correct noun derived from the adjectives in brackets. You can use your dictionary. ANSWERS 1 generosity 2 independence 3 usefulness 4 possibility • Learners Fill in: artificial, false, fake. Choose four and make sentences using them ANSWERS 1 artificial 2 false 3 artificial 4 false 5 fake 6 fake 7 false 8 false 9 false 10 fake 11 artificial 12 artificial • Learners choose the correct word ANSWERS 1 lost 2 artificial 3 individual 4 allow 5 control • Learners use the ideas in the text and your own to explain how cybernetics will improve people's lives. Write a few sentences. Tell the class. ANSWERS Cybernetics will help people who have lost part of their body through an accident. A cybernetic arm or leg will allow the person to have more control than the artificial limbs available today. It will be almost like the real thing so obviously people will have a better quality of life. They will be able to do all the things they could before |
Descriptor: - read the theory and the examples. - complete the sentences with the correct noun Total: 2 point
Self assessment Descriptor: - fill the gaps - choose and make sentences Total: 2 point -Make CCQ questions Yes / No Descriptor: - choose the correct word Total: 2 point Descriptor: - use the ideas in the text - write a few sentences. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. Ex: P: Home task: Write the days |
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Poster Success
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Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 95 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Infinitive – ing |
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Learning objectives |
9.1.7.1 develop and sustain a consistent argument when speaking or writing 9.2.2.1 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - revise the (to) - infinitive and the -ing form - practise the (to) - infinitive and the -ing form - practise the (to) - infinitive and the -ing form using personal examples |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:102 •Go through the theory and revise the -ing form, the infinitive with to and the infinitive without to. Elicit the L1 equivalents for the examples. Ex: 2 P: 102 •Give Ss time to complete the task, and then check Ss' answers around the class. Ex: 3 P: 102 • Explain the task and give Ss time to complete it. Check Ss' answers and elicit the verb meanings. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 102 • Explain the task and elicit a variety of answers from Ss around the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the theory. Give examples in your language ANSWERS Student’s own answer • Learners put the verbs in brackets into their correct form ANSWERS 1 to buy, go 2 fix, calling, repairing 3 to visit, to do • Learners put the verbs in brackets into the to-infinitive or the -ing form. How do the sentences differ in meaning? ANSWERS 1 a charging: recall doing it b to charge: never forgets to do it 2 a to upload: made an effort to do it b uploading: as a form of advice 3 a working: operating b to have: stopped what she was doing in order to do something else 4 a talking: continued for a long time on the same topic b to talk: moved on to another topic 5 a meeting: being introduced to b to meet: be at an arranged time/place 6 a to tell: inform sb b telling: sharing information with sb • Learners use the words in the boxes to make true sentences about yourself ANSWERS I hate writing emails. I want to update my blog. I love listening to music. I don't mind fixing my own computer. I'd like to talk to my friends online. My parents don't let me play video games. I enjoy going to the cinema. I can't stand running out of battery. I look forward to learning about new technology |
Descriptor: - read the theory - give examples Total: 2 point Descriptor: - put the verbs - complete the task Total: 2 point -Make CCQ questions Yes / No Descriptor: - put the verbs in brackets into the to-infinitive - complete the task Total: 2 point
Descriptor: - use the words in the boxes - make true sentences about yourself Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 96 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Use of English: Abstracts / Compound nouns |
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Learning objectives |
9.1.7.1 develop and sustain a consistent argument when speaking or writing 9.2.2.1 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - practise the (to) - infinitive and the -ing form using personal examples -present and practise compound nouns |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:5 P:103 • Explain the task. Give Ss time to complete it and then ask Ss around the class to share their sentences with the rest of the class. Ex: 6 P: 103 • Explain that compound nouns are nouns that are formed by two or more words and are joined either as one word or hyphenated. Ask Ss to read the theory box and then choose the words that don't make a compound noun. Check Ss' answers around the class. Ex: 7 P: 103 • Explain the task and give Ss time to complete it. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 8 P: 103 • Explain the task and give Ss time to complete it. Check Ss' answers. Then give Ss time to use the compound nouns in sentences and elicit answers from Ss around the class. Then elicit which of the compound nouns are abstract. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners complete the sentences so they are true about you ANSWERS 1 I try to help my mum around the house. 2 I can't stand waiting for a film to load. 3 I miss chatting with my friends face-to-face. 4 I don't mind helping my sister with her homework. 5 It's not worth using mobile data; there is free Wi-Fi in many places. 6 I hate waking up early. 7 I'd rather go out and play football than stay at home and watch TV in the evenings. 8 I avoid downloading from sites I don't trust. 9 I can't help having a messy room. 10 I would love to have a smart watch • Learners read the theory. Then, cross out the word that doesn't make a compound noun ANSWERS 1 sea 2 library 3 pilot 4 cap • Learners read the sentences and fill in the blanks with the correct words from the box. Check in your dictionary ANSWERS 1 flashlight 2 software 3 download 4 keyboard 5 flat screen 6 update 7 underground 8 birthday • Learners match the words to form compound nouns. Then make sentences. Which ones are abstract nouns? ANSWERS 11 2 d 3 g 4 e 5 a 6 b 7 c |
Descriptor: - complete the sentences about you Total: 2 point Descriptor: - read the theory - make a compound noun Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the sentences - fill in the blanks with the correct Total: 2 point
Descriptor: - match the words to form compound nouns. - make sentences. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 97 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Reading: Square – eyed Teens |
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Learning objectives |
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics 9.4.7.1 recognize typical features at word, sentence and text level in a limited range of written genres 9.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - introduce new vocabulary - predict the content of the text - read for specific information |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex:1 P:104 • Direct Ss' attention to the bar chart and explain that it shows the results of a survey of a class of pupils in Year 12 from a British high school about what gadgets they own. Explain that the different coloured bars relate to different gadgets and the numbers relate to the amount of students. Go through the phrases in the rubric and explain that each one refers to the percentage in brackets. Check Ss' answers around the class. Ex: 2 P: 104 • Go through the phrases in the rubric, explain the task and read out the example. Ask various Ss around the class to say sentences using the gadgets in the bar chart in Ex. 1 and all the phrases in the rubric Ex: 3 P: 104 •Read the title of the text and the rubric aloud and elicit Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 4 P: 104 • Explain the task and ask Ss to read the questions. Play the recording. Ss listen and read the text and then complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the bar graph. Use the phrases. ANSWERS Most of Year 12 students at Blackhill High School have got a PC. Half of Year 12 students at Blackhill High School have got a digital camera. Some of Year 12 students at Blackhill High School have got a portable gaming device. A third of Year 12 students at Blackhill High School have got a games console. A few of Year 12 students at Blackhill High School have got an MP3 player. Very few of Year 12 students at Blackhill High School have got a laptop. • Learners what about you? Which of the gangets have you got? How often do you use them? Use the phrases ANSWERS I've got a mobile phone. I always call and text my friends, listen to music and play games on it every day. I've got a games console. I sometimes play games in the evenings. I haven't got an MP3 player. I haven't got a portable gaming device. I've got a PC. I often surf the Net and do research for my homework in the evenings. I sometimes watch IV, go on social networking sites, play games and chat online at the weekends • Learners read the title of the text. Do you think it? ANSWERS I think the title means teenagers spend too much time looking at their TV, computer or mobile phone screens. • Learners listen and read the text 00 and answer the questions ANSWERS 1 A teenager who constantly watches TV, uses his mobile phone, chats online on his computer and plays video games. 2 Teenagers watch digital TV, listen to music on digital MP3 players, send emails and instant messages and chat and read online. 3 Because teenagers will use their gadgets so much that they will need psychological help and treatment. |
Descriptor: - look at the bar graph - use the phrases Total: 2 point
Descriptor: - answer the question - use the phrases Total: 2 point -Make CCQ questions Yes / No Descriptor: - read the title of the text - answer the question Total: 2 point Descriptor: - listen and read - answer the questions Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 98 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Phrasal verb: come |
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Learning objectives |
9.1.1.1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.2.4.1 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.8.1 recount extended stories and events on a wide range of general and curricular topics |
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Lesson objectives |
Learners will be able to: - present & practise new vocabulary - learn phrasal verbs with come - learn and practise prepositional phrases |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 5 P: 105 • Ask Ss to look up the meanings of the verbs in the rubric in their dictionaries Give Ss time to use them to complete the sentences. Check Ss' answers. Ex: 6 P: 105 • Ask Ss to read the table and then give Ss time to complete the task. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 7 P: 105 • Explain the task and give Ss some time to complete it then check Ss' answers. Ex: 8 P: 105 •Explain the task and ask Ss to read the sentences A-F. Play the recording. Ss listen and complete the task. Check Ss' answers. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners fill the gaps. ANSWERS 1 log on 2 upload 3 unplug 4 connect 5 log out, switch off 6 download 7 instal • Learners fill the gaps. ANSWERS 1 across 2 with 3 out 4 up with • Learners choose the correct particle(s). Make sentences using the other option. ANSWERS 1 with 2 on 3. to 4 in 5 with • Learners listen and match the speakers (1-5) to the statements (A-F). There is one extra statement. ANSWERS 1 D 2 C 3 F 4 E 5B |
Descriptor: - choose the correct particle - make sentences Total: 2 point
Descriptor: - fill the gaps - complete the task. Total: 2 point Descriptor: - choose the correct participle Total: 2 point -Make CCQ questions Yes / No Descriptor: - make sentences using the other option. Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
|
|
Short term plan: term 4
|
Unit 9: Science and technology |
Lesson 99 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Everyday English: Complaining about a faulty product Summative assessment for the unit «Science and Technology» |
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Learning objectives |
9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.8.1 recount extended stories and events on a wide range of general and curricular topics 9.4.3.1 understand the detail of an argument- both explicitly stated and implied - in extended texts on a wide |
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Lesson objectives |
Learners will be able to: - present situational language and to predict the content of a dialogue - listen and read for specific information |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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|
Plan |
|||
|
Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
|
Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
|
The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 106 • Read out the sentences 1-6 and explain/elicit the meaning of any unknown vocabulary. Explain the example and then ask Ss around the class to match the sentences to the objects. Point out that multiple answers are possible for sentences 3, 5 & 6 because more than one object has features such as keys, batteries and a screen. Ex: 2a P: 106 • Play the recording with pauses for Ss to listen and repeat chorally or individually. Pay attention to Ss' intonation and pronunciation. Elicit what Ss think the problem is based on the sentences. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 2b P: 106 • Play the recording. Ss listen and follow the dialogue in their books and find out. Ex: 3 P: 106 • Read out the phrases and give Ss time to find alternative phrases in the dialogue that have a similar meaning. Check Ss' answers. Summative assessment for the unit «Science and Technology» Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners match the sentences to the objects. Some sentences match more than one object ANSWERS 2 MP3 player 3 TV/mobile phone/ laptop 4 TV 5 MP3 player/laptop 6 camera, mobile phone, MP3 player, laptop • Learners listen and repeat. The following sentences appear in the dialogue below. What is the problem ANSWERS I think someone is taking a camera they bought back to the shop because the lens is scratched • Learners listen and read to find out. ANSWERS Jane has bought a camera which seems to be faulty. She wants someone to fix the camera. Refer Ss to the Word List to look up the words in the Check these words box. • Learners find words/phrases in the dialogue which mean: What's wrong? - May I examine it? - You don't have to pay anything. - We will contact you by telephone ANSWERS What's wrong? What seems to be the problem? May I examine it? Can I have a look at it? You don't have to pay anything. = there's no charge We will contact you by telephone... We'll call you ... |
Descriptor: - match the sentences to the objects - match more than one object Total: 2 point
Descriptor: - listen and repeat chorally or individually Total: 2 point Descriptor: - listen and read - follow the dialogue Total: 2 point Descriptor: - read out the phrases - find alternative phrases in the dialogue Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 100 |
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Teacher name: |
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Date: |
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Grade: 9 |
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Lesson title |
Across cultures: The world of science |
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Learning objectives |
9.1.7.1 develop and sustain a consistent argument when speaking or writing 9.2.3.1 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
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Lesson objectives |
Learners will be able to: - introduce the topic, predict the content of the text and listen and read for gist - consolidate and compare information in the texts |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 107 • Direct Ss' attention to the title and the motto, Elicit Ss' guesses as to how it relates to the texts. Play the recording. Ss listen and follow the texts in their books to find out. Ex: 2 P: 107 • Ask Ss to read the sentences 1-5. Give Ss time to read the texts again and mark the statements. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 107 • Explain the task and give Ss time to make notes about each place under the headings and then use their notes to compare and contrast them following the example. Give Ss time to complete the task and then ask various Ss around the class to share their answers with the rest of the class. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners read the title and the motto. How does it relate to the texts? Listen and read to find out. ANSWERS The motto relates to the texts because they show that learning can be fun • Learners mark the sentences T (true) or F (False) ANSWERS 1F 2 F 3 T 4 T 5 F • Learners compare and contrast the GSC and Evrikum. Think about: where it is when it opened - what people can see/do there opening times. ANSWERS The GSC opened in 2001 but the Evrikum opened in 2017. At the GSC, visitors can visit the planetarium, and learn about space, careers in science, the human body and much more. At Evrikum, visitors can learn about physics, chemistry and optical illusions. There is no planetarium here, but there are science shows where scientists explain chemical reactions. At both places visitors can take part in experiments. Evrikum is open every day from 10 am to 9 pm. GSC is open every day in the summer from 10 am to 5 pm but it closes on Mondays and Tuesdays in the winter. |
Descriptor: - read the title - listen and read to find out. Total: 2 point
Descriptor: - read the sentences - mark the sentences Total: 2 point Descriptor: - compare and contrast - make notes about each place under the headings Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Short term plan: term 4
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Unit 9: Science and technology |
Lesson 101 |
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Teacher name: |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Across the curriculum: What is in a computer? |
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Learning objectives |
9.2.4.1 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.4.5.1 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
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Lesson objectives |
Learners will be able to: -introduce the topic; to listen and read for gist -consolidate information in a text |
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Value links |
Patriotism: The formation of civil society institutions is impossible without the development of a patriotism shared by the entire Kazakhstan, and with deep roots in the culture, psychology, and historical past of the Kazakhs. |
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Plan |
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Stages / Time |
Teachers actions |
Students actions |
Assessment criteria |
Resources |
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Beginning of the lesson Warming-up
3 min. Pre-learning «Brainstorming» method 7 min. |
Organization moment : 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In
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The aim: To develop pupils speaking skills and create friendly atmosphere Students of the class are listed. Students' attention is drawn to the lesson. Students say different words from the picture •Learners remember previous lesson vocabulary •Learners answer the questions |
The teacher to assess learners for their ability. “Good job! Well done!” Formative Assessment
Good job! Descriptor: - remembers the lesson passed Point 1 Assessment criteria make basic statements related to personal information |
Pictures worksheet Picture |
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Middle of the lesson Presentation part. 30 min |
Ex: 1 P: 108 • Direct Ss' attention to the picture and elicit answers to the questions in the rubric. Play the recording. Ss listen and follow the text in their books and find out. Ex: 2 P: 108 • Give Ss time to read the text again and answer the comprehension questions. Check Ss' answers. Differentiation: «Verbal support» method is used to help Ss use new words in the sentences. Ex: 3 P: 108 • Ask various Ss around the class to present a computer's hardware using the diagram and the information in the text. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
• Learners look at the picture. Do you know what the different parts of a computer are and what they do? Listen and read the text to find out ANSWERS The motherboard is the largest circuit board in a computer. It contains the CPU, or central processing unit and several cards including the video card which generates the graphics and the sound card which controls the audio on the PC. A computer also has two keds of memory: the RAM, which is like a short-term memory and the ROM, which holds permanent information. • Learners read the text again and answer the questions ANSWERS 1 The motherboard is the largest circuit board in a computer. 2 CPU stands for Central Processing Unit. 3 The BIOS (Basic Input Output System) wakes up the computer. 4 It controls the audio in a computer. 5 A computer has two kinds of memory: RAM, which is like a short-term memory and ROM, which holds permanent information. • Learners use the diagram to present a computer's hardware to the class ANSWERS The motherboard is the biggest circuit board in a computer. It contains the CPU, which is the command centre and several cards. The video card generates the graphics and the sound card controls the audio on a computer. RAM is like short-term memory and ROM is the computer's permanent memory |
Descriptor: - look at the picture - listen and read the text to find out Total: 2 point
Descriptor: - read the text again - answer the questions Total: 2 point Descriptor: - answer the questions - use the diagram Total: 2 point |
Card Worksheet Students book |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Poster Success
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Unit 9 Science and technology |
School: |
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Date: |
Teacher name: |
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Grade: 9 |
Number present: |
absent: |
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Lesson title |
Summative Control work for the 4th term. |
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Learning objectives |
9.2.3.1 Understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics 9.4.5.1 Deduce meaning from context in extended texts on a range of familiar general and curricular topics 9.5.7.1 Use independently appropriate layout at text level on a growing range of general and curricular topics 9.3.8.1 Recount extended stories and events on a range of general and curricular topics |
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Lesson objectives |
Learners will be able to: -identify language style, tone and voice of the speaker - compile personal vocabulary lists -use different points of view and roles retelling stories and events |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
Organization moment 1.Greeting. Ask about the weather. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm-up The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warming up Where are you from? How old are you? What color is it? How many students are there in class? What day of the week today? Lead – In |
Students' attention is drawn to the lesson. Students discuss the pictures in pairs. Determines the topic and aim of the lesson Students say different words from the picture |
Formative Assessment
Good job! Assessment criteria -Identify detailed information in extended conversation with support |
Pictures
Student’s book |
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Middle of the lesson Presentation part. 35 min |
LISTENING Task. Listen to two people talking about why they visited or moved to a particular place. Match the sentences (1-2) with their opinion (A – D). There are TWO extra options. CD3 Tapescript4 Task. Listen to the Speaker 3. Replace the underlined words in the sentences 1-3 with the words from the recording. Write ONE WORD ONLY for each case. Use the correct part of speech. CD3 Tapescript 5 READING Task. Read the text and circle the word that can replace the underlined word in the text without changing the meaning Example: (0)
average greedy Task. Match paragraphs A – E to the topic sentences below. WRITING Choose ONE of the topics and write an essay. Topic 1. Travelling has become popular in recent years. What are the advantages and disadvantages of travelling? Topic 2. Technologies are changing the way we live. What are the advantages and disadvantages of advanced technologies? SPEAKING Task. You are given a card with a topic and questions to speak about for 2-3 minutes. Before you speak you have one minute to think about what you are going to say and you can make notes if you wish. Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities. |
Students listen to two people talking about why they visited or moved to a particular place Answers: Students read the text and circle the word that can replace the underlined word in the text without changing the meaning Answers: Students choose ONE of the topics and write an essay Answers: Students answer the question Answers: |
Descriptor: - listen to two people - match the sentences Total: 6 point Descriptor: - read the text Total: 6 point - write an essay Total: 6 point Descriptor: -can answer the question Total: 6 point |
Cards Worksheets |
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End of the lesson 5 min |
FEEDBACK Learners provide feedback on what they have learned at the lesson. |
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Students evaluate each other and encourage classmate with phrases like: Well done! Brilliant! |
Poster
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Жүктеу Бөлісу
ЖИ арқылы жасау
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02.05.2025
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Жүктеу
ЖИ арқылы жасау
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