Unit:5

READING FOR PLEASURE

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

ELEMENTS OF A STORY

Learning objectives

9.4.1.1 - understand the main points in extended texts on a range of unfamiliar general and curricular topics;

9.3.4.1 - respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

Lesson objectives

All learners will be able to : talk about their holidays using pictures and write sentences using if clauses; talk about their creativity describing place, objects and write some sentences;

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

10min

Greeting: learners respond to greeting of the teacher and take their places.

Warming up: “I know …” activity. - Which artists, musicians and writes do you know? - Do you paint, draw or write?

How often do you go to the cinema or theatre? - How do you think what theme have we got for today?

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Sts respond to greeting of the teacher and take their places

Answer the following questions.

Student’s book.

Main Activities

20 min

1 Books open. Focus attention on the photos and nominate students to describe them. They could try to match each picture with the things in Exercise 1.

Check/clarify: thriller (give an example of a thriller movie); grabbed (caught your interest); anecdote (a short story). To get students started on Exercise 1,

give some examples of your own. Allow students three minutes to think of an example of each of the four things. Monitor and help with vocabulary.

2 SIn pairs or small groups, students compare examples. To give the task a communicative aim, ask students to try to convince their partners to

see their favourite film/thriller, etc. Alternatively, ask students to describe fairy stories without saying the name for their partner to guess.

3 In pairs, students list as many reasons as they can. Hold a class discussion and write their ideas on the board. This will facilitate feedback on

Exercise 4.

4 Students read and compare their ideas from Exercise 3 to those of the author. Tell them not to worry about unknown words, but to focus on getting

an overall understanding of the main points of the article and on checking which of their reasons were mentioned. Check answers in open class referring

back to the reasons listed on the board.

5 Ask students to read the questions and underline any difficult words or phrases. Clarify these in open class.

Ask students to try to answer the questions from memory before looking back at the text to check. Encourage them to underline the key parts of the text

that gave them their answers. Students compare in pairs. During feedback, ask students to refer to the text they underlined to justify their answers

Suggested answers

1 films, thriller novels, jokes and anecdotes

2 The writer is showing that stories are not just for entertainment. They also have other functions, for example to warn people of dangers.

3 He wasn’t intending to entertain his friends with his story. They shared their stories about remote places enabling people to learn about different places. These stories have been passed down from generation to generation.

5 Story tellers travelled a lot, bought new stories back with them and taught people about distant places.

6 They can be used to pass down wisdom and knowledge from generation to generation, and to reflect the identity of that culture or country.

SPEAKING

Divide the class into pairs or small groups to discuss the questions. You may like to give some examples of your own and perhaps even tell them a story from

your childhood. While monitoring, encourage quieter students to express themselves. For feedback, make new pairs and ask students to tell their new partner the stories they heard from their previous partner.

Match the words with their definitions

students compare examples

students to read the questions and underline any difficult words or phrases

10

Picture

Student’s book.

A table

End 10 min

Concluding the lesson «60 seconds» Choose a few students and give each 60 seconds to summarize important concepts that they have covered during the lesson

Home task : WB p. 68-69

Feedback: Plus/Minus/Delta (+/-/∆)

Saying Good bye.

Sts reflect the lesson

oral

Slips of paper

Unit:8

Creativity

Teacher name:

Date:

Grade: 5

Number present:

absent:

Theme of the lesson:

Films and stories

Learning objectives

5.S3 give an opinion at sentence level on a limited range of general and curricular topics

5.S4 respond with limited flexibility at sentence level to unexpected comments on an increasing range of general and curricular topics

5.UE1 use a structure to be going to express intention and plan on a limited range of familiar general and curricular topics ( Ex.1 - 2 p.99)

5.W3 write with support factual descriptions at text level which describe people, places and objects to visit and activities (Ex.3-4 p.99)

5.W6 link, with some support, sentences into coherent paragraphs using basic connectors on a limited range of familiar general topics (p.100)

5.C9 use imagination to express thoughts , ideas, experiences and feelings describing a film (Film review)

Lesson objectives

All learners will be able to: To make simple sentences about films and name the types of films

Some learners will be able to express their opinion about films and to make sentences

Most of learners will be able to: Understand specific vocabulary and to make the sentences

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

5min

1.Greeting. Organization moment

Greetings, Good morning pupils! Who is on duty today? Who is absent?

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Sts warm/greet the teacher

Main Activities

25min

Task 1. Match the types of films 1-8 with the descriptions a-h

1a fantasy film a) has a lot of fights and car chases 2A horror film b) makes people laugh

3A historical film c) has lots of aliens and spaceship 4an action film d) has a boy and girl falling in love 5a musical e ) is about ghosts and monsters

6 a science fiction f) has lots of knights and sword fights

7a romance g) has lots of dancing and singing

8a comedy h) is about wizards and magic

Task 2. Think of examples of each type of film in exercise1 Test your partner with your ideas

Task 3 .Do the film Quiz. Then listen and check your answer .

What are the names of films?

A fish looks for his son and has lots of adventures

A) Losing Nemo B) Finding Nemo

A young wizard fights a dark wizard

A) Harold Porter B) Harry Potter

A prince is turned into a beast and a princess helps save him

A)The prince and the Beast B) Beauty And the Beast

A man from another planet who has special powers to stop lots of criminals

A) Batman B) Superman

A lonely Kazakh teenager called Aslan is bullied at his new school

A)Hard lessons B) Harmony lessons

Task 5 you are going to plan a film project at school. Answer the questions with 4 sentences about your plans for the film.

What sort of film is it going to be?

What is the story going to be?

Who is going to be the main actor?

Who is going to direct the film?

Teacher will say: You are perfect, Good job, Great work, Well done, Excellent, Great improvement, I knew you could it, I am proud of you, You are incredible.

Sts match the types of films

Answer the questions and check your answer with your partner.

10

S/B

Last 10min

Open the “Magic box” and take one of the stickers. If you make up the sentences, you’ll have the ticket to the cities.

Home task: Film review

Saying goodbye

Sts reflect the lesson

oral

Stickers

Unit:5

READING FOR PLEASURE

Teacher name:

Date: 9

Grade:

Number present:

absent:

Theme of the lesson:

Everybody loves stories

The passive (review):Past Cont. Passive

Learning objectives

9.4.1.1 - understand the main points in extended texts on a range of unfamiliar general and curricular topics;

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

Lesson objectives

• All lеаrners wіll bе ablе tо: Demonstrate respect to people’s opinions using lexical units of topic vocabulary

• Most learners will be able to: Analyze given feedback; Form opinion and give constructive answers to feedback

Some learners will be able to: Identify facts and details in extended talks with little support

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

5min

1.GreetingOrganization moment

A)Greeting B)Checking the attendance

Warm up activity: we stand around (take your hands) and we wish each other good wishes For example: Be clever, You are nicer, I wish you happy!

I want divide you into 2 groups using sweets (green, yellow)

Come to me and choose any sweets.

Who has green sweets? Who has yellow sweets? Please, sit here.

Sts warm/greet the teacher

Sts work in pairs / groups, talk about these topics or words from the article.

Main Activities

20min

Books closed. To introduce this topic, do an internet image search on book covers before the class and choose a mix of different ones to display on the board. Ask students to guess the types of story from the images. Try to elicit some of the types of story included in

Exercise 1.

Books open. Focus attention on the book covers and ask students to match them to numbers 1–9 in pairs.

Play the audio for students to check their answers. You could play it again for them to repeat. Pay attention to the /ʧ/sound of the second ‘t’ in literature and the elision of the /t/ on short in short stories.

Answers

A 3 B 8 C 7 D 5 E 4 F 6 G 1 H 9 I 2

2 Check/clarify: fiction/non-fiction. In pairs, students discuss the question. Check answers.

Answers

(auto)biography; travel literature

SPEAKING

1 Give an example to demonstrate the task. While monitoring, prompt students to use the second conditional in their answers. Elicit some of their

choices and encourage reactions from the rest of the class.

2 Tell students they are going to prepare a short talk on reading. They should make notes on the two different points and give examples of the types of things they read. Monitor and help with any vocabulary

questions. Before they begin speaking out loud, ask students to rehearse their talks for one minute(silently) in their heads.

Mixed-ability

Weaker students can write a set of simple sentences . Stronger students should develop their ideas and attempt to present their information in an interesting way (perhaps using rhetorical questions to draw in the listener.)

Divide the class into small groups by level. Where possible, make the groups of ‘weaker’ students larger, so that all groups finish the activity at roughly the same time. Students take it in turns to give their talks. To give them a reason to listen, ask students to think of one question to ask each speaker once they’ve finished.

LISTENING

1 Books closed. Find out how much students know about Stephen King. Write these questions on the board and elicit answers in open class:

Where was he born?

What did he do before becoming a writer?

What was his first book?

How many books has he written?

Books open. Students check their answers by reading

the fact file. Ask: Do you know any other authors who

have written as many books as Stephen King? Have you

read any of his books or seen any of the films of his books?

Tell students they are going to listen to

a conversation about a Stephen King story. Check/clarify: word processor (a computer). Before you play the audio, tell students not to worry about

understanding every word but just to focus on answering the question. Allow students to compare answers with a partner before whole-class feedback.

Answer

Over load

students to guess the types of story

students to match them to numbers 1–9

SPEAKING

Group work.

Answer the questions.

10

Cards

Picture

Pictures

Last 5min

Home task: Ex 4 Make questions with be going to

Giving Feedback

Saying goodbye

Sts reflect the lesson

oral

Unit: 5

Reading for pleasure

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

HOLLYWOOD FAIRY TALES

Grammar Verbs which take gerund and infinitive

Learning objectives

9.4.3.1 - understand the detail of an argument in extended texts on a range of familiar general and curricular topics, including some extended texts;

9.4.4.1 - read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

Lesson objectives

All learners will be able to:

• Identify the main idea in extended talks with little support

Most learners will be able to:

• Identify details in a text with little support

Some learners will be able to:

Interact in a pair, group and a whole class work presenting

Lesson structure

Planned timings

Teacher activities

Student activities

Ass

Resources

Beginning the lesson

5min

1.Greeting. Organization moment

Warming up (date, weather, season, month, day of the week, feeling), сhecking absence

Sts warm/greet the teacher

Main Activities

20 min

BACKGROUND INFORMATION

Red Riding Hood is a 2011 film based on Little Red Riding Hood,

produced by Leonardo Di Caprio and starring Amanda Sey fried.

Catherine Hardwick (born 1955) is an American film director, whose works include Thirteen and Twilight, the opening weekend of which made it the most financially successful opening of all time for a female director.

Twilight is a 2008 vampire romance film starring Kristen Stewart

and Robert Pattinson. Hansel and Gretel: Witch Hunters is a 2013 film starring Jeremy Renner and Gemma Arterton. It is a comedy-action tale in which Hansel and Gretel work as paid killers.

Jack the Giant Slayer is a 2013 film starring Nicholas Hoult and Eleanor Tomlinson. It is based on Jack and the Beanstalk.

Snow White and the Huntsman is a 2012 film starring Charlize Theron and Kristen Stewart. It is based on the Grimm Brothers Snow White tale. The film received two Academy award nominations for Best Visual Effects and Best Costume Design.

Brothers Grimm Jacob Grimm (1785–1863) and Wilhelm Grimm

(1786–1859) were German authors. They are best known for collecting and publishing folk tales in the 19th century. Their most famous tales are Cinderella, Rapunzel and Snow White.

The Hunger Games is a 2012 film starring Jennifer Lawrence. It was the first in a trilogy of films based on the Suzanne Collins

Hunger Games novels. The film tells the story of a young girl who takes part in the Hun

WRITING

A fairy tale

This exercise can be set as homework or done as a collaborative activity in class with students writing in pairs. To help students come up with ideas, have a class discussion about the main elements of classic fairy tales

(good vs. evil; love; princes saving princesses; people becoming rich by doing good, etc.) Write students’ ideas on the board for them to refer to. You could input the typical fairy tale ending And they all lived happily ever

after. Encourage students/pairs to plan before writing. Get them to write down the main points of their story in note form. At this stage they will become aware of any unfamiliar vocabulary they’ll need. They should also think about using a variety of narrative tenses and adjectives and adverbs to make their story more interesting. They could include examples of these in their plans. Monitor to input vocabulary and check that

students are writing a plan rather than writing straightaway. If time allows, encourage students to use images to make their stories look interesting. When students have finished, make small groups for students to read

each other’s stories and comment on how interesting/easy to follow they were. Ask students to count the number of narrative tenses used in each story – praise those who managed to include more than two. Finally, display the texts on the walls of the classroom for the rest of the class to read.

Watching a video

Matching and read the text, answer the questions.

Read the text and connect the sentences

10

Video

Picture

Video

S/B

Last 5min

Feedback: Tree of success

Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need some helps

Red leaf - I don't understand

Homework: WB p. 72-73

Saying goodbye

S ts reflect the lesson

oral

Unit: 5

READING FOR PLEASURE

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

Gulliver’s travels

Learning objectives

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

9.4.7.1 - recognise typical features at word, sentence and text level in a wide range of written genres;

Lesson objectives

All learners will be able to:

FUNCTIONS encouraging someone

Most learners will be able to:

GRAMMAR ways of referring to the future (review); future

continuous; future perfect; past perfect

continuous; past perfect simple vs. past perfect

continuous

Some learners will be able to:

VOCABULARY phrases to talk about the future; phrasal verbs

Lesson structure

Planned timings

Teacher activities

Student activities

Ass

Resources

Beginning the lesson

5min

1.Greeting. Organization moment

Teacher greets the children and introduces with the aims of the lesson and rules:

Be active!

Be friendly and tolerant!

Help each other talk English all the time!”

Sts warm/greet the teacher

Main Activities

20 min

LITERATURE

ABOUT THE AUTHOR

Jonathan Swift (1667–1745) was born in Dublin, Ireland. His works include A Tale of a Tub (1704), The Battle of the Books(1704) and A Modest Proposal (1729).Jonathan Swift grew up in Ireland but moved to England to be the secretary to an English politician. He was deeply religious

and trained to become a chaplain of the Church. His novels were popular until the government changed, and then he was criticized. He returned to Ireland and wrote satires criticizing the English, who wanted more and more power over the Irish. His most famous work, Gulliver’s Travels, is a parody (an exaggerated version) of the travel writing genre that was popular at the time. It was also very controversial. When it was first published in 1726, large parts were missing. It didn’t appear as a

whole book until ten years later.

INTRODUCTION

Ask students if they have heard of Jonathan Swift or Gulliver’s Travels. They may have watched the film version. Write any ideas on the board in note form. Use the information in the About the author box to provide

an introduction. Depending on the class, it may beappropriate to use L1 at this stage.

Organise the class into pairs. Set a time limit of a few minutes for students to discuss the questions. The nask students for their opinions. Encourage them to back up their answers with examples (e.g., ‘To fit in in a different country, you can try to learn the language, try the local food and talk to people who live there.’).

2 Focus students’ attention on the images. Ask them to describe what they see and what they think the story is about.

Draw students’ attention to the text at the top right hand side of the page which ‘sets the scene’ and clarify understanding. Play the audio.

3 When students have read the text once, allow time to match the words in bold to the definitions. Tell them they may need to change the part of speech (form of verb, noun, etc.) to the base form to fit the glossary.

Point out that making a glossary of unknown words in a text is a good way to learn vocabulary. Ask individual students for answers.

Answers

1 (be) inclined 2 astonishment 3 spy 4 posture

5 vessel 6 happen to 7 perceive 8 reckon

9 struggle 10 manner

4 Students read through the questions. Check for understanding and remind them to refer closely to the text to find the answers.

Answers

1 a rock 2 distance 3 died 4 well 5 heard a noise

6 looked

S Students read the text

again. They choose which sentence cannot be true. Ask them to justify their answer by saying why sentence 1 isn’t true but the others are.

Answers

1 the Antelope was in the Northern Hemisphere. (In the Southern Hemisphere it is summer in November, but in the Northern Hemisphere it is winter.)

2 is correct (‘I often let my legs drop, and could feel no bottom …’)

3 is correct (‘I felt something alive moving on my left leg …’)

4 is correct (‘and one of them, who ventured so far as to get a full sight of my face, lifting up his hands and eyes by way of admiration, cried out …’)

Student’s Book pages 82–83

6 Read through the sentences one at a time to check comprehension of any unknown vocabulary. Students complete the sentences with the words in the glossary. Ask students for answers.

Answers

1 happened to 2 manner 3 vessel 4 astonishment

5 posture 6 spied

instruction and check that students understand what they are going to do. Ask two students to read the first part of the conversation. Brainstorm ideas and phrases on the board. Set students a time limit of5–10 minutes to prepare their role plays. Monitor and offer support and encourage students to write their scripts. Encourage as many pairs as possible to perform their role plays. Consider asking groups to perform to each other. The ‘audience’ group can monitor language use and make

corrections if necessary. This can also be done as a full-class exercise.

WRITING

Read through the Writing skills box. Ask students to give examples of phrases used to start and end letters in English (Dear …, Hi …, Love from …, Best wishes).Remind them to choose the phrases carefully as some

are formal and some are informal. Ask students to brainstorm ideas for each paragraph and make notes. They could compare their ideas in pairs. Students

can then write their letter in class or for homework. Students then swap their letter with a partner. They read each other’s work and highlight any mistakes.

They assess whether the student has answered the question fully and whether they have followed the steps. They then return the letter to the original student who looks at the comments and redrafts their work. Ask some students to read their letters out loud to the class.

Sts find the name of the film.

Listen and repeat the new words.

students have read the text once, allow time to match the words in bold to the definitions.

10

Picture

S/B

Play the audio.

Last 5min

Feedback: Tree of success

Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need some helps

Red leaf - I don't understand

Homework: Make sentences with be going to

Saying goodbye

S ts reflect the lesson

oral

Unit:5

READING FOR PLEASURE

Teacher name:

Date:

Grade: 9

Number present:

Theme of the lesson:

A nation of storytellers

Learning objectives

9.4.8.1 - use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

9.4.9.1 - recognise inconsistencies in argument in extended texts on a range of general and curricular topics

Lesson objectives

• All learners will be able to: Identify facts and details in extended talks with little support

• Most learners will be able to: Recognize the content of an extended conversation using some supporting information

• Some learners will be able to: Apply the rule for compound adjectives and adjectives as participles in practice

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

10min

Greeting. Hello, boys and girls! How are you?

Let’s begin the lesson. I want you to be more active and show your knowledge of English lesson

Today we’ll work on a very interesting theme.

“Magic box”

Dividing learners into three groups by “Magic box” there will be some cards choose one of them. Who choose Kazakhstan sit to Kazakhstan group and who choose Great Britain sit to Great Britain, who choose USA sit to USA group.

Sts respond to greeting and take their places

Student’s book.

Main Activities

20 min

CULTURE

1 In open class, ask students what they know about Ireland. Elicit as much information as possible. If you have access to the Internet, you could do a video search for an Ireland tourism video and show a short clip to students to give them a feel for what it is like.

After the video, ask students to discuss in pairs which parts of Ireland they would most like to visit and what they’d like to do there.

Write these stems for speculating on the board: the person could be/might be …; perhaps he’s … . Focus attention on the photos and ask students to discuss the questions in pairs, prompting them to use the stems. Nominate pairs to share their ideas with the class and write these on the board.

2 Students read the article to check their predictions.

Refer to the ideas on the board during feedback.

Student’s Book pages 84–85

3 Check/clarify: influences, hospitality. Students read the text again and answer the questions. Ask them to underline key parts of the text which support their answers. Once students have finished, ask them to compare answers in pairs before open class feedback.

Answers 1 T 2 F There was no written language tradition. 3 T 4 F In recent years this tradition has been revived. 5 T

4 Speaking. Where possible, put students in similar ability pairings or groups for this activity. Monitor and encourage students to express themselves in English and to use any vocabulary they have learned

from the unit to tell their stories. During feedback, ask pairs/groups to report back to the class on what they discussed and then go through any new/problematic language in open class.

5 Vocabulary Students work out the meaning of the highlighted words from the text. Check answers.

Mixed-ability

Stronger students just use the context provided by the article, without looking at the exercise, to try to work out meaning. They then look at the definitions in the exercise to check their ideas. Weaker students work in pairs to match the definitions to words from the article. You could even give students the first letter of each word to guide them.

Answers

1 handed down 2 bend over 3 knew … by heart

4 revive 5 record 6 cast a spell 7 appreciated

8 shelter

Sts give the title to the text.

They answer the questions

Read the text

Write T and F statements

Speaking

Filling the missing words

10

Ireland tourism video https://www.youtube.com/watch?v=rvSdyIhpdrM

Worksheet

Picture

Cards

End 10 min

Home task : Ex 2. P.85

Saying Good bye.

Sts reflect the lesson

oral

Slips of paper

Unit:5

READING FOR PLEASURE

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

Telling a story

Learning objectives

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

9.2.7.1 - recognize typical features at word, sentence and text level of a wide range of spoken genres;

Lesson objectives

All learners will be able to

• Apply the rule for infinitives in practice

Most learners will be able to

Apply regular and irregular adverbs and comparative degree structures accurately

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

10min

Greeting: learners respond to greeting of the teacher and take their places.

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Sts respond to greeting of the teacher and take their places.

Student’s book.

Main Activities

20 min

Main part. FUNCTIONS

Telling a story

1 1.16 First, students should read the

conversation, ignoring the gaps, to get an overall understanding. Ask: What happened to Annie the other day? (a song she couldn’t stop singing all day was on the radio when she got home); Why was this strange?

(because it wasn’t a current song that you’d expect to hear on the radio). Next, students work with a partner to match the expressions to the correct places in the conversation. Check answers in open class.

Answers

1 The strangest thing happened to me the other day.

2 That was the annoying thing. 3 Well, let me finish …

4 you’ll never believe what 5 What are the chances?

2 Give students a minute to come up with an idea for a story before they discuss in pairs. Next, tell students to think about how they can tell their

story. Encourage them to make notes. Monitor to help with vocabulary and ideas.

Prompt them to use expressions from Exercise 1. When students have completed their notes, put them into small groups for them to tell each other their stories. Monitor and praise students who are using the expressions, as well as those making an effort to make their stories

interesting and engaging.

To give them a reason to listen, students could be tasked with writing down the expressions from Exercise 1 that they hear as they listen. During feedback, ask students to report back to the class on who told the most interesting story in their group.

Sts read the conversation

Descriptor A learner

Listen and complete the text with the verbs

use going to correctly

make up your sentences

10

End 10 min

Home task : Pupils write e-mail

Feedback: Plus/Minus/Delta (+/-/∆)

Saying Good bye.

Sts reflect the lesson

oral

Slips of paper

Unit:5

Creativity

Teacher name:

Date:

Grade: 5

Number present:

absent:

Theme of the lesson:

Zheke-Batyr’s search of happiness;

Project. A biography of a Kazakhstani author

Learning objectives

9.4.3.1 - understand the detail of an argument in extended texts on a range of familiar general and curricular topics, including some extended texts;

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

Lesson objectives

• All learners will be able to: Identify facts and details in extended talks with little support

• Most learners will be able to: Recognize the content of an extended conversation using some supporting information

Some learners will be able to: Identify the correct form of a word, appropriate sentence structure and text layout

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

10min

Greeting: learners respond to greeting of the teacher and take their places.

Warming up: 1 Tell students to look at the pictures of Burabay and see if they can answer the pre-reading questions. They can check their answers by reading the first paragraph of the text. Find out if anyone in the class has been there.

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Sts respond to greeting of the teacher and take their places

Answer the following questions.

Student’s book.

Main part.

“Jigsaw “

Give the students time to read the rest of the text silently and to complete the task. Let them compare answers in pairs and discuss any difficulties. Check answers with the whole class. If time allows, ask them about any similar stories that they may know.

Answers

1 No.

2 He was afraid it would be forgotten.

3 They fought against enemies and against each other.

4 Happiness.

5 He thought only about himself and his own happiness.

6 He learned that nobody can find happiness alone.

GRAMMAR

Narrative tenses (review)

1 Books open. Draw students’ attention to the words in bold (1–5) and ask them to match them to the correct tenses (a–d). Conduct brief whole-class feedback on this before students complete the rule in pairs. Check answers in open class. Use the example sentences to clarify the rules.

Answers 1 c 2 a 3 b 4 d 5 c

Rule

1 past simple 2 past continuous 3 past continuous

4 past perfect 5 past perfect continuous

Alternative approach to the grammar

If you need an alternative approach to reviewing narrative

tenses, choose one or all of the following ideas for clarifying

the differences between tenses.

For past continuous vs. past simple, write on the board:

I saw a parrot while I was waiting for the bus. To provide a

context for the sentence (by getting the students to come up with one) and to check meaning, ask: Where was I? Where was I going on the bus? What did I think when I saw the parrot?

Elicit answers in open class, encouraging students to be as inventive as possible and accepting all answers. Next, ask students: Which action began first? (waiting for the bus);

Which action interrupted that action? (I saw a parrot.); Which action continued after the interruption? (waiting for the bus).

Remind students/elicit that we use the past continuous to give background information and the past simple to describe specific past actions.

For past perfect vs. past simple, write on the board: John

was very sad because his girlfriend had left him. Ask students

to identify which event happened first (his girlfriend left him).

Get students to write the two events in the correct order on a time line.

2 Before students begin, check they understand that they need to use either the past simple or past continuous but not the past perfect. Monitor and help any students who are struggling. Also let students compare answers with a partner. During feedback, refer to the rules in Exercise 1 and use timelines to clarify differences between tenses.

Answers

1 realised, took, left 2 was riding, met

3 were searching, became 4 was fighting, fell, appeared

In this type of gap-fill exercise, it is always a good idea for students to read the whole text first for gist understanding and then to read a second time to complete the spaces. To encourage them to just focus on reading for gist, ask: What was happening in Ian’s house? Students read the text quickly to answer the question. Set a time limit of 30 seconds

before brief feedback. (His brother had been doing a science experiment that went wrong.) Next, students complete the spaces. Students compare answers with a partner before a whole-class check.

Mixed-ability

To provide more staging for weaker students: Once they’ve got the gist of the text, they read a second time to decide which verb goes in each gap before reading again and deciding on tense.

Answers

1 was walking 2 saw 3 Was … burning 4 ran

5 opened 6 was sitting 7 had been doing 8 had gone

Sts read the text

Descriptor A learner

read and answer the questions

Match the sentences then complete the rule

Complete the sentences.

10

Picture

End 10 min

Home task : Pupils write a short biography of your favourite KZ author.

Feedback: Plus/Minus/Delta (+/-/∆)

Saying Good bye.

Sts reflect the lesson

oral

Slips of paper

Unit:5

READING FOR PLEASURE

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

Get it right! Unit5 Photostory: episode 2a

Learning objectives

9.2.8.1 - begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

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

Lesson objectives

• All learners will be able to: Identify details in a text with little support

• Identify the correct form of a word, appropriate sentence structure and text layout

• Some learners will be able to: Clarify the meaning of the word in a dictionary or other digital references

Most of learners will be able to: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

5min

1.Greeting. Organization moment

Greetings, Good morning pupils! Who is on duty today? Who is absent?

Teacher introduces lesson objectives and Assessment Criteria to the learners.

Sts warm/greet the teacher

Main Activities

25min

The challenge

1 To remind students of the concept of challenges, which they encountered in Unit 4, say I bet you can’t say the alphabet in 15 seconds. Tell students that you are issuing a challenge. You could ask for volunteers to accept the challenge and say the alphabet quickly

in open class, to change the pace and add an element of fun to the lesson.

Tell students they are going to read and listen to a story about a group of students. Students look at the title and photos and read the questions. Ask them to guess answers to the questions. Write some of their ideas on the board.

Answer

2 To not use their phones at all during the whole weekend.

Play the audio for students to read, listen and check their answer to Exercise 1. During whole class feedback, refer to students’ ideas on the board.

Ask: Who guessed correctly?

Ask students what they think happens next. Get them to brainstorm possible endings to the story ,in groups, with one student in each group acting as secretary and taking notes. During whole-class feedback, write students’ ideas on the board to refer back to once they have watched the video. Don’t giveaway answers at this stage.

4 EP2a Play the video for students to watch and check their answers. During whole-class feedback, refer to students’ ideas on the board. Ask: Whoguessed correctly?

5 Divide the class into pairs and ask students tocomplete the exercise. Monitor and help with anydifficulties. Play the video again, pausing as requiredfor clarification. Check answers with the whole class.

Answers

1 He thinks she doesn’t want him to overhear what she’s

saying.

2 She watched YouTube videos on her phone.

3 He didn’t last one night without using his phone.

4 Three hours.

5 She spoke to her friend Julia on the phone.

PHRASES FOR FLUENCY

1 Ask students to locate expressions 1–6 in the story on page 170 and underline them. To encourage speed reading, you could do this as a race and ask students to find the expressions as quickly as possible. Ask

students to compare their answers with a partner before whole-class feedback.

Answers

Nicole says phrases 1–5. They all say phrase 6.

2 Working in pairs, students complete the dialogues. Check answers. Drill the dialogues in open class (for students to repeat together), paying attention to the intonation of sentences and questions. Give students

time to practise saying the dialogues with a partner.

Answers

1 d 2 c 3 a 4 b

2 Students work individually to complete the sentences. You could also ask them to match each sentence to a–d from Exercise 1. Allow students to compare answers with a partner before a whole-class check. During feedback, point out the frequent use of by with the future perfect. If you’re short on time, set this exercise for homework.

Answers

1 by the end of class 2 by the football club

3 by the entrance 4 by selling

FUNCTIONS

Sympathising

1 Books closed. To introduce this topic, make a sad face and tell students about something bad that has happened to you, for example your pet goldfish has died! Ask students to suggest ways of sympathizing and try to elicit some of the expressions from the exercise. Write any correct answers on the board. Books open. Either encourage students to look back at the photo story to complete the exercise or challenge them to try to complete the exercise from memory then refer back to the photo story to check.

Students compare answers in pairs before open class

feedback.

Answers

1 That’s a shame/What a pity 2 I’m really sorry

3 What a pity/That’s a shame 4 Never mind

5 How awful

Sts match the types of films

Answer the questions and check your answer with your partner.

10

S/B

Last 10min

Open the “Magic box” and take one of the stickers. If you make up the sentences, you’ll have the ticket to the cities.

Home task: review

Saying goodbye

Sts reflect the lesson

oral

Stickers

Unit:6

TRADITIONS AND LANGUAGE

Teacher name:

Date: 9

Grade:

Number present:

absent:

Theme of the lesson:

A new family tradition

Learning objectives

9.1.3.1- respect differing points of view;

9.1.8.1 - develop intercultural awareness through reading and discussion;

Lesson objectives

All lеаrners wіll bе ablе tо:

identification of levels for later work

Most learners will be able to:

reinforcement of learning and pupil motivation

Some learners will be able to:

identification of problem areas

Lesson structure

Planned timings

Teacher activities

Student activities

Ass-t

Resources

Beginning the lesson

5min

1.GreetingOrganization moment

A)Greeting B)Checking the attendance

Warm up activity: we stand around (take your hands) and we wish each other good wishes For example: Be clever, You are nicer, I wish you happy!

I want divide you into 2 groups using sweets (green, yellow)

Come to me and choose any sweets.

Who has green sweets? Who has yellow sweets? Please, sit here.

Ok ,now . As a lead-in, brainstorm traditional celebrations and festivals students have in their area, as well as celebrations and festivals from other parts of Kazakhstan that they know of. Ask students: Have you ever been to these celebrations? What did you enjoy about them? Talk about other celebrations and festivals.

What do people do? Students discuss the questions in small groups. Listen to some of their answers in open class as feedback. You could also brainstorm a list of typical fancy dress costumes to gauge how familiar your students are with the vocabulary explored later on in this unit.

Sts warm/greet the teacher

Sts work in pairs / groups, talk about these topics or words from the article.

Main Activities

20min

Explain new theme.

look at the photos and answer the questions in their groups for each photo. Elicit answers from different groups.

Answers 1 A Oaxaca, Mexico B Almaty, Kazakhstan C Balmoral, Scotland

2 A They’re wearing costumes and have painted their faces.

They are taking part in a parade.

B They’re wearing traditional clothes and they’re

celebrating national games.

C They’re wearing Scottish skirts and kilts. A man’s

dancing traditional Scottish dances. Another is playing

the bagpipes.

3 Students’ own answers.

2GAsk students to work with a partner to predict what the blog is about. Elicit students’ predictions during open-class feedback, prompting

students to expand as much as possible on their ideas, and noting them on the board to refer to after

Exercise 3.

3 Students read to check their ideas from Exercise 2.Tell them not to worry about unknown words, but to focus on checking their ideas. The focus here is

on gist understanding. Check answers, referring back to the ideas on the board. Ask: Did anyone guess correctly?

4 Ask students to read questions 1–8 and underline any difficult words or phrases. Clarify these in open class before students read the blog in more

detail and answer the questions. Tell them not to use dictionaries, but to try to understand difficult vocabulary from its context. Encourage them to underline the parts of the article that helped them find the answers. Students compare answers in pairs before a whole-class check. During this stage ask students to refer to the parts of the article they underlined to justify their answers.

Answers

1 They waved from the doorstep. 2 180 days.

3 Rain’s brother and his mum. 4 American football player;

pirate. 5 $50

6 He used the family fancy-dress collection, and friends

and neighbours helped.

7 He was embarrassed at the beginning, but thought he was

pretty cool in the end.

8 He’s going to get more sleep each morning.

5 SPEAKING In pairs, students discuss the questions. Monitor and help with any difficulties, but as this is a fluency activity, do not interrupt to correct errors unless they impede communication. Listen to some of their ideas in open class as feedback, encouraging students to react to and debate with each other.

Changing your opinions

1 Ask students to read the introduction and sentences

1–3. Ask them to work with a partner to complete the exercise. Check answers.

Answers 1 Rain 2 Rain’s friends 3 Rochelle

2 Point out the use of Initially and with

time. Ask students to work in small groups to discuss how the opinions of the other people changed. Encourage them to find evidence in the article to justify their answers. Listen to some of their thoughts in open class as feedback.

So pupils we have worked very well. I am pleased with you. You are my good studends! Thank you for your work! You were very active today!

Group work.

Clarify these sentences.

SPEAKING

10

Pictures

Cards

Pictures

Last 5min

Home task: Ex 4

Giving Feedback

Saying goodbye

Sts reflect the lesson

oral

Unit: 6

TRADITIONS AND LANGUAGE

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

Quantifiers

Learning objectives

9.5.8.1 - spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics;

9.3.1.1 - use formal and informal registers in their talk on a range of general and curricular topics;

Lesson objectives

All learners will be able to:Demonstrate respect to people’s opinions using lexical units of topic vocabulary

Most learners will be able to: Identify facts and details in extended talks with little support

Some learners will be able to: Analyze given feedback; Form opinion and give constructive answers to feedback

Lesson structure

Planned timings

Teacher activities

Student activities

Ass

Resources

Beginning the lesson

5min

1.Greeting. Organization moment

Warming up (date, weather, season, month, day of the week, feeling), сhecking absence

Sts warm/greet the teacher

PPT

Main Activities

20 min

Students should have seen most of the quantifiers in these exercises before, but it is still an area in which students make a lot of errors, so certainly worth reviewing.

Ask students to try to complete sentences 1–6 before looking back at the article to check their answers. This encourages students to notice language and helps activate their curiosity around the target language. Check answers in open class. Then ask students to work with a partner to complete

the rule before checking answers. Use the sentences in Exercise 1 and further examples of your own to clarify.

Answers

1 many 2 all 3 loads 4 several 5 Some, most

6 little

Rule

1 none 2 a little 3 several 4 loads 5 all

Student’s Book pages 92–93

2 Students work with a partner to complete the

exercise. Refer them to the rule to help them decide

on and check their answers. Check answers in

open class.

Answers

1 loads 2 a lot of 3 most 4 Most 5 Most

6 hardly any

In pairs or small groups, students discuss the sentences. Monitor and encourage them to answer in full sentences. Make a note of any nice

expressions in English that students use during the activity. At the end write them on the board for the whole class to copy, and praise the student(s) who used them. Also ask for volunteers to report back to the class on their discussion during feedback.

Fast finishers

Write the following on the board:

Loads of students … , Hardly any students … ,

Almost all students … , The vast majority of students …

Ask students to complete the sentences to describe students in their school.

Optional extension

Ask students to create a table in their notebook with six columns. Ask them to write hardly any / loads of / not many /a small number of / a lot of / a little at the top of the columns.

Call out various categories and a letter for students to race to complete as many columns as they can in, say, one minute.

For example: things in the classroom beginning with ‘s’. You could set this up as a competition and get students to do this in groups, awarding points for each correct answer.

Students should have seen most of the quantifiers in these exercises before, but it is still an area in which students make a lot of errors, so certainly worth reviewing.

Matching and read the text, answer the questions.

10

Picture

S/B

Last 5min

Feedback: Tree of success

Green leaf - I totally understand

Yellow leaf - I understand the lesson but I need some helps

Red leaf - I don't understand

Homework: What is your favorite film? Write five sentences about the story.

Saying goodbye

S ts reflect the lesson

oral

Unit: 6

TRADITIONS AND LANGUAGE

Teacher name:

Date:

Grade: 9

Number present:

absent:

Theme of the lesson:

Costumes

Learning objectives

9.3.2.1 - ask complex questions to get information on a range of general and curricular topics;

9.2.5.1 - recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

Lesson objectives

All learners will be able to:

• Identify the main idea in extended talks with little support

Most learners will be able to:

• Identify details in a text with little support

Some learners will be able to:

Interact in a pair, group and a whole class work presenting

Lesson structure

Planned timings

Teacher activities

Student activities

Ass

Resources

Beginning the lesson

5min

1.Greeting. Organization moment

Teacher greets the children and introduces with the aims of the lesson and rules:

Be active!

Be friendly and tolerant!

Help each other talk English all the time!

Sts warm/greet the teacher

Main Activities

20 min

Ask students to look at the photos on pages 90–92 and work with a partner to find the items. Say each item individually and nominate a student to say in which picture the object appears. Say the words for students to repeat and check pronunciation.

Answers

sword – 3 shield – 5 leather jacket – no picture

wig – no picture belt – 8 sunglasses – 4 helmet – 1

cape – 9 mask – 7 apron – 6 football top – 2

Fast finishers

Ask students to research and write a list of festivals or other occasions around the world when people traditionally wear costumes, e.g. Halloween, Mardi Gras or other carnivals, the Jewish festival Purim, etc. Are there any countries where it is particularly popular to do so?

Give students time to read the question and check understanding. Ask them to work individually for a few minutes to note down their answers. Monitor and make a note of any lexical errors to correct during feedback. Divide the class into pairs or small groups to discuss the questions. Listen to some of their answers in open class.

Books closed. As a lead-in, write the

following questions on the board:

How often do you see your extended family (family

members other than your parents and brothers/sisters)?

Do you have a fixed bedtime?

How many different languages do you speak with your

family at home?

In pairs, students discuss the questions. Nominate

students to report back on their discussions in

open class.

Books open. Ask students to work in pairs to describe what they can see and to try to explain what the captions refer to. Listen to some of their ideas in open class. Play the audio while students listen and match the countries to the pictures. Students check answers with a partner before whole-class feedback.

Answers

No time for bedtime – Argentina

No baby talk – Samoa

Introduce them early – France

Keep it in the family – Poland

Early to bed – Britain

Young chefs – Mexico

Point to the book cover and ask: What kind of book do you think this is? Elicit ideas in open class, but do not comment at this stage. Ask students to read the introduction. Tell them not to worry if they do not understand every word, but to focus on getting a general understanding of what the book is about.

Check/clarify: the Chinese Way. Allow them to discuss their ideas with a partner before checking answers in open class. Ask: Would you like to read the book?