In the text, find the examples of two grammar tenses.

Unit of a long term plan: Unit 5 Lesson plan 52

School:

Date:

Teacher's name:

CLASS: 9

Number present:

absent:

Lesson title

Writing.

Talking about writing a story. p. 60

Learning objectives(s)

9.L6 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.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9.S8 recount extended stories and events on a wide range of general and curricular topics

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

9.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

9.W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for writing a story using correct grammar tenses, linking words and structure.Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for writing a story.

· Provide a point of view in conversations and discussions; speak about being a writer.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about what you would like to be really good at.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Write a story.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

· Read the given text of description and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Target language

To be good at, successful writing, develop the plot/ ideas, to sketch out ideas, follow a dream, write a feedback, edit, look for inspiration, create a character/ tension, and draw on one’s experience.

Values links

Responsibility, Global Citizenship, Respect and Love to people and writing stories, Care to modern technology, Love to nearest and dearest.

Cross-curricular link

Literature, Social Science, Psychology, Information Technology, Art, Stylistics.

Previous learning

Vocabulary relating to writing a story.

Plan

Planned activities (replace the notes below with your planned activities)

Class organisation

Pre-learning (W)

The lesson greeting.

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

The teacher shows the picture and introduces the objectives of the lesson.

Warm up. Free talk.

Have you ever tried to write your own stories, poems? If you have your poem, can you read it to us?

What should people know to write a story? Make a cluster of this topic.

Pre-reading stage.

Predicting and guessing.

Students move their eyes over the words and pictures on the whiteboard and predict the title of the text. Then they read the text in pairs, find out the meaning of the underlined words. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discuss what the text is about or (create a text using some of the previous written words).

Students express their ideas (1 minute).

While-reading stage.

The teacher informs the class that they will be participating in the contest about the words and the process of writing successfully.

Ex.1 – 3 p.60.

Write down key – words from the text:

Draw on your dream- become a writer - have a passion for writing – to test…….

Make a list of recommendations for a beginning writer:

Ex.4.p. 60 (True – False sentences). If it’s false, prove the information.

Answers:

1. False

2. True

3. False

4. False

5. True

6. True

Who can be a writer or a journalist? What can you say about these professions?

What would you like to be really good at? You are all in the ninth grade, some of you have already decided what he / she is going to be. Please in pairs speak about this problem.

Work with collocations. Optional Activity. Language Focus.

Home task.

W.B. p.40 Ex.5.p.60 orally

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt...

· Yellow: What did you like about today's lesson?

Additional information

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

Assessment – how are you planning to check learners’ learning?

Health and safety check

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time. 

By task:

For more able learners additional leveled tasks are offered. 

Assessment criteria:

· Read the given passage and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Descriptors:

A learner

· reads the text for global understanding;

· selects meaningful information, constructs the answer;

· presents information in the group discussion.

· evaluates the peers’ answers.

Self-assessment.

Health saving technologies.

Make sure power cords are not a tripping hazard

Everyday classroom precautions

Unit of a long term plan: Unit 5 Lesson plan 53

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Language Focus. Future Continuous.

many, a lot of.

Talking about food and meals.

Learning objectives(s) that this lesson is contributing to

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.C9 use imagination to express thoughts, ideas, experiences and feelings

9.UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life , on a wide; use a variety of relative clauses including with which [whole previous clause reference]

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

9.S8 recount extended stories and events on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Future Continuous. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about future activities.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about future plans and after respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

 Social Science, Psychology, Information Technology, Geography.

Previous learning

Talking about future plans and activities

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should plan their activities.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

· Do you organize events with our friends?

· Imagine you want to organize a party or barbecue with some friends. What are you going to plan and what food will you buy?

Slide (useful phrases)

Pictures

PPT

Write the words in the list. The teacher points out that some words and explaining a new rule: Future Continuous. All Continuous tenses mean a process or duration and are happening in a certain time either in the present, past or future. Please, look at the sentences and make some sentences in the Future Continuous.

What will you be eating at the party?

Ex.1 -3 p.61. Complete the sentences.

(In a weaker class this ex. can be done in pairs).

The Consolidation of a structure: Past Simple and Past Continuous). A story in the Past Tenses.

 Make a group presentation about the rules and change a story in the past tenses into Future Simple and Future Continuous.

Ex. 4 - 5 p. 61. Choose the correct words and read a dialogue. What have you learnt from these exercises?

Ex.6 p.61. Creative exercise

Speak in pairs about the activities next weekend at a certain time.

OPTIONAL ACTIVITY: Writing and Speaking.

Write about the group’s plan for the next holidays. What will a student be doing at this time during the holidays?

Make a mind – map of the Future Continuous.

Writing

Worksheet

A crossword

Student Book p.61

Writing

Worksheet

Teacher’s Book p.83

Writing

Worksheet

A mind - map

Giving the home task. W.B. p.41

Peer-assessment.Rubric

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

Additionalinformation

Differentiation –

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

Assessment –

how are you planning to check learners’learning?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Identify the main idea in extended talks with little support.

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

3. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

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

Unit of a long term plan: Unit 5 Lesson plan 54

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Planning a project.

Talking about how to plan an event.p. 62

A book blurb. p.63

Learning objectives(s) that this lesson is contributing to

9.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

9.C6 organise and present information clearly to others

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

9.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

9.W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

· Understand the main ideas of the dialogue in which people plan a book club and describe a book.

· Recognize key phrases and Future Continuous to talk about future activities.

· Act situations making, accepting a future plan.

Most learners will be able to:

· Understand details in listening extracts.

· Use topic related vocabulary in their dialogues.

· Create their own dialogues based on the given situations and act.

Some learners will be able to:

· Understand detailed information from the dialogues while listening.

· Apply topic related vocabulary in speech fluently.

· Create their own dialogues on the topic without support and act.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Literature, Social Science, Psychology, Information Technology.

Previous learning

Talking about future events.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should attend a book club and be able to describe a book they have read.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

· What do you usually do after school? When and where do you meet your friends? Ex.1 p.62

·  Look at the photo on p. 62 and guess the topic of their conversation? Write the theme on lists of paper.

· Do you know the meaning of a word a “book blurb”

Slide (useful phrases)

Pictures

PPT

Student Book p.62

Writing

Worksheet

A picture

LISTENING TASK:

Listen to the dialogue and answer the question: How will book club members decide which books to read?

In groups of 3, write the work of a book club and choose the first book to read and discuss together.

Look at the key phrases. Invitations. Ex.3 p.62. Sentence completion task. Role-play.

The teacher offers the groups 5 books and asks them to read the book blurbs and speak about the books.

Ex.1 p.63 Work with the blurb of “The Lost World”. Find compound adjectives and quantities in the text.

 Ex. 2 – 3 p.63 (a pair – work).

Writing Guide:

A Blurb in English for any book.

Student Book p.62

CD2.16

CD2.07.

Pair work. Teacher's

Photocopiable Resources p.203

Student Book p.63

A Table

Student Book p.63

Writing

Worksheet

Giving the home task.

Ex.4 p.63 (project), W.B. p.43 Ex. 1 -2

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

4. Identify the main idea in extended talks with little support.

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

6. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan: Unit 5      Lesson plan 55

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

My Country.Abai Qunanbaiuli.

Learning objectives(s) that this lesson is contributing to

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.L7 recognise typical features at word, sentence and text level of a range of spoken genres

9.C8 develop intercultural awareness through reading and discussion

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

9.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Past tenses. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about a great Kazakh poet.

· Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about famous poets. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Literature, Social Science, Psychology, Information Technology, Art.

Previous learning

Talking about famous poets.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should be fond of reading and writing poems.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

· A teacher asks Sts. to discuss in groups what they know about a famous Kazakh writer and poet.

Group work of three.

Slide (useful phrases)

Pictures

PPT

Student Book p.64

A video. A Short fragment from the film devoted to Abai Kunanbaiuli.

Poems of Abai Kunanbaiuli.

Presentation

Pictures

Cluster

LISTENING and READING TASKS:

Listen and read the text quickly. What interesting facts about a great person have you learnt?

While-reading stage.

Students move their eyes over the text quickly (3 minutes). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discusses what the text is about.

Discussion Director(Interpersonal Intelligence).

Task: Lead the discussion. Prepare 2 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going

Options

1. Write more than 2 questions.

2. Think of new way to present your work. (E.g. quiz).

Here are some ideas:

Ä Can you prove that ...

Ä Why did the character...?

Ä Predict what would happen if ...

Passage Picker(Body-Kinesthetic Intelligence).

Task: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss. 

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

Ä important to text

Ä surprising

Ä makes you think

Ä well written

Ä confusing

Ä interesting

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story. 

Descriptors:

1. Write 3 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word (e.g. Pg.58 § 4).

3. Try and guess the meaning from context. 

3. Find a dictionary definition.

Options

1. Find more that 3 words or phrases.

2. Make a list of synonyms and antonyms.

3. Create new sentences with these words.

4. Use online dictionary to find out the pronunciation of the words.

Summariser(Intrapersonal Intelligence).

Task: Prepare a brief description of the key points in the story. 

Descriptors:

1. Write at least 4 sentences.

2. Write in your own words.

3. Present the important events in a logical order. 

Options

1. Include the meaning of the story.

Illustrator(Visual-spatial Intelligence).

Task: Draw a picture related to the story.  

Descriptors:

1. Prepare an illustration.

2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the story.

3. Explain your illustration.

Options

You can draw a character, a moment or a setting.

Connector(Logical-mathematical Intelligence).

Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before.  

Descriptors:

1. Write at least 2 sentences. Make connections with your own experience, another text or the world.

2. Give evidence from the book to support your connection.

Options

Use graphic organiser to record and compare your connections to what happened in the text.

Character Analyser(Logical-mathematical

Intelligence).

Task: Share observations about the main characters.

Descriptors:

1. Select 2 main characters and using adjectives describe their characteristics.

2. Write at least 4 sentences.

Consider:

Ä How the character reacts to different events?

Options

Put yourself in the character's shoes and explain the story from his (her) point of view.

Post-reading stage.

Next, students complete peer-evaluation form.

Ex.4 – 5 p.64

What other Kazakh writers and poets do you know?

Student Book p.64

CD2.18.

Pair work.

Student Book p.66

Writing

Worksheet

Student Book p.64

Writing

Worksheets

Writing

Worksheets

Student Book p.64

Ex.1 – 3 p.64

Writing

Worksheets

Giving the home task. W.B. p.42, Kazakh writers( a report)

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

how do you plan to give more support?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan: Unit 5 Lesson plan 56

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

CLIL. Language and literature: The realist novel.

Learning objectives(s) that this lesson is contributing to

9.C8 develop intercultural awareness through reading and discussion

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.L4 understand the main points of supported extended talk on a range of general and curricular topics

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

9.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

9.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

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

9.S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Past Tenses to speak about a novel.Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about famous novelists of Kazakhstan.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about the novel” Pride and Prejudice” by Jane Austen. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Literature, Social Science, Psychology, History,Information Technology, Art.

Previous learning

Talking about the realistic novel.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should read a lot.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher shows a fragment from the film and asks the students to set the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

· What types of novels do you like reading? What is your favourite novel?

· Look at the word on the board and give your commentary?

A Realistic novel/ Adventure novel/Romantic novel/ Science fiction novel

Literary realism is a branch of literature which set out to reflect society as it was, to get as close to the bone of real life as it could. It often depicts more humble or banal events than Romantic writers. So most of Jane Austen's novels are realist because they are fairly mundane; they depict fairly ordinary people, usually woman, doing fairly ordinary things. There are few locked room mysteries, no strange and mysterious happenings, or insane wives. The women do ordinary things like get married and the men are fairly ordinary men.

If you compare Pride and Prejudice to a novel like Jane Eyre, the differences become clear: no secret insane wives imprisoned in the home, no misplaced identities and no Byronic heroes.

Slide (useful phrases)

Pictures

PPT

A fragment from a film

”Pride and Prejudice”.

Student Book p.65

Writing

Worksheet

Whiteboard

 PRE -LISTENING TASK:

Ex.1 p.65. (Name the period in history and give characteristic features of that time).

It is set in the nineteenth century.

LISTENING TASK:

Ex.2 - 3 p.65.

Speak about:

1. Families with unmarried daughters

2. Love in the 19 – th century

3. Marriage in the 19 – thin century

(Do this task in groups of 3).

While reading the text, compare the men and women status in the 19 – th century. Do it in the form of a table.

Ex.4 p.65

Speak about a famous Kazakh novelist.

Mukhtar Auezov

Sabit Mukanov

Gabit Musrepov

Olzhas Suleimenov

Gabit Musrepov was born in 1902 in the Kostanay region. His work in the press began with an ordinary employee and up to the chief editor. He was a brilliant journalist. Working as a journalist, he received a school of life and stories for future works. The play "Amangeldy", like the film with the same name, was created from a newspaper essay.

Literary works:

"Kyz Zhibek", "Kozy Korpesh and Bayan Sulu", "Akhan-sere-Aktokty".

OPTIONAL ACTIVITY: Vocabulary.

Student Book p.65

Whiteboard

CD1.31

CD2.19.

Student Book p.65

Writing

Worksheet

Student Book p.65

Writing

Worksheet

Writing

Worksheet

Teacher’s Book p.87

Teacher’s Photocopiable Recourse

p.p.216 - 217

Giving the home task.

W.B. p.43. Ex.3

Ex.4.p.65 retell

Rules of a game (w)

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan: Unit 5 Lesson plan 57

School:

Date:

Teacher's name:

CLASS: 9

Review of Unit 5

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

9.S5interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks

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

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

9.UE8 use a variety of future active and passive and future continuous forms on a wide range

of familiar general and curricular topics

9.UE9 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics

All learners will be able to:

· Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in writing task

· Demonstrate basic knowledge for usage of the Past Simple and Past Continuous and active vocabulary.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions;

· Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task

Some learners will be able to:

· Apply the correct form of the Past Simple and Past Continuous in the context;

·use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task

Higher order thinking skills (according to the revised Bloom's taxonomy).

· Read the given text and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Active vocabulary of lessons 49 – 58.

Responsibility, Global Citizenship, Cooperation, respect each other's opinion, functional literacy.

Social Science, Psychology, History, P. E.,Information Technology, Medicine.

Vocabulary relating to pleasure of reading.

Plan

Planned activities (replace the notes below with your planned activities)

Organisation moments (WC):

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Revision. Consolidation. (GW)

Rules for Jeopardy game

There are 2 kinds of games. Teacher can feel free to choose any or play during the whole lesson.

1. Students play jeopardy in groups.

2. They have to choose a category and a point value.

3. Teacher clicks on the chosen box for the question.

(The teacher may want to set a time limit for answering the question)

4. To see if a student or group is correct, click again for the answer.

5. Click the Back to Board button on the slide to return to the main board.

5. If the student or team is correct, they are awarded the point value of the question

6. Continue until all questions have been answered. The team with the most points wins.

Ex. 1 - 3 p.66(Revision of vocabulary)

Revision of Grammar. Past Simple" and

«Past ContinuousTenses(- ? forms)

Ex. 4 - 5 p.66

Listening Task

You will listen to a text about the writer talking about her new book, try to understand it and make a graph organizer in any form you like: a table, cluster, diagram, etc.

Keys:

1. developing a plot

4. getting feedback

7. looking for inspiration

8. creating interesting characters

9. drawing on her own experiences

b. school

c. languages at school

d. free time activities

Reading Task:

Read the text and be able to do a short test.

  Everyone has heard of Sherlock Holmes. The author of all the Sherlock Holmes stories was Sir Arthur Conan Doyle. Once Sir Arthur was in Paris. He was going from the railroad station to the hotel where he decided to spend the night. He arrived at the hotel, got out of the taxi and paid the taxi-driver.

  'Thank you very much, Sir Arthur Conan Doyle,' said the taxi-driver smiling.

  'Oh, do you know who I am?' said Sir Arthur. He was very surprised.

  'Well, sir, I read in the newspaper yesterday that you were coming to Paris from the south of France. The train on which you arrived came from the south of France. I also noticed that you hair was last cut by a barber in the south of France.

  'Your clothes, and especially your hat, told me that you were English. I put all this together and realized at once that you were Sir Arthur Conan Doyle.'

  'That is wonderful, ' said Sir Arthur. 'With so few facts you were really about to know me?'

  'Of course,' said the taxi-driver, 'your name is on both your travelling bags. That also helped'.

1. Finish the sentences:

The text is about

A Sherlock Holmes in Paris.

В the famous detective Sherlock Holmes.

С the author of the Sherlock Holmes stories.

D the railroad station hotel.

2. Choose the true sentence.

A Sherlock Holmes spent the night at the hotel.

В Conan Doyle decided to spend the night in Paris.

С The taxi-driver did not recognize Conan Doyle.

D Conan Doyle came to Paris from the north of France.

3. Choose the false sentence.

A Conan Doyle was angry with the taxi-driver.

В Conan Doyle came to the hotel in a taxi.

С The taxi-driver thanked Conan Doyle smiling.

D The newspapers wrote about Conan Doyle's visit to Paris.

4. Choose the right answer: Why was Conan Doyle surprised?

A taxi-driver was rude to him.

В The taxi-driver did not like his clothes.

С The taxi-driver could not speak English.

D The taxi-driver knew his name.

5. Choose the appropriate word to complete the sentence: The taxi-driver was a ______ person.

A lazy 

Вquick-witted 

С strange

D stupid

Home task.

W.B. p.44, a sonnet of W. Shakespeare

FEEDBACK: Your impression!

Sts write their impression of the whole unit and share ideas with their classmates.

3 – new words you have taught at the lesson;

2 – adjectives to describe the lesson

1 – one activity you like

Additional information

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

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Critical thinking

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

Reflection

Were the lesson objectives/learning objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

Unit of a long term plan: Unit 5 Lesson plan 58

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Project: A poem

Learning objectives(s) that this lesson is contributing to

9.C8 develop intercultural awareness through reading and discussion

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.S1 use formal and informal language registers in their talk on a range of general and curricular topics

9.S2 ask complex questions to get information about a wide range of general and curricular topics

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

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for rhyming patterns in poems and the ability to recite a poem. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about poetry.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Compose poems in different languages.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Literature, Social Science, Psychology, Information Technology, Art.

Previous learning

Talking about poems.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should like to read poems and try to compose their own works.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher begins the lesson with a sonnet of W. Shakespeare” Age and Youth”. The students see the portraits of well – known Kazakh, Russian, English, American and French poets.

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

Warm up. Free talk. Today we are having an unusual lesson – The lesson of Poetry.

· Do you like poems? Have you ever composed poems?

· About what is the sonnet?

Slide (useful phrases)

Pictures

PPT

The portraits of well – known Kazakh, Russian, English, American and French poets.

Writing

Worksheet

In groups make a poster about the meaning of a poem by R.L. Stevenson. Follow the structure of answers. Ex.1 – 3 p.67. Two students will speak about the biography of R.L. Stevenson.

Find rhyming words:

Speak about the patterns od rhyming words:

ABAB CDCD EFEF

AABBCCDD

Ex.3 – 4 p.67

A Contest of poems devoted to love

Students prepared poems in different languages with a presentation of a poet. After the reciting of a poem, they ask the group the meaning of it.

Student Book p.67

CD2.21

Writing

Worksheet

Whiteboard

Giving the home task. W.B. p.45 A project: a poem

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

7. Identify the main idea in extended talks with little support.

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

9. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 6 Tradition and language

Lesson plan 59

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Relationships.

Talking about traditional stories.

Learning objectives(s) that this lesson is contributing to

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.C2 use speaking and listening skills to provide sensitive feedback to peers

9.C3 respect differing points of view

9.C5 use feedback to set personal learning objectives

9.W8 spell most high-frequency words accurately for a limited range of general topics of familiar general topic

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

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Present Perfect + for and since. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about traditions and customs. 

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Make a presentation about traditions of Kazakhstan. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, support, functional literacy.

Crosscurricular l ink s

Culture, Art, Social Science, Psychology, Information Technology, Geography.

Previous learning

Talking about traditional stories.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should know and respect traditions and customs of their country and the country the language of which they learn.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

· When you hear the words "tradition" and "customs" what associations do you have? What traditions and customs do people have?Do people try to keep traditions alive?

· Look at the photo and guess the traditions:

Thanksgiving (fourth Thursday in November)

Toy dastarkhan

Betashar

Maslenitsa

Britain is full of culture and traditions which have been around for hundreds of years. British customs and traditions are famous all over the world. When people think of Britain they often think of people drinking tea, eating fish and chips and wearing bowler hats, but there is more to Britain than just those things.

Poppy Day or Remembrance Day

In groups speak about these traditions.

Slide (useful phrases).

Pictures

PPT

Student Book p.68

Writing

Worksheet

Pictures

PPT

Writing

Worksheet

READING  TASK:

Match the facts with people and countries.

Don’t forget to underline new words and be able to say their meanings.

Answer: free

Ex.1 - 2 p.68

How do people keep the traditions alive?

Do traditional stories travel from one country to another?

While reading the text write down word – combinations:

Which of the traditional stories did you like best of all?

Explain: “Remember the ant”.

THE INTRODUCTION OF GRAMMAR. Present Perfect.

Ex.4 - 5 p.69 Sentence completion task with adverbs:

The teacher asks Sts. to listen to the song " Brighton in the rain" and put down the verbs and underline the position of adverbs in the Present Perfect.

Brighton in the Rain

Fill in the gaps and complete the song lyrics with the Present Perfect Tense of the verbs listed below. (verbs may be used more than once).Listen to the song and check your answer

I’ve never (1) _ _ _ _ to Athens and I’ve never (2) _ _ _ _ to Rome.

I've only (3) _ _ _ _ the Pyramids in picture books at home.

I've never (4) _ _ _ _ _ _ across the sea or (5) _ _ _ _ inside a plane.

I've always (6) _ _ _ _ _ my holidays in Brighton in the rain.

I've never (7) _ _ _ _ _ foreign food or (8) _ _ _ _ in a foreign bar.

I've never (9) _ _ _ _ _ _ a foreign girl or (10) _ _ _ _ _ _ a foreign car.

I've never (11) _ _ _ to find my way in a country I don’t know.

I've always (12) _ _ _ _ _ just where I am and where I’ll never go.

I've (13) _ _ _ _ travel books by writers who have (14) _ _ _ _ to Pakistan.

I’ve (15) _ _ _ _ _ people telling stories of adventures in Iran.

I’ve (16) _ _ _ _ _ _ _ TV documentaries about China and Brazil.

But I've never (17) _ _ _ _ abroad myself. It’s making me feel ill.

I've (18) _ _ _ _ _ _ _ several languages like Hindi and Malay.

I've (19) _ _ _ _ _ _ lots of useful sentences I’ve never (20) _ _ _ _ able to say.

The furthest place I’ve ever (21) _ _ _ _ was to the Isle of Man, and that was full of tourists from Korea and Japan.

Student Book p.68

Student Book p.68

Writing

Worksheet

A Table

Student Book p.68

Student Book p.69

A Table

A song“Brighton in the Rain”.

Homework: W.B. p.46, Ex.5 – 6 p.69 St.B.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

10.Identify the main idea in extended talks with little support.

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

12.Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 6 Tradition and language

Lesson plan 60

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Reading: Marriage.  p.70

Learning objectives(s) that this lesson is contributing to

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

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

9.R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

9.R7 recognise typical features at word, sentence and text level in a limited range of written genres

9.W8 spell most high-frequency words accurately for a limited range of general topics of familiar general topic

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Present Simple for retelling a story about arranged marriage.Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about arranged marriages using active vocabulary.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about marriages in Kazakhstan.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, support, functional literacy.

Crosscurricular l ink s

 Social Science, Psychology, Information Technology, Geography, Biology.

Previous learning

Talking about traditional stories.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should keep their traditions and customs.

Health and Safety

Breaks and physical activities used.

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Plan

Planned activities

Resources

The lesson greeting.

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

Speak about arranged marriage

Warm up. Free talk.

On the board you can see the word: Marriage

What do you imagine when you hear this word?

How will you choose your future husbands /wives?

ARRANGED MARRIAGE

What do you think about it?

Slide (useful phrases)

Pictures

PPT

Student Book p.70

Writing

Worksheet

Pictures

Student Book p.70

Ex.1

Teacher’s Book p.92 Background.

LISTENING TASK:

Read and listen to the text and express your opinions:

Discuss the text using the method of six hats:

1 group will speak about facts.

2 group - feelings.

3 group - creative ideas.

4 group -negative aspects.

5 group - benefit from the holidays in jungle.

6 group - conclusion.

Ex.2 p.70 True - false sentences.

Vocabulary work: find verbs with prepositions and make your sentences. Ex. 3 - 4 p.70.

Ex.5 p.70. Creative exercise

Optional activity: Reading.

Teacher's Book p.92.

Student Book p.70

CD2.22

Writing

Worksheet

Six hats method

Student Book p.70

A table

Teacher's Book p.92.

Giving the home task: W.B. p.50

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 6. Tradition and language

Lesson plan 61

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Language Focus: Present Perfect + for and since

Learning objectives(s) that this lesson is contributing to

9.C8 develop intercultural awareness through reading and discussion

9.S2 ask complex questions to get information about a wide range of general and curricular topics

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

9.UE9 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics

9.R8 use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Present Perfect + for and since. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about relations between people.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a story about cultural problems.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, support, functional literacy.

Crosscurricular l ink s

Culture, Art, Social Science, Psychology, Information Technology, Geography.

Previous learning

Talking about relationship.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should know and respect traditions and customs of their country and the country the language of which they learn.

Health and Safety

Breaks and physical activities used.

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Plan

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

 When you want to speak about activities which you have done recently and have a result, what structures and grammar tenses can you use? We can use Present Perfect with a definite word indicator.  Look at the picture and give your sentences:

Slide (useful phrases)

Pictures

PPT

Student Book p.71

Writing

Worksheet

U2 SONG FOR TEACHING PRESENT PERFECT

This song is great for teaching Present Perfect. There are around 10 present perfect sentences. Aside from the normal listening activities, get the students to complete blanks spaces. Ask them to identify the grammar mistake (I have spoke). For discussion the students can talk about all the things the singer "has done". After, students will write things they have done and things they still want to do.

Think of something that you really want to do in your life, but you haven’t been able to do yet

Ex.2 p.71

- since - if the starting point is given (two o'clock, last Friday, 1998)
- for - if the period of time is given (twenty minutes, two days, one year)

Decide whether to use »since« or »for«.

1. 1. I have been waiting since for 4 o'clock.

2. 2. Sue has only been waiting since for 20 minutes.

3. 3. Tim and Tina have been learning English since for six years.

4. 4. Fred and Frida have been learning French since for 1998.

5. 5. Joe and Josephine have been going out together since for Valentine's Day.

6. 6. I haven't been on holiday since for last July.

7. 7. Mary has been saving her money since for many years.

8. 8. I haven't eaten anything since for breakfast.

9. 9. You have been watching TV since for hours.

10. We have been living here since for 2 months.

Ex.3 p.71. Sentence completion task. Speak about the main character.

Use ex.4 to make questions about you.

Put the sentences into interrogative form: Ex.5 p.73.

In groups of 4 write 4 sentences about the duration of the done activity using: How long

A game" The best listener". The Sts. listen and try to pronounce correctly.

Imagine a perfect holiday. Write about the activities you have done during it.

Student Book p.71

A table

U2 - I Still Haven't Found What I'm Looking for (Official Video)

https://www.youtube.com/watch?v=e3-5YC_oHjE

Writing

Worksheet

Writing

Worksheet

Student Book p.71

Giving the home task.

W.B. p.47

Ex.5 p.71 St. B.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

13.Identify the main idea in extended talks with little support.

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

15.Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 6. Tradition and language

Lesson plan 62

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Extreme adjectives.

Learning objectives(s) that this lesson is contributing to

9.C9 use imagination to express thoughts, ideas, experiences and feelings

9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9.L1 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.L2 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

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

9.R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics

9. UE3 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics.

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the extreme adjectives.Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about experiences.

· Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about the experiences using extreme adjectives.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, support, functional literacy.

Crosscurricular l ink s

 Social Science, Information Technology, Geography, Biology, P.E., sport.

Previous learning

Talking about the experiences.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should speak about their experiences and give some advice.

Health and Safety

Breaks and physical activities used.

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Plan

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

Focus on the photos of great dates and elicit what the people are doing. What adjectives can you use to describe these things.(exciting, awful, stunning).

Slide (useful phrases)

Pictures

PPT

Student Book p.72

Writing

Worksheet

LISTENING TASK:

Vocabulary exercises. Ex.1 - 2 p.72

The teacher asks Sts. To give the meaning of extreme adjectives.

Vocabulary work:

Ex.3 p.72. I have never done this because it’s…..

Circle two adjectives to make a pair and describe great dates:

1. awful/ interesting/ hilarious/ bad

2. gorgeous/ furious/ angry/ memorable

3. exhausting/ unpleasant/ terrifying/ tiring

4. frightening/ terrifying/ hilarious/ unpleasant

5. funny/ interesting/ fascinating/ memorable

6. gorgeous/ revolting/ unpleasant/ terrifying.

LISTENING TASK.

Ex. 4 -5 p.72.

Complete the table.

The class is divided into 7 groups and speaks about the experiences using extra adjectives.

Optional Activity: Vocabulary and Listening.

Minute test, Test Bank MultiRom.

Student Book p.72

CD2.23

A table

Writing

Worksheet

Teacher’s Book p.156

Writing Worksheet

CD2.24

Student Book p.72

Teacher's Book p.94.

Giving the home task.  W.B. p.48

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, today I learnt...)

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Peer-assessment

Unit of a long term plan

Unit 6. Tradition and language

Lesson plan 63

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Language Focus: Present Perfect and Past Simple. Present Perfect Simple and Continuous. p.73

Learning objectives(s) that this lesson is contributing to

9.S2 ask complex questions to get information about a wide range of general and curricular topics

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

9.S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

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

9.C8 develop intercultural awareness through reading and discussion

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Present Perfect/ present Perfect Continuous and Past Simple for speaking about the things that happened or started in the past. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about the experiences.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about your last trip.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, support, functional literacy.

Crosscurricular l ink s

 Social Science, Psychology, Information Technology, Geography, Biology, P.E.

Previous learning

Talking about the things that happened or started in the past.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should travel and speak about the experiences of visiting different places.

Health and Safety

Breaks and physical activities used.

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Plan

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

· What did you do at the weekend? The teacher tells Sts. about her trip during the weekend. Sts. speak about weekend too.

· Listen to the song” Our Last Summer” by ABBA and guess where did the people spend their summer? Give your reasons. Speak in pairs.

Slide (useful phrases)

Pictures

PPT

Writing

Worksheet

 A book” Song – to study- English”

LISTENING TASK:

In the song, define grammar tenses and find time expressions.

1. Look at the photos. Match them with the words from the song. Then listen to the song. Arrange the sights in the way you hear.

2. Listen to in the song. Look at the lyrics. Put the words in the brackets into The Past Simple. Try to fill in the gaps with the words from the box. Listen and check.

Ex.1 p.73

Complete the text, then listen and check.

Ex. 2 p.73 Gist listening.

Listen to the key phrases and reply.

Practise the dialogue. Ex.3 p.73.

Listen to 3 short conversations and choose the best answers to the questions.

Make a short dialogue about your trip using time expressions.

DESCRIPTION OF PICTURES:

The introduction of the Present Perfect Continuous.

Ex 4 -5 p.73

Ex.6 p.73. Creative exercise.

You look cold – I’ve been waiting for the bus.

Writing

Worksheet

A Table

https://www.youtube.com/watch?v=KoyNlVQbUPc

Writing

Worksheet

CD2.25

Pictures

Student Book p.73

Workbook p.49

Giving the home task: W.B. p.49.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

16.Identify the main idea in extended talks with little support.

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

18.Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback

· Peer-assessment

Unit of a long term plan

Unit 6. Tradition and language

Lesson plan 64

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Invitations. An email to a friend. p.74 - p.75

Learning objectives(s) that this lesson is contributing to

9.C9 use imagination to express thoughts, ideas, experiences and feelings

9.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9.L2 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

9.L5 recognise 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.S1 use formal and informal language registers in their talk on a range of general and curricular topics

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for writing email invitation to a friend. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation.

· Provide a point of view in conversations and discussions; speak about invitations.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a scheme of writing an email invitation.Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, support, functional literacy.

Crosscurricular l ink s

 Social Science, Psychology, Geography, Information Technology, Stylistics.

Previous learning

Talking about making and responding to invitations and writing an email.

Useof ICT

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

Intercultural awareness

Students will be able to understand how to write an email invitation to a friend, make and respond to it.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

· What is an email invitation? How can you write it? How do you usually invite people to a party you have?

Look at the model text and say what the email is about?

Slide (useful phrases).

Pictures

PPT

Student Book p.74

Writing

Worksheet

Slide (useful phrases).

Speaking (Pre-listening) (P)

In pairs, learners discuss the following questions of Ex.1 p.74.

Vocabulary (W)

Teacher asks learners to match 10 pictures with the words and check as a whole class.

A game" The best interpreter". One pupil reads the sentences, the partner translates it into Russian. Then the second St. gives Russian sentences and asks to give English translation.

The third paragraph should be translated into Kazakh or other language.

Key – words for making and responding to invitations. Ex 3 – 6 p. 74.

THE INTRODUCTION OF a structure of email invitations.

Look at the email and be ready to speak about it.

WRITING TASK:

Ex.4 p.75. Write an email to a friend. You are going to celebrate a birthday. (Do this task in groups).

Ex.2 – 3 p.75.

Student Book p.74

CD2.26

Student Book p.74

Writing

Worksheet

Student Book p.75

Cambridge Dictionary.

Student Book p.75

Giving the home task. W.B. p.51, An invitation (w).

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 6. Tradition and language

 Lesson plan 65

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

My Country. Traditions and language.

Talking about wedding traditions in Kazakhstan. p.76

Learning objectives(s) that this lesson is contributing to

9.C8 develop intercultural awareness through reading and discussion

9.C9 use imagination to express thoughts, ideas, experiences and feelings

9.L1 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.L6 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.S1 use formal and informal language registers in their talk on a range of general and curricular topics

9.S8 recount extended stories and events on a wide range of general and curricular topics

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

Lesson objectives

All learners will be able to:

· Comprehend the reading;

· Discuss a problem in groups;

· Apply topic related vocabulary in speech.

Most learners will be able to:

· Comprehend the reading surely and understand main ideas while reading;

· Discuss a problem in groups and suggest solution for a problem;

· Select, compile, and synthesize information for an oral presentation

Some learners will be able to:

· Demonstrate the ability to find correct information without any mistakes;

· Comprehend the reading and understand main ideas while reading surely;

· Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

 Social Science, Psychology, Geography, Information Technology, Culture, Art.

Previous learning

Talking about wedding traditions in Kazakhstan.

Useof ICT

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

Intercultural awareness

Discuss the diversity of traditions in Kazakhstan

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting. Pre-learning (W)

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.

· Game “Back to Blackboard” Rules:

One person stands back to the picture of a holiday adventure;

Classmates should not name the holiday adventure;

Classmates can give some associations with the holiday adventure;

Classmates can mime the holiday adventure;

Classmates can sing some lines from the songs.

· Teacher can organize competition between two teams, when the first team mimes, the second should guess the word.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson looking a short film about wedding traditions in Kazakhstan.

Warm up. Free talk about the wedding.

W-E-D-D-I-N-G

Give one word with this letter connected with the theme

Slide (useful phrases).

Pictures

PPT

Student Book p.76

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Reading about the wedding traditions in Kazakhstan (W I)

· Teacher suggests the list of new vocabulary with their synonyms, opposites or definitions for learners.

(P) Learners work with new vocabulary first. They get a list of words, read the words with the teacher and write them down into their vocabularies. Learners create 3-4 sentences with new words to show the meaning of them.

Differentiation

Learners that are more able help the others to read the words correctly.

Ex.1 p.76. Working with active words.

POST -READING ACTIVITY: Ex.2 p.76.

Check answers as a class.

Ex.3 p.76 Revision of grammar.

A teacher draws Sts. attention to the grammar tenses used in the texts.Ex - 4 .p.76.

Ex.5 p.76 Creative Exercise. Speak about other Kazakh traditions in groups.

Student Book p.76

Teacher’s Book p.98

CD. 2.28

Student Book p.76

Pictures

PPT

Giving the home task.

W.B. p.52 Ex.1

"Wedding traditions in Kazakhstan"(topic or a presentation).

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 6. Tradition and language

Lesson plan 66

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

CLIL. Language and literature:

Word building: adjectives.p.77

Learning objectives(s) that this lesson is contributing to

9.C3 respect differing points of view

9.C5 use feedback to set personal learning objectives

9.L6 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 .W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

9.S2 ask complex questions to get information about a wide range of general and curricular topics

9.UE3 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· Comprehend the reading;

· Discuss a problem in groups;

· Apply topic related vocabulary in speech.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; practise drawing and filling a story map.

· Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Demonstrate the ability to find correct information without any mistakes;

· Comprehend the reading and understand main ideas while reading surely;

· Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Literature, Social Science, Geography,Information Technology, Stylistics.

Previous learning

Talking about wedding traditions in Kazakhstan.

Useof ICT

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

Intercultural awareness

Students will be able to understand that people should read a lot

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

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

Warm up. Free talk.

Look at the cover of the book; tell your partner if he/ she knows what the book is about and who the main character is. In pairs, name words associated with it and make a cluster.

Slide (useful phrases).

Pictures

PPT

Student Book p.77

Gulliver's Travels Trailer

Cluster "Gulliver's Travels".

Pictures

PPT

LISTENING TASK:

 Read the text and choose the correct words. Listen and check your answers. Ex.1 p.77 . Pay attention to the new words:

Proudly, army, dishonesty, neighbours, customs, murder, judges, laws.

Ex.2 p.77. Match the words from Ex.1

Look at the text again and do Ex.3 p.77. Sts. can work in pairs.

Answers:

1. customs

2. proudly

3. laws

4. judges

5. army

6. neighbours

7. murder

8. dishonestyScore - 8

Ex.3 Answers:

1. True

2. True

3. False

4. True

5. False

6. False              Score - 6

To the false sentences give the right answers. Each student counts the scores for the tasks.

In group of 4, fill in a story map.

Ex.4. Form an adjective with the help of suffixes.

Ex.5 p.77 (Activate).

In groups, make a short play of the conversation between a king and Gulliver.

Student Book p.77

CD2.29.

Writing

Worksheet

Student Book p.77

Pictures

A story map graphic organiser

Teacher's Book p.99.

A Table p.77

Optional Activity. Teacher’s Book p.99

Giving the home task.

W.B. p.52 Ex.3 -5.

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan:

Unit 6. Tradition and language

Lesson plan 67 .

School:

Date:

Teacher's name:

CLASS: 9

Summative assessment for the 6th unit.

Review

Unit of a long term plan:

Unit 6. Tradition and language

Lesson plan 68

School:

Date:

Teacher's name:

CLASS: 9

Skills Round - up. p.79

9.S2 ask complex questions to get information about a wide range of general and curricular topics

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

9.S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

9.S8 recount extended stories and events on a wide range of general and curricular topics

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

9.W6 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

All learners will be able to:

· Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in a writing task.

· Demonstrate basic knowledge for usage of the structures: Present Perfect/ Present Perfect Continuous and PastSimple Tenses Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions;

· Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task

Some learners will be able to:

· Apply the correct form of the studied grammar tenses in the context;

·Use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task.

·Justify a decision and use information in new situations.

Higher order thinking skills (according to the revised Bloom's taxonomy).

· Read the given text and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Active vocabulary of lessons 59 - 68

Responsibility, Global Citizenship, cooperation, respect each other's opinion, functional literacy.

Literature,Social Science, Psychology, History, Geography, P. E.,Information Technology, Biology, Art.

Vocabulary relating to language and literature.

Plan

Planned activities (replace the notes below with your planned activities)

Organisation moments (WC):

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Revision. Consolidation. (GW)

Rules for Jeopardy game

There are 2 kinds of games. Teacher can feel free to choose any or play during the whole lesson.

1. Students play jeopardy in groups.

2. They have to choose a category and a point value.

3. Teacher clicks on the chosen box for the question.

(The teacher may want to set a time limit for answering the question)

4. To see if a student or group is correct, click again for the answer.

5. Click the Back to Board button on the slide to return to the main board.

5. If the student or team is correct, they are awarded the point value of the question

6. Continue until all questions have been answered. The team with the most points wins.

Ex. 1 - 2 p. 78 (Revision of vocabulary)

Revision of Grammar.  Present Perfect/ Present Perfect Continuous/ Past Simple

 ( +, -, ? forms )

Ex. 3 - 4 ( do ex. individually)

LISTENING TASK:

You will listen to a text and complete the sentences:

COMMUNICATION.

Choose the correct responses to the sentences:

Ex. 6 p.78

SKILLS ROUND - UP.

LISTENING.

Ex. 1 - 3 p.79.

Speaking: Ex.4 - 5 p.79. Situations in a big city.

Writing: Ex.6. p.79

A letter to a friend about a situation of losing or finding something. (Fast finishes can swap emails with another fast finisher.

If a teacher has time, she/ he can ask students to do Optional activity: Consolidation.

Home task.

W.B. p.53, St.B. p.78 Ex. 4.

FEEDBACK: Your impression!

Sts write their impression of the whole unit and share ideas with their classmates.

3 – new words you have taught at the lesson;

2 – adjectives to describe the lesson

1 – one activity you like

Additional information

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

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Critical thinking

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials.

Unit of a long term plan

Unit 7 Music and film

Lesson plan 69

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Music and film images. p.80 - p.81

Learning objectives(s) that this lesson is contributing to

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9.C6 organise and present information clearly to others

9.S2 ask complex questions to get information about a wide range of general and curricular topics

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

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

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

Lesson objectives

All learners will be able to:

· Comprehend the reading;

· Discuss a problem in groups;

· Apply topic related vocabulary in speech.

Most learners will be able to:

· Comprehend the reading surely and understand main ideas while reading;

· Discuss a problem in groups and suggest solution for a problem;

· Select, compile, and synthesize information for an oral presentation

Some learners will be able to:

· Demonstrate the ability to find correct information without any mistakes;

· Comprehend the reading and understand main ideas while reading surely;

· Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Art, Social Science, Psychology, Literature (English, Kazakh, Russian), Geography,Information Technology.

Previous learning

Talking about activities in a city.

Useof ICT

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

Intercultural awareness

Discuss that students should know what art is.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting. Pre-learning (W)

Teacher greets the class and suggests watching a video. Before the short film Sts. Name form of art they know. Watch a video about music and film images.

A - R - T -

Give one word with this letter connected with the theme.

Do you like to read or listen? What do you watch on T.V.?

Slide (useful phrases).

Pictures

PPT

film-english.com/2012/02/05/the-joy-of-books/. Films.

1.

2.

Writing

Worksheet

Start Thinking. Group Work. Music and film Quiz. p.80

Ex.1 p.80. Vocabulary Work: match the words with the definitions and put in a correct column in the table.

What can people do to change the personal appearance? Why?

Differentiation

In a weaker class: drill the pronunciation of the difficult words (beard, moustache, dreadlocks, tattoo, and braids).

In a stronger class, ask students to make up sentences.

St. support or critique a strong change in appearance. Ex.3.p.81

THE INTRODUCTION OF GRAMMAR: Reflective pronouns.

Sts. give their examples with pronouns.

Ex. 4 - 6p.81. Choose the correct pronoun.

ACTIVATE: Language focus.

Write answers to the questions. What is the difference between reflective pronouns and each other?

Workbook p.p.40 – 41(more practice).

Student Book p.80

English - Russian Oxford Dictionary

Student Book p.81

Writing

Worksheet

Teacher's Book p.103.

Giving the home task.

W.B. p.54

Topic» Body Decoration" or presentation

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

19.Identify the main idea in extended talks with little support.

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

21.Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

Unit of a long term plan

Unit 7 Music and film

Lesson plan 70

School:

Date :

Teacher’s name:

C lass : 9

Number present:

Number absent:

Lesson title

Reading. Galymzhan Moldanazar. p.82

Learning objectives(s) that this lesson is contributing to

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

9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

9.L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics

9.W4 use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics

9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

9.S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

Lesson objectives

All learners will be able to:

· Comprehend the reading;

· Discuss a problem in groups;

· Apply topic related vocabulary in speech.

Most learners will be able to:

· Comprehend the reading surely and understand main ideas while reading;

· Discuss a problem in groups and suggest solution for a problem;

· Select, compile, and synthesize information for an oral presentation

Some learners will be able to:

· Demonstrate the ability to find correct information without any mistakes;

· Comprehend the reading and understand main ideas while reading surely;

· Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular l ink s

Art, Social Science, Psychology, Literature, Geography, Information Technology.

Previous learning

Talking about changing the image.

Useof ICT

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

Intercultural awareness

Discuss the diversity of lives of musicians in Kazakhstan, in the UK, in Russia.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting. Pre-learning (W)

Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.

· Game “Back to Blackboard” Rules:

One person stands back to the picture of a popular Kazakh singer ;

Classmates should not call the name of the singer ;

Classmates can give some lines from the song of this singer ;

Classmates can sing some lines from the songs.

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

Warm up. Free talk about popular Kazakh singers.  Look at the portraits of some singers, what can you say about them?Can you name any Kazakh musicians?

Slide (useful phrases).

Pictures

PPT

Writing

Worksheet

Pictures

PPT

Student Book p.82

Slide (useful phrases).

Ex.1 p.82

Look at the portraits of young people? What do you know about them? Students give their own answers.

Galymzhan Moldanazar

The students in groups will read information about a musician and make a story map. Then a leader is going to present Galymzhan Moldanazar.

Reading and listen to the text about a Kazakh musician.  (W I).

Teacher suggests the list of new vocabulary with their synonyms or opposites for learners.

 Ex.1,3 p.82

(P) Learners work with new vocabulary first. They get a list of words, read the words with the teacher and write them down into their vocabularies. Learners create 3-4 sentences with new words.

Differentiation

Learners that are more able help the others to read the words correctly.

Ex.3 p.82. Working with active words.

POST -READING ACTIVITY: Ex.4 p.82.

Give the definition of the underlined words.

The teacher divide the class into 2 groups: boys and girls. One group will speak about a popular singer of 80s and the second group will retell the text about a modern musician. They should do it in the form of presentation.

Ex.5 p.82. Creative task.

Speak about a life of a musician.

Make a conclusion: Have you ever wanted to sing in public?

Describe another musician in pairs. Try to make a story map.

Student Book p.82

Pictures

PPT

Cluster or a table.

Student Book p.82

CD. 3.01

Pictures

PPT

Cluster or a table.

Student Book p.82

Giving the home task.

W.B. p.56

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide "Six thinking hats"

Differentiation –

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

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

22.Identify the main idea in extended talks with little support.

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

24.Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Transform the sentences from Active Voice to Passive Voice

1. Peter bought this house. ____________________________________________________

1. Mary will make the coffee. ___________________________________________________

1. My friends are repairing the car. ______________________________________________

1.  Most students speak English in this class. ______________________________________

1. A policeman helped her. ___________________________________________________

1. She finished her work early. _________________________________________________

1. They carried him into the hospital. ____________________________________________

1. They make this computer in the USA. _________________________________________

1. They have cancelled the meeting. ____________________________________________

1.  I sent the package to Austria by train. _________________________________________

The following sentences have 2 objects, transform them in both ways :

1. Ann showed them the church. _________________________________________________

_______________________________________________________________

2. Someone will give us a new notebook. _________________________________________

____________________________________________________________________________

3. Mum gave me a watch for my birthday. _________________________________________

____________________________________________________________________________

4. They are taking her some flowers. _____________________________________________

____________________________________________________________________________

Short term lesson plan

Numb

I'm tired of being what you want me to be
Feeling so faithless lost under the surface
Don't know what you're expecting of me
Put under the pressure of walking in your shoes
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)

I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you

Can't you see that you're smothering me
Holding too tightly afraid to lose control
Cause everything that you thought I would be
Has fallen apart right in front of you
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)
And every second I waste is more than I can take

I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you

And I know
I may end up failing too
But I know
You were just like me with someone disappointed in you

I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you

I've become so numb I can't feel you there
(I'm tired of being what you want me to be)

Numb

I'm ------- of being what you want me to be
Feeling so ___ lost under the surface
Don't know what you're ____ of me
Put under the ...... of walking in your .....
(Caught in the ..... just caught in the .....)
Every..... that I take is another .... to you
(Caught in the undertow just caught in the undertow)
I've become so.... I can't feel you.....
I've become so.... so much more.....
I'm becoming this all I want.....
Is be more like.... and be less like.....
Can't you see that you’re..... me
Holding too.... afraid to lose .....
Cause ..... that you thought I would be
Has fallen..... right in front of you
(Caught in the undertow just caught in the undertow)
Every step that I take is another mistake to you
(Caught in the undertow just caught in the undertow)
And every ..... I waste is more than I can.....
I've become so numb I can't feel you there
I've become so tired so much more.....
I'm becoming this all I want to do
Is be more like.... and be less like....
And I know
I may end up.... too
But I.....
You were just like me with someone ...... in you
I've become so numb I can't feel you there
I've become so tired so much more aware
I'm becoming this all I want to do
Is be more like me and be less like you
I've become so numb I can't feel you there
(I'm tired of being what you want me to be).

Short term lesson plan

Short term lesson plan

Teacher observation checklist

Student's name ________________________________________

Positive Aspects

ü Completed the individual role-card.

ü Used extracts from the text to support his/her ideas.

ü Asked open-ended questions.

ü Listened while others talked.

ü Encouraged peers to share their ideas.

Added his/her own comments and ideas to other student's comments and ideas.

Negative Aspects

ü Didn't complete the individual role-card.

ü Didn't appear to be listening or interrupted when others were speaking.

ü Did not use text to support his/her opinions.

Comments ___________________________________________________

Short term lesson plan

TERM 3.

SUMMATIVE ASSESSMENT TASKS

Summative assessment for the seventh unit " Music and films "

Short term lesson plan

· Чингиз Капин - актер театра и кино.

Родился 24 июля 1986 г. в г. Актюбинск.

В 2009 году окончил ВГИК, актерский факультет (маст. В. А. Грамматикова).

Роли в кино:

o 2013 Игры (к/м, Казахстан) - Диас

o 2012 Цена свободы (сериал, Казахстан) - Канат

o 2012. Теряя невинность в Алма-Ате (Казахстан)

o 2012 Золотой запас (сериал, Россия) - молодой Али

o 2012 Виртуальная любовь | Ғаламтордағы махаббат (Казахстан) - эмобой

o 2010-2011 Асель, друзья и подруги (сериал, Казахстан) - бывший бойфренд Сауле

o 2007 Дерибас (Казахстан) - Игорь Булаковский

o 2001-2003 Саранча (сериал, Казахстан) - Есен

Роли в театре:

o Полоумный Журден (Михаил Булгаков) - Латорильер (по пьесе - маркиз Дорант, 2008)

o Большая Маленькая жизнь (Клоун с осенью в сердце) - Леонид Енгибаров (учебный спектакль ВГИК, маст. М. М. Хуциева, реж. А. Степанова, 2008)

o Три сестры (А. П. Чехов) - Федотик Алексей Петрович (2008)

o Записки Ларионова (дипломный спектакль ВГИК, реж. В. А. Грамматиков) - Литвин (2009)

·

·

·

Short term lesson plan

TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 7 for the unit “Reading for pleasure”

Learning objective:

6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

6.C5 use feedback to set personal learning objectives

6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics

• Identify the position of speakers in an extended talk with some support

 • Write a text keeping the layout and format of a given genre with a little support

Level of thinking skills: Knowledge and comprehension

 Application Duration 20 minutes

 Listening Task 1. Listen to the conversation twice and answer the questions:

Short term lesson plan

Appendix1

Teacher observation checklist

Student's name ________________________________________

Positive Aspects

ü Completed the individual role-card.

ü Used extracts from the text to support his/her ideas.

ü Asked open-ended questions.

ü Listened while others talked.

ü Encouraged peers to share their ideas.

ü Added his/her own comments and ideas to other student's comments and ideas.

Negative Aspects

ü Didn't complete the individual role-card.

ü Didn't appear to be listening or interrupted when others were speaking.

ü Did not use text to support his/her opinions.

Comments __________________________________________________

Student Self-Assessment Checklist Student

 Name: ________________________

Date: ______________________ Think about how well you are working in your group.

Place a check mark beside the skills you demonstrate in your role.

 I listen attentively to others.

 I express my thinking clearly and concisely.

 I take turns. I encourage participation of all group members.

 I show respect for alternative points of view.

 I disagree agreeably.

 I synthesize information from others.

 I analyze ideas of others.

 I remember significant information.

 I identify issues.

I make connections to prior knowledge and experiences.

Appendix 2