Short term plan Term 2

Unit 3 Our planet Lesson25

School 40
Teacher name: Tukhamanova Ainur
Date: 15.01.2024
Grade: 9 Number present: absent:
Lesson title Geography and the environment
Learning objectives 9. 3. 6. 1 in pair, group and whole class work to explain what others said in
sentences or reasoning with a certain level of flexibility;
9. 5. 2. 1 to write on one's own past experience or true events, actions on
familiar general and educational topics;
Lesson objectives Learners will be able to:
- Learn nouns related to the environment.
- Do a quiz on Kazakhstan.
- Learn to talk about future trends.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
One of the most effective ways to help students take responsibility for their
learning is through goal setting
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower”
the method helps to start the At the
Warm-up
lesson lesson with good wishes organization
Warmin With books closed, write the to each other. moment T tries
g-up environment on the board and elicit to award active
3 min or explain the meaning. The aim: To develop Ss Ss.
Put students into pairs and give speaking skills and «The praise»
them two minutes to write down as create friendly method is used
many words connected to the atmosphere to evaluate Ss
environment as they can in English Efficiency: By telling with phrases
Lead – In the wishes they show like:
their appreciations . “Good job!
Well done!”

Students express their

ideas
The Geography and Environmental Students share with their
Science Sustainability Society is opinions how to keep
perfect for students who are healthy life.
passionate about actively protecting
our local environment and are Good job!
interested in local and global issues
surrounding sustainability and the
environment.
Middle Ex:1 P:32 Students match Descriptor:
of the Students work in pairs to match the definitions 1–9 with the - match
lesson definitions with the words. In a words in blue in the Our definitions
Present weaker class, read the definitions country quiz. with
ation together and discuss any unknown ANSWERS: -use words in
part. vocabulary, e.g. hemisphere, 1 steppe blue
37 min equator. In a stronger class, 2 population Point 2
encourage students to attempt the 3 natural resources
matching task first, and discuss any 4 agricultural
difficulties afterwards 5 latitude
Differentiation: 6 renewable
«Verbal support» method is used 7 equator
to help Students use new words in 8 canyon
the text. 9 borders
Ex: 2 P:32 10 hemisphere
Students do the Our country quiz Students do the Our
individually, then compare answers country quiz. Then check Descriptor:
in pairs. Check answers as a class your answers with a - do the quiz
and find out who got the most right. partner - compare
ANSWERS: answers in pairs
1 four Point 2
2 approx. 18 million
3 three from: Republic of
the Congo, Democratic
Republic of the Congo,
Gabon, Kenya, Somalia,
Uganda, Indonesia, Brazil,
Colombia, Ecuador
4 northern
5 islands
6 80
7 oil
8 apples
9 wind
Ex: 3 P:32 10 true
Students can work individually or Students complete the Descriptor:
in pairs to complete the sentences sentences with the words - complete the
with the correct words in the box. Discuss the sentences
Ask some students to report back on statements with your -use words in
their discussions, and hold a class partner the box.
discussion about any of the ideas ANSWERS: Point 2
where there are interesting 1 Natural resources
differences of opinion 2 Renewable -Make CCQ
3 Agricultural questions
4 population Yes / No
5 steppe, canyons
Ex: 4 P:32 6 hemisphere
Write trends and the future on the Students complete the Descriptor:
board. sentences from exercise - complete the
Ask students to find examples of 3. sentences
trends and the future in the ideas in Then choose the correct - choose the
exercise 3. options in the correct options
Ask students if they notice rules
anything about the way the verbs ANSWERS:
are used in the sentences. Elicit 1 is becoming
some ideas, but don’t confirm or 2 are getting
reject any at this stage. 3 are being consumed
Students complete the sentences
 and the rules. Students listen to people Descriptor:
Check answers and students’ talking about changes in - listen to
understanding. Ask students to the environment. Are people
underline the parts of the sentence these statements true or - write true or
indicating change false? false
in exercise 3 and to circle the past ANSWERS:
showing a future situation 1 True.
Ex: 5 P:32 2 False.
Allow students time to read through 3 True.
the sentences carefully and to 4 False
discuss what they think the answers
are in pairs before you play the CD.

End of Peer-assessment. Two Students use Poster

the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: P: wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson26

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Our responsibility to planet Earth
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics; 9. 3. 3. 1 explain and
justify their point of view on general and educational topics;
9.4.1.1 understand the main points in extended texts on a range of unfamiliar
general and curricular topics
Lesson objectives Learners will be able to:
- Read about sustainability.
- Read for general meaning and specific information.
- Learn useful words to walk about sustainability.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
To help others and to be fair, kind and willingness to take responsibility.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower”
the method helps to start the At the
Warm-up
lesson lesson with good wishes organization
Warmin With books closed, write the word to each other. moment T tries
g-up sustainability on the board and ask to award active
3 min students what they think it means. The aim: To develop Ss Ss.
Elicit of explain that it means not speaking skills and «The praise»
doing anything that endangers the create friendly method is used
environment for future generations. atmosphere to evaluate Ss
Ask students to think of what sort Efficiency: By telling with phrases
of developments could cause the wishes they show like:
problems for people in the future their appreciations . “Good job!
Lead – In Well done!”

Students express their

ideas
Students share with their
opinions how to keep
The younger generations inherit the healthy life.
world as we have the responsibility
to take care of this planet. Good job!
Middle Ex:1 P:34 Students look at the title
of the Ask students what they know about and the photo. What do Descriptor:
lesson sustainability in Kazakhstan or you know about - look at the title
Present elsewhere. Are there any projects sustainability? and the photo.
ation they know of that have been ANSWERS: What do you
part. designed to reduce or limit know about
37 min environmental problems? sustainability?
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Students read and listen Descriptor:
Ex: 2 P:34 to the text. Write true or - read and listen
Draw attention to the photos with false. Correct the false to the text. Write
the text and elicit a description. In a statements true or false.
weaker class, encourage students ANSWERS: Correct the false
participate by accepting factual 1 False. The text says ‘If statements
descriptions. In a stronger class, ask we find the right
students to speculate about where ecological balance, the
the pictures were taken and what planet will survive. -Make CCQ
the connection to the text is. 2 True. questions
3 False. Its goal is 40%. Yes / No
4 True.
5 False. A third of
pollution is caused by
cars. 6 True.
Ex: 3 P:34 Descriptor:
In a stronger class, ask students to Students Find the words - read and listen
predict or guess the meaning of the in blue in the text to the text. Write
words in blue, without reading the ANSWERS: true or false.
list 1–6. 1 beneficial Correct the false
Students match the words or check 4 hybrid statements
their predictions in a stronger class 2 dominant
5 ecological
3 renewable
6 power plant
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson27

School
Teacher name:
Date:
Grade: 9 Number present: absent:
Lesson title First conditional
Learning objectives 9. 3. 6. 1 in pair, group and whole class work to explain what others said in
sentences or reasoning with a certain level of flexibility;
9. 5. 2. 1 to write on one's own past experience or true events, actions on
familiar general and educational topics;

Lesson objectives Learners will be able to:

- Learn the first conditional.
- Practise using the first conditional to talk about possible situation
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
In front of the class team for the assigned general case feel responsible

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin • With books closed, ask: What will other. moment T tries
g-up happen if you look for Sealand on to award active
3 min the map? Elicit the answer (You The aim: To develop Ss Ss.
won’t find it). speaking skills and create «The praise»
• Write on the board: If you look friendly atmosphere method is used
for Sealand on the map, you won’t Efficiency: By telling the to evaluate Ss
find it. Ask students to translate it wishes they show their with phrases
into their own language. Elicit or appreciations . like:
teach that it is a first conditional “Good job!
sentence Well done!”
Lead – In

Students express their

ideas

Good job!

If it rains, I won’t go to the park.

Middle Ex:1 P:35 Students complete Descriptor:
of the In a weaker class, ask students to sentences 1–4 from the - choose the
lesson find the first conditional sentences text with the words in the correct words
Present in the text and complete them with box. Then choose the - complete
ation the words in the box. In a stronger correct words in the rules. sentences
part. class, students should try to ANSWERS: Point 2
37 min complete the sentences before 1 stop
looking back at the text. 2 is, can
3 take, it’ll have
Differentiation: 4 improve, if
«Verbal support» method is used Rules:
to help Students use new words in 1 likely or possible
the text. 2 is
3 never
4 can
Ex: 2 P:35 5 negative Descriptor:
Students complete the sentences Students complete the - complete the
with the correct form of the verbs. sentences with the correct sentences
In a weaker class, allow students to form of the verbs in -use verbs in
check answers in pairs before brackets brackets
checking as a class ANSWERS: Point 2
1 find, I’ll ring
Differentiation: 2 Will, come, buy
«Verbal support» method is used 3 won’t go, decide -Make CCQ
to help Students ue new words in 4 won’t buy, it’s questions
the text. 5 wins, she’ll change Yes / No
6 won’t reply, send
Ex: 3 P:35 Descriptor:
• Ask students to complete the rules Students complete the - complete the
for your family about sustainability. sentences to make sentences
• Focus on the first sentence and suggestions for your - make
elicit ideas. Make sure students are family about sustainability suggestions
forming the conditional elements ANSWERS: Point 2
correctly. Students’ own answers.
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson28

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Government policies
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
Lesson objectives Learners will be able to:
- Learn verbs for policies.
- Listen to a conversation about imagining you were president.
- Practise using verbs for policies by imagining you were president of a
country
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
Learning when to say sorry
Part of learning about responsibility is knowing when to apologize for the
negative consequences of our actions.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin With books closed, ask: Would you other. Ss.
g-up like to be the president of your «The praise»
3 min country? Why? Elicit some ideas. The aim: To develop Ss method is used
Ask: What things would you speaking skills and create to evaluate Ss
change to help the environment? friendly atmosphere with phrases
Why? Elicit some ideas. Don’t Efficiency: By telling the like:
worry at this stage if students don’t wishes they show their “Good job!
use the correct verb forms, but just appreciations . Well done!”
concentrate on encouraging them to
think of ideas
Lead – In
Students express their
ideas
Good job!
Middle Ex:1 P:36 Students check the Descriptor:
of the In a weaker class, ask students to meaning of the verbs in - check the
lesson find the first conditional sentences the box then read policies meaning of the
Present in the text and complete them with ANSWERS: verbs in the box
ation the words in the box. In a stronger Students’ own answers then read
part. class, students should try to policies
37 min complete the sentences before
looking back at the text.
Ex: 2 P:36 Students listen to Sophie
Tell students they are going to and Ross talking about Descriptor:
listen to two people discussing what what they would do if they - listen to
policies they would have if they were president. Which Sophie and Ross
were president. Ask students to ideas from exercise 1 do talking about
note down which ideas from they mention? what they would
exercise 1 are mentioned. ANSWERS: do if they were
Differentiation: tax super-rich sports stars, president.
«Verbal support» method is used build better schools, raise
to help Students ue new words in the price of petrol
the text. -Make CCQ
Ex: 3 P:36 questions
Allow students time to read the Students listen again and Yes / No
sentences. In a weaker class, play complete the sentences
the CD again and ask students to ANSWERS: Descriptor:
complete the sentences. Allow 1 introduce a new tax - listen to
students to compare their answers in 4 use cars Sophie and Ross
pairs and discuss any differences 2 be happier at school talking about
before you check with the class 5 vote for him what they would
3 build better schools and do if they were
raise the price of petrol president.

End of Peer-assessment. Two Students use Poster

the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson29

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Talk about what I would do in likely or unlikely situations
Learning objectives 9. 3. 6. 1 in pair, group and whole class work to explain what others said in
sentences or reasoning with a certain level of flexibility;
9. 5. 3. 1 write familiar general and study topics with uniform grammatical
competence;
Lesson objectives Learners will be able to:
- Learn the second conditional.
- Practise using the second conditional to talk about imaginary situations.
- Learn the difference between the first and second conditionals.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
To help others and to be fair, kind and willingness to take responsibility
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin With books closed, write on the other. moment T tries
g-up board: If I was president, … and to award active
3 min elicit an ending to the sentence. The aim: To develop Ss Ss.
Write the ending so that you have a speaking skills and create «The praise»
complete sentence on the board. friendly atmosphere method is used
Ask students to translate the Efficiency: By telling the to evaluate Ss
sentence into their own language wishes they show their with phrases
and elicit or teach that it is a second appreciations . like:
conditional sentence “Good job!
Lead – In Well done!”

Students express their

ideas
If didn’t rain, I would go to the
park.
Middle Ex:1 P:37 Students read the rules. Descriptor:
of the Point out that traditionally we use Then complete the table - read the rules
lesson were instead of was in second with five of the words and - complete the
Present conditional sentences (If I were phrases in the box. Do we table
ation president, I would …). Was is also use the second conditional - words and
part. acceptable now, but it is more to talk about possible or phrases in the
35 min informal imaginary situations? box
ANSWERS: Point 3
1 taxed
2 they’d throw
3 would
4 would use
5 raised
We use the second
conditional to talk about
imaginary situations

Ex: 2 P:37 Students choose the Descriptor:

In a weaker class, allow students to
correct words - choose the
check answers in pairs before ANSWERS: correct words
checking as a class 1 banned, would - complete the
2 played, think sentences.
Differentiation: 3 didn’t, would Point 2
«Verbal support» method is used 4 wouldn’t, stood
to help Students ue new words in 5 would, had -Make CCQ
the text. 6 buy, had questions
Yes / No
Ex: 3 P:37
Study the example sentence with Students look again at the Descriptor:
the class. Focus on the next policy ideas in exercise 1 on - look again at
and elicit some possible sentences. page 36. Write about the the ideas
In a weaker class, students can results of each policy. Use - use the second
work in pairs and help each other the second conditional. conditional
find vocabulary and formulate their ANSWERS: Point 2.
ideas in English. Student’s own answer
In a stronger class, students should
prepare their answers individually.
Monitor and help while students are
working.
Descriptor:
Ex: 4 P:37 Students match examples - match
Read descriptions a and b with the 1–4 with descriptions a examples
class. and b. Which conditional - identify the
Check answers. Remind students is used in each sentence? conditionals
that both the first and the second ANSWERS: Point 2
conditionals refer to the present or a 2, 4 (second conditional)
future. b 1, 3 (first conditional)
The only difference is how the
speaker sees the situation: is it real /
possible (first conditional) or unreal
/ imaginary
(second conditional)

Ex: 5 P:37 Students write two Descriptor:

Focus on the example and elicit that versions of each sentence, - write two
the first sentence uses the first one for person a and one versions of each
conditional because it is possible for person b. Use first and sentence
that a tourist on safari in Africa will second conditionals - use first and
see a lion. Elicit that the second ANSWERS: second
sentence uses the second 1 a If I earned a million conditionals
 conditional because this situation is euros, I’d buy a Ferrari. Point 2
unlikely or imaginary. b If I earn a million euros,
Focus on the next situation and I’ll buy a Ferrari.
elicit for which person the situation 2 a It will be brilliant if we
is possible, and for which it is win the league.
imaginary. b It would be brilliant if
In a weaker class, allow students we won the league.
time to compare their answers in 3 a If I became president,
pairs and correct any mistakes. I’d cut taxes.
b If I become president,
I’ll cut taxes
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson30

School 40

Teacher name: Tukhamanova Ainur

Date: 15.01.2024
Grade: 9 Number present: absent:
Lesson title Apologizing
Learning objectives 9. 2. 6. 1 to determine the meaning from the context in a long conversation
on various general and educational topics;
9. 3. 6. 1 in pair, group and whole class work to explain what others said in
sentences or reasoning with a certain level of flexibility;
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general
and academic topics;
Lesson objectives Learners will be able to:
- Listen to a conversation in which people apologize and express regret about
a situation.
- Learn key phrases for apologizing and expressing regrets.
- Learn how to express past and present regrets with I wish.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
The value based on the integrated
lesson with good wishes to each to award active
educational program is to educate
Warmin other. Ss.
students for justice and
g-up «The praise»
responsibility
3 min The aim: To develop Ss method is used
In front of the class team for the
speaking skills and create to evaluate Ss
assigned general case feel
friendly atmosphere with phrases
responsible
Efficiency: By telling the like:
Warm-up wishes they show their “Good job!
With books closed, write I’m sorry appreciations . Well done!”
on the board and elicit its meaning.
Ask students in what kinds of
situations they might apologize.
Elicit examples and suggestions
Lead – In Students express their
ideas Good job!

A good apology starts with the

words “I'm sorry,” but doesn’t end
 there.
Middle Ex:1 P:38 Students look at the photo. Descriptor:
of the Ask: Where is Dean? (in a café) Where are Dean, Marie - look at the
lesson Who is he with? (Marie and another and Grace? Do you think photo
Present girl, Grace) What’s happening? Dean looks … -answer the
ation Look at the options and ask students ANSWERS: question.
part. to interpret Dean’s expression They are in a café and Point 2
37 min Dean looks apologetic (a)

Ex: 2 P:38 Learners listen to the Descriptor:

• In a stronger class, ask students to
dialogue. Why is Dean - listen to the
cover the dialogue and just listen.
apologizing? dialogue
• Ask: Why is Dean apologizing? ANSWERS: -answer the
Dean is apologizing question
Differentiation: because he told people Point 2
«Verbal support» method is used there was a beach clean-up
to help Students ue new words in on Saturday, but there isn’t -Make CCQ
the text. one questions
Yes / No
Ex: 3 P:38 Learners study the key
Ask students to listen carefully to phrases. Which phrases Descriptor:
the intonation, and to try to sound express regret? Practise - study the key
sincere when they say the phrases. the dialogue with a partner phrases
Point out that an apology delivered ANSWERS: - practise the
with a flat intonation can sound I wish I hadn’t … dialogue
sarcastic and rude. It is important to I’m afraid so / not.
convey meaning with the way we I got it wrong.
speak, as well as with the words I didn’t realize …
I’m really sorry.
Ex: 4 P:38
Allow students time to read the Learners read the rules. Descriptor:
rules. Then find examples in the - read the rules
Elicit the examples from the dialogues - find examples
dialogue and write them on the ANSWERS: in the dialogues
board. Underline the structures and I wish we hadn’t sent out Point 2
elicit some more past and present the invitations.
regrets from the class. I wish we had a bigger
house.

Ex: 5 P:38 Learners complete the Descriptor:

Tell students to read the mini- mini-dialogues with the - complete the
dialogues, and decide whether the correct form of the verbs mini-dialogues
regrets are about a present or past in brackets. Then listen - listen and
situation. Students listen and check and practise the mini- check
their answers, then practise the dialogues with your Point 2
dialogues in pairs. partner.
ANSWERS:
1 was / were
2 ’d / had told
3 hadn’t forgotten
4 ‘d / had caught
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
Feedback you ... lesson.
 Maybe you could ...

Short term plan Term 2

Unit 3 Our planet Lesson31

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title An opinion essay
Learning objectives 9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general
and academic topics;
9.5.2.1.Write independently about factual and imaginary past
events,activities and experiences on a range of familiar general and
curricular topics.
Lesson objectives Learners will be able to:
- Study a model opinion essay.
- Learn key phrases for writing an opinion essay.
- Learn about references and pronouns.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
Apologizing can also show that you regret your mistake, that you are willing
to take responsibility for it and that you're using it as an opportunity to
improve yourself.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin • Focus on the photo. Ask: How old other. Ss.
g-up do you think this girl is? What is «The praise»
3 min she doing? Elicit some ideas, and The aim: To develop Ss method is used
elicit or teach the word straw. speaking skills and create to evaluate Ss
• Ask: At what age can you ride a friendly atmosphere with phrases
scooter? Elicit the answer, then ask: Efficiency: By telling the like:
Should the government stop people wishes they show their “Good job!
using them? Elicit a range of ideas appreciations . Well done!”
Lead – In
 Students express their
ideas

Middle Ex:1 P:39 Students read the model Descriptor:

of the Students read the model text and text and answer the - read the model
lesson answer the questions. questions - answer the
Present Differentiation: ANSWERS: questions
ation «Verbal support» method is used 1 The writer disagrees
part. to help Students use new words in with the policy which will
37 min the text. mean that companies like
Starbucks will not offer
Differentiation: free plastic straws with
«Verbal support» method is used their drinks.
to help Students ue new words in 2 Some people with
the text. disabilities would be most
affected because they need
straws in order to drink.
3 Paragraph 2
4 Paragraph 3
5 The writer summarizes
his arguments by using ‘In
conclusion, … ‘
Ex: 2 P:39 Descriptor:
In a weaker class, ask students to Students study the key -study the key
find the key phrases in the model phrases. Which key phrases.
text first, and then answer the phrases do not introduce -answer the
question. opinions? question
In a stronger class, encourage ANSWERS: Point 2
students to read through the key In the first place, … In -Make CCQ
phrases and identify their function conclusion, … questions
from memory. Yes / No

Ex: 3 P:39
Focus on the first blue pronoun. Study look again at the Descriptor:
Ask students to read that part of the text. Match the words in - look again at
text carefully and decide what this blue with a–d the text.
refers to. Refer them to options a–d ANSWERS: - match the
and ask them to choose the correct a they words
answer (b). Point out that in c them Point 2
English nouns like government and b this
police are replaced by the plural d who
pronoun they
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson32

School
Teacher name:
Date:
Grade: 9 Number present: absent:
Lesson title My country: Our planet.
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general
and academic topics;
9. 5. 3. 1 write familiar general and study topics with uniform grammatical
competence;
Lesson objectives Learners will be able to:
- Learn about the environment between Lake Balkhash and the Sarysu River.
- Identify adverb use in a text.
- Learn how adverbs modify adjectives and where adverbs are used in a
sentence
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
Ability to finish what you started
Being able to follow through and finish the things you start is a valuable life
skill
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin Ask students if they have visited other. moment T tries
g-up the area between Lake Balkhash to award active
3 min and the Sarysu River. What did they The aim: To develop Ss Ss.
see and do there? speaking skills and create «The praise»
Ask the whole class what they friendly atmosphere method is used
know about the area and what they Efficiency: By telling the to evaluate Ss
think it is like and what wildlife you wishes they show their with phrases
can see there. appreciations . like:
Lead – In “Good job!
Well done!”
 Students express their
ideas

highest peak is Dzhambul

It is situated in lower reaches of mountain (H-974). The
Sarysu river on the west, Chu river eastern part of Betpakdala
in the south, Balkash lake on the is the continuation of Sary-
east, in the north it borders on Sary- Aka. The climate is harsh-
Arka. The total area is about 75 continental, summer is dry
thousands km, the stretch from west and hot, winter is cold.
to east is about 500km, from the The average temperature
north to 170km. of January is from -12 -
Betpak-Dala is wavering and flat. 14’C, and + 24 + 26’C in
The July.
Middle Ex:1 P:40 Students look at the Descriptor:
of the Draw students’ attention to the photos. What are these - look at the
lesson photos and ask them what they can animals and plants? In photos. What
Present see. which parts of Kazakhstan are these
ation Ask which photos show flora and can you see them? animals and
part. which show fauna ANSWERS: plants?
37 min wild tulip
Differentiation: saiga
«Verbal support» method is used antelope
to help Students use new words in a steppe lemming
the text. a snake

Ex: 2 P:40 Students read and listen to Descriptor:

Ask students if they can guess the the traveller’s diary. -read and listen
answers before reading the text. Complete the factfile -complete the
In a strong class, you might want about BetpakDala. factfile about
to play the recording with books ANSWERS: Betpak Dala.
closed to see how much information Location southern / in the .
students can hear, before letting south of Kazakhstan -Make CCQ
them read the text Area 75,000 km2 questions
Highest point 974 metres Yes / No
. Climate warm summers
and very cold in winter
Plants saxaul trees, wild
tulips and alhagi
Animals camels, argali,
steppe lemmings, jerboa,
squirrels, wolves and foxes
Ex: 3 P:40 Descriptor:
Tell students to look at the Learners study look at the - study look at
sentences with the blue words again phrases in blue in the text the phrases
and complete the rules. and underline the - underline the
Check answers as a class adverb(s) in each phrase. adverb
Then decide which Point 2
category 1–3 each phrase
belongs to.
ANSWERS:
1 before
2 before , after
Ex: 4 P:40 Descriptor:
Tell students to look at the Learners study look at the - look at the
sentences with the blue words again phrases in blue again. phrases in blue
 and complete the rules. Complete the rules with - complete the
Check answers as a class. before and after rules
ANSWERS: Point 2
1 before
2 before, after
Descriptor:
Ex: 5 P:40 Learners study put the - put the words
Students do the exercise words in the correct order - check their
individually and check their ANSWERS: answers in pairs
answers in pairs. 1 Wolves can swim very Point 2
Check answers as a class well.
2 The project has been
highly successful.
3 They are extremely tired.
4 We are deeply concerned
about the future.
5 I never get up early at
weekends.
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson33

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title CLIL. Solving an ecology problem
Learning objectives 9.1.9.1Use imagination to express thoughts, ideas, experiences and feelings.
9. 2. 3. 1 understand most of the argument without practical support in a long
conversation on general and academic topics;
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general and
academic topics;
Lesson objectives Learners will be able to:
- Read an article about recycling.
- Talk about the recycling situation in a town or city.
- Decide and present a solution to a rubbish problem
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
By showing justice, kindness and responsibility willingness to help others

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin • With books closed, ask: Is there other. moment T tries
g-up anything you would like to change to award active
3 min about your school? Elicit some The aim: To develop Ss Ss.
ideas and then ask: What can you speaking skills and create «The praise»
do to make your school change? friendly atmosphere method is used
• Ask: Do you think students should Efficiency: By telling the to evaluate Ss
have more power to make changes wishes they show their with phrases
in their school? Elicit some ideas, appreciations . like:
and encourage students to join in “Good job!
and express their opinions Well done!”

Lead – In
 Students express their
ideas about ecological
problem in their country.

Middle Ex:1 P:38 Students look at the photo. Descriptor:

of the Refer students to the photo. What sort of rubbish do - look at the
lesson Put them into pairs to answer the we generate? Sort the photo. What
Present questions. items below into the sort of rubbish
ation Differentiation: correct categories do we generate?
part. «Verbal support» method is used ANSWERS: Sort the items
37 min to help Students use new words in Food 5 below into the
the text. Paper 3, 6 correct
Glass 1 categories
Plastic 6
Cardboard 4
Metal 2
Tetra Pak 8
PET bottle 9
Cotton, wool 7
Ex: 2 P:38 Descriptor:
Students listen and read the text. Students discuss the discuss the
In their pairs, answer the questionsquestions in pairs questions in
ANSWERS: pairs
Differentiation: 1 Rubbish should be
«Verbal support» method is used separated so that -Make CCQ
to help Students ue new words in recyclables aren’t sent to questions
the text. landfill. Yes / No
2 1, 2, 3, 4, 5
3 glass, PET bottles, drink
cans
4 Possible answer: Be
careful what you buy and
don’t waste food
Ex: 3 P:38
Allow students to check their Student discuss the Descriptor:
answers in pairs and discuss any questions about the Discuss the
differences before you check with situation in your town or questions in
the class. As usual, in a stronger city pairs
class, encourage full, complete ANSWERS:
answers in the students’ own words. Students’ own answers
End of Giving the hometask. Peer-assessment. Two Students use Poster
the Ex: 3 P:23 wb stars and a wish. their stickers to Success
lesson Self-reflection  You did a really show their
5 min good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 3 Our planet Lesson34

School
Teacher name
Date:
Grade: 9 Number present: absent:
Lesson title Review.
Learning objectives 9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9. 5. 5. 1 teacher-supported use of arguments in endlessly familiar general
and educational topics with examples and justifications;
9.2.8.1 begin to recognize inconsistencies in argument in extended talk
on a growing range of general and curricular subjects
Lesson objectives Learners will be able to:
- Learn useful words to walk about sustainability
- Learn the difference between the first and second conditionals.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
For any type of service or activity take responsibility

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin Ask: What things would you change other. Ss.
g-up to help the environment? Why? «The praise»
3 min Elicit some ideas. Don’t worry at The aim: To develop Ss method is used
this stage if students don’t use the speaking skills and create to evaluate Ss
correct verb forms, but just friendly atmosphere with phrases
concentrate on encouraging them to Efficiency: By telling the like:
think of ideas wishes they show their “Good job!
Lead – In appreciations . Well done!”

Students express their

ideas
 Good job!
Middle Ex:1 P:42 Students complete the text Descriptor:
of the Students can work individually or with the words in the box - complete the
lesson in pairs to complete the sentences ANSWERS: text
Present with the correct words. 1 border - use words in
ation Check answers and then put 2 population the box
part. students into pairs to discuss the 3 hemisphere Point 2
37 min ideas 4 latitude
Differentiation: 5 islands
«Verbal support» method is used 6 lakes
to help Students use new words in 7 resources
the text. 8 renewable

Ex: 2 P:42 Students complete phrases Descriptor:

Students complete the sentences1–8 with the words in the - complete
with the correct form of the verbs.
box. phrases
In a weaker class, allow students to
ANSWERS: -use words in
check answers in pairs before 1 ban the box.
checking as a class 2 stop Point 2
3 promote
Differentiation: 4 tax
«Verbal support» method is used 5 invest -Make CCQ
to help Students ue new words in 6 develop questions
the text. 7 allow Yes / No
8 reduce

Ex: 3 P:42 Study order the words and Descriptor:

Focus on the next situation and write sentences. - order the
elicit for which person the situation ANSWERS: words
is possible, and for which it is 1 John’s sister lets him - write sentences
imaginary. In a weaker class, allow drive her car. Point 2
students time to compare their 2 My parents won’t let me
answers in pairs and correct any go out on weekdays.
mistakes 3 Should they make every
citizen vote?
4 The teacher made us
stay after school.
5 Does your teacher let
you sit next to your friend?
6 Our teacher didn’t make
us take a test.

Study cсomplete the Descriptor:

Ex: 4 P:42 sentences with the correct - order the
Students complete the sentences form of the verbs in words
with the correct form of the verbs. brackets - write sentences
In a weaker class, allow students to ANSWERS: Point 2
check answers in pairs before 1 ’ll arrive
checking as a class 2 won’t go
3 would / ‘d call
4 lost
5 will you cook
6 had
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:28 wb  You did a really show their
5 min Self-reflection good job on ... knowledge

I really like how according to the
you ... lesson.
Maybe you could ...

Short term plan Term 2

Unit 3 Our planet Lesson35

School
Teacher name:
Date: 01.12.22
Grade: 9 Number present: absent:
Lesson title Project. A community project
Learning objectives 9.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general
and academic topics;
9. 5. 1. 1 plan, write, correct and check text-level works on general and
academic topics without the support of the teacher;
Lesson objectives Learners will be able to:
- Read a text about a community project.
- Identify the main subject of paragraphs.
- Create a webpage or a community organization.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
Ability to work in a team, opinions of others to respect their positions and
achieve common goals aspire to

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin Ask students if they know of any other. moment T tries
g-up community projects near where to award active
3 min they live. The aim: To develop Ss Ss.
Ask them what the projects do and speaking skills and create «The praise»
if they know of what they have friendly atmosphere method is used
achieved Efficiency: By telling the to evaluate Ss
Lead – In wishes they show their with phrases
appreciations . like:
“Good job!
Well done!”
 Students express their
ideas

The IB Community Project is a

major activity for students to
complete in their 8th Grade year at
Hogg Middle School. Hogg is an
authorized IB school with a 3 year
MYP programme.
Middle Ex:1 P:43 Descriptor:
of the Draw students’ attention to the Students read the slogan - read the slogan
lesson pictures. In pairs, students describe and look at the pictures. - look at the
Present one of the pictures to each other. What do you think the pictures
ation Together they decide what the charity does?
part. charity does. ANSWERS:
37 min Ask students to feedback their Student’s own answers
ideas, but don’t confirm any
answers yet

Differentiation:
«Verbal support» method is used
to help Students use new words in Students read the Descriptor:
the text. webpage. Match headings - read the
1–4 with sections A–D webpage
Ex: 2 P:43 ANSWERS: - Match
Focus students’ attention to the 1 D headings with
headings 1–4. Tell them these are 2 B sections
the headings on a webpage. 3C
Tell them that the content has got 4 A -Make CCQ
mixed up and they have to identify questions
which of the texts A–D belongs to Yes / No
each heading
Differentiation:
«Verbal support» method is used
to help Students use new words in Students write a webpage
the text. about your own Descriptor:
organization. Follow the - write a
Ex: 3 P:43 steps in the project webpage about
Tell students that they are now checklist. your own
going to write a webpage. Put ANSWERS: organization
students in small groups Student’s own answers
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:23 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 4 Charities and conflict Lesson36

School
Teacher name:
Date:
Grade: 9 Number present: absent:
Lesson title Morals
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9.5.1.1 plan, write, edit and proofread work at text level with little or no
support on a range of general and curricular topics
Lesson objectives Learners will be able to:
- Learn verb phrases to do with honesty and morals.
- Learn about indirect requests.
- Practise forming indirect requests.
Value links The value based on the integrated educational program is to educate students
for justice and responsibility
The Republic of Kazakhstan is a unitary state with the presidential system of
government
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin With books closed, write Right and other. Ss.
g-up Wrong on the board and elicit the «The praise»
3 min meaning. Ask: What things is it The aim: To develop Ss method is used
wrong to do? Elicit some answers, speaking skills and create to evaluate Ss
e.g. stealing, murder, etc. friendly atmosphere with phrases
Put students into pairs and give Efficiency: By telling the like:
them two minutes to write down as
 many things as they can that are wishes they show their “Good job!
wrong. Encourage them to think appreciations . Well done!”
about small things that we do every
day, as well as actual crimes.
Lead – In

Students express their

ideas

Middle Ex:1 P:44 Students complete the Descriptor:

of the Ask students to read the survey to phrases with the verbs in - complete the
lesson check their answers the box. phrases with the
Present ANSWERS: verbs in the
ation Differentiation: 1 do box.
part. «Verbal support» method is used 2 break
37 min to help Students use new words in 3 feel
the text. 4 tell
5 pretend
6 make
7 get
8 make
Ex: 2 P:44 Students work in pairs. Descriptor:
Ask for two volunteers to read the Ask and answer using the - work in pairs
example. In a weaker class, point phrases - ask and answer
out that the specific example given in exercise 1 Point 2
in the answer is in the past simple. ANSWERS:
In a stronger class, elicit the form, Student’s own answers -Make CCQ
and remind students to use past questions
participles in forming these Yes / No
questions.
Students work in pairs to ask and
answer about the things in exercise
1.
Ask a few pairs to report back to
the class Students read and listen to Descriptor:
Ex: 3 P:44 the Right or Wrong? - read and listen
Look at the title of the Right or survey. Then work in pairs - read the
Wrong survey and read the and exchange opinions introduction
introduction together. about the situations Point 2
After listening, elicit some ANSWERS:
opinions about the first situation, Student’s own answers
and encourage students to agree and
disagree with each other.
Ask students to report back on
which situations they agreed and
disagreed about.
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 4 P:44 Students complete the Descriptor:
Refer students back to number 4 in sentences. Do we use tell - complete the
the questionnaire. Ask: What did or ask for reporting an sentences
 Stefan’s mum ask? Elicit the answer order? How do we report -answer the
and write it on the board (She asked negative requests? question
him to tidy his room). ANSWERS: Point 2
Point out to students that in this 1 not
context ask refers to a request, not 2 asked
to a question. Ask: What exact 3 to tidy
words do you think she said? Elicit 4 told 5 her We use tell
answers, e.g. Can you tidy your for reporting an order. We
room, please? or Please tidy your report negative requests by
room. Write this on the board adding not before the
infinitive

Ex: 5 P:44 Students choose the

In a weaker class, allow students to correct words Descriptor:
check answers in pairs before ANSWERS: - choose the
checking as a class. In a stronger 1 her correct words
class, ask students to rewrite the 2 not Point 1
sentences as direct requests, e.g. 3 asked
Don’t leave. Don’t tell anyone. Be 4 not to give us
quiet, please, etc 5 us
6 to wear

Ex: 6 P:44 Students rewrite the

Allow students time to compare sentences to make indirect Descriptor:
their answers in pairs and correct requests. - rewrite the
any mistakes before you check with ANSWERS: sentences
the class 1 The police officers told - correct any
them not to break the law mistakes
again. Point 2
2 I told myself not to feel
guilty.
3 Mum asked us to wash
the dishes when we had
finished.
4 He told his girlfriend to
stop laughing.
5 You asked me to walk a
bit faster.
6 I asked my friend to
meet me later
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:30 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 4 Charities and conflict Lesson37

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Charities
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9.3.3.1 explain and justify their own point of view on a range of general and
curricular topics
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general
and academic topics;
Lesson objectives Learners will be able to:
- Read a text about a charity.
- Read for general meaning and specific information.
- Express your own opinions on being honest.
Value links the value based on the integrated educational program is to educate students
for justice and responsibility
Classroom rules can help establish a sense of community when they’re built
on collective classroom values.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin With books closed elicit what other. Ss.
g-up charities do. (Give help usually to «The praise»
3 min people, animals or the The aim: To develop Ss method is used
environment.) speaking skills and create to evaluate Ss
Ask students what charities they friendly atmosphere with phrases
know and what those charities do. Efficiency: By telling the like:
 Ask students which charities they wishes they show their “Good job!
think are best. appreciations . Well done!”
Lead – In

Students express their

ideas

Charities and charitable giving are

certainly no exception.
Middle Ex:1 P:46 Students look at the title Descriptor:
of the Read the topics together and give and the photos. Which of - read the text
lesson students a moment to discuss the the topics do you think the quickly
Present options in pairs. text mentions? Read and - discuss the
ation Tell students to read the text listen to the text to check photos
part. quickly ignoring the gaps, then your answer. Point 2
37 min check answers and discuss what the ANSWERS:
photos represent. Find out is a, b and d are all
students’ predictions were correct mentioned

Ex: 2 P:46 Students read the text Descriptor:

Tell students to read the text and again and complete gaps - read the text
complete it with the missing with sentences. Then listen - complete the
sentences to the text and check your sentences
answers Point 2
Differentiation: ANSWERS: -Make CCQ
«Verbal support» method is used 1 c questions
to help Students use new words in 2 e Yes / No
the text. 3a
4b
5d
Students complete the Descriptor:
Ex: 3 P:46 phrases with do or make. - complete the
Ask students how they would Then phrases
translate make and do in their own check your answers in the -use do or make
language. text Point 2
Elicit that in English they have ANSWERS:
very similar meanings but collocate Student’s own answer
with different nouns. Descriptor:
Students complete the - complete the
Ex: 4 P:46 sentences with the correct sentences
Students complete the sentences form of make or do - use do or make
individually and then compare their ANSWERS: Point 2
answers in pairs. Remind students 1 done
to pay attention to tense 2 make
3 made
4 did
5 made
6 do
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 2 P:30 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 4 Charities and conflict Lesson38

School

Teacher name:
Date:
Grade: 9 Number present: absent:
Lesson title Reported speech: tense changes
Learning objectives 9. 3. 6. 1 in pair, group and whole class work to explain what others said in
sentences or reasoning with a certain level of flexibility;
9. 5. 3. 1 write familiar general and study topics with uniform grammatical
competence;
9.6.9.1 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics;
Lesson objectives Learners will be able to:
- Learn about tense changes in reported speech.
- Practise transforming direct speech to reported speech.
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Ability to build positive relationships with others and contribute to public life

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin With books closed, ask students to other. Ss.
g-up think again about the text about a «The praise»
3 min charity. Ask students how some of The aim: To develop Ss method is used
the injured soldier mentioned in the speaking skills and create to evaluate Ss
text felt about the games friendly atmosphere with phrases
Lead – In Efficiency: By telling the like:
 wishes they show their “Good job!
appreciations . Well done!”

Students express their

ideas

Middle Ex:1 P:47 Students study sentences. Descriptor:

of the Write on the board: Many soldiers Find these sentences in - Find reported
lesson said they couldn’t find the reported speech in the speech in the
Present motivation to take part in everyday text. How do the verbs text.
ation activities. Refer students to change? Choose the -choose the
part. paragraph 1 of the text on page 46 correct words in the rules. correct words
37 min ANSWERS:
Rules:
1 past simple -Make CCQ
2 past perfect questions
3 past perfect Yes / No
4 had to
Ex: 2 P:47 Students read the dialogue Descriptor:
Focus on the example and remind and complete the summary - read the
students that pronouns also often with the correct pronouns. dialogue
change in reported speech. ANSWERS: - complete the
In a weaker class, get volunteers to 1 his summary
stand up and be the characters 2 he Point 2
(Jane, Pete, Pete’s friend and Liz) 3 him
and the reporter. Have the reporter 4 her
stand to one side of the group. Elicit 5 she
how they would describe each 6 him
other, e.g. Pete says 7 they
Differentiation: 8 him
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 3 P:47 Students rewrite the Descriptor:
• In a weaker class, ask students to sentences using reported - rewrite the
underline the words that will speech. sentences
change, and talk them through if ANSWERS: - use reported
necessary. In a stronger class, refer 1 The man said that he speech.
students back to the rules, and didn’t feel guilty. Point 2
encourage them to rewrite the 2 My brother said that I
sentences was making a big mistake.
3 Phil’s father said that
Phil had to stay at home.
4 John said that he would
keep quiet about the crime.
5 The children said that
their teacher could be quite
strict.
6 The teacher said that
some students hadn’t done
much revision.
7 His friends said that they
had already seen that film.
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:31 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...

Short term plan Term 2

Unit 4 Charities and conflict Lesson39

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title A radio programme about famous protests
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9.5.1.1 plan, write, edit and proofread work at text level with little or no
support on a range of general and curricular topics
Lesson objectives Learners will be able to:
- Learn reporting verbs.
- Read about famous protests
- Learn how to learn verb patterns.
Value links the value based on the integrated educational program is to educate students
for unity and solidarity
Build trusting relationships and enjoy working in a team being able to
maintain the situation

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. The wish flower” method At the

ng of Ask about the weather. helps to start the lesson organization
the with good wishes to each moment T tries
Warm-up
lesson other. to award active
Warmin • Focus on the photo and elicit that Ss.
g-up it shows a demonstration. Ask The aim: To develop Ss «The praise»
3 min students to look carefully and say speaking skills and create method is used
what the people are protesting friendly atmosphere to evaluate Ss
against. Elicit a range of ideas Efficiency: By telling the with phrases
 Lead – In wishes they show their like:
appreciations . “Good job!
Well done!”

Students express their

They agreed to lend him the ideas
money.
They claim to be the best in the
market.
She offered to help.
You promised to come with us.
He refused to answer any questions
Middle Ex:1 P:48 Students look at the photo. Descriptor:
of the Tell students to look at the photo Which of the items in the - look at the
lesson again and find the things related to box can you see? photo
Present the words in the box. ANSWERS: -answer the
ation Ask individual students to hold All of the items are in the question
part. their books up and point to the photo Point 2
37 min items for other students to see
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text. Students check the Descriptor:
Ex: 2 P:48 meaning of the verbs in - check the
Ask students to read the text the box. Then choose the meaning of the
through quickly for general correct words in the text verbs
meaning. Ask: What was the protest ANSWERS: Point 2
against? And When was it? 1 invited
2 offered
Differentiation: 3 refused
«Verbal support» method is used 4 admit
to help Students use new words in 5 explained
the text. 6 convinced
7 agreed
8 complain
9 ordered
Ex: 3 P:48 10 insisted
Students complete the table with Students study the verb Descriptor:
verbs from the text patterns in the table. - study the verb
Add five more verbs from patterns
the text in - add five more
exercise 1 to the table. verbs
ANSWERS: Point 2
1 convince -Make CCQ
2 offer questions
3 agree Yes / No
4 explain
Ex: 4 P:48 5 insist
In a weaker class, do the first Students rewrite sentences
sentence together. Elicit the 1–6. Then listen and check Descriptor:
reporting verb (order) and ask your answers. - rewrite
students to find it in the table in ANSWERS: sentences
exercise 2. Students find the 1 He ordered Sandra to go - listen and
appropriate verb pattern and rewrite to her room. check
the sentence. 2 He refused to go. Point 2
 In a stronger class, you could ask 3 She offered to open the
students to cover up the exercise, window.
and read out the direct speech to 4 He invited us all to come
them. If necessary, use tone of to his party.
voice to help convey meaning 5 They complained that
they didn’t have any
money.
6 He insisted that he
hadn’t done it
Ex: 5 P:48
Tell students to listen for general Students listen to the radio
understanding, and just focus on the programme. Descriptor:
piece of information they need to What was the result of the - listen to the
find. 2003 anti-war protests? radio
ANSWERS: programme.
The 2003 anti-war protests -answer the
didn’t have any result. question
Point 2

End of Peer-assessment. Two Students use Poster

the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:32 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 4 Charities and conflict Lesson40

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Ask and respond to indirect questions
Learning objectives 9. 5. 3. 1 write familiar general and study topics with uniform grammatical
competence;
9.6.9.1 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics;
Lesson objectives Learners will be able to:
- Learn about reported and indirect questions.
- Practise writing reported questions.
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Supportive and loving relationships are more likely to make you feel happy
and satisfied
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin • With books closed, briefly revise other. Ss.
g-up reported speech. Elicit some «The praise»
3 min examples of direct speech, and ask The aim: To develop Ss method is used
different students to change the speaking skills and create to evaluate Ss
direct sentences into reported friendly atmosphere with phrases
speech. Efficiency: By telling the like:
 • Elicit the rules for reported wishes they show their “Good job!
speech. If necessary prompt appreciations . Well done!”
students by asking about tenses, and
any other changes (pronouns)
Lead – In

Students express their

ideas

Middle Ex:1 P:49 Students study the direct Descriptor:

of the • Put students into pairs to study the and reported questions - study the
lesson tables and decide if sentences 1–4 from the text on page 48. direct and
Present are true or false Then write true or false reported
ation for sentences 1–4 questions
part. ANSWERS: - write true or
37 min Differentiation: 1 False. false
«Verbal support» method is used 2 False. Point 2
to help Students use new words in 3 True.
the text. 4 True
Ex: 2 P:49 Students choose the Descriptor:
• Students choose the correct words correct words - choose the
in the sentences. ANSWERS: correct words
Differentiation: 1 knew Point 1
«Verbal support» method is used 2 had
to help Students use new words in 3 I thought -Make CCQ
the text. 4 I came questions
5 had Yes / No
6 wanted
Ex: 3 P:49 Students rewrite the direct Descriptor:
Focus on the example with the questions as reported - rewrite the
class and elicit or point out all the questions. direct questions
changes that have been made from ANSWERS: -use reported
the direct question to the reported 1 Piers asked Maya when questions.
question (tense change, word order, she had lost her bag. Point 2
pronouns, use of if). Write the list 2 A man asked us if /
up on the board. whether the bank was near
In a weaker class, talk it through the station.
step-by-step, referring to the list on 3 The police officer asked
the board, eliciting the changes me if / whether I had seen
from the class. the thief.
In a stronger class, students rewrite 4 I asked my friend if /
the questions individually, swap whether I could borrow
sentences and check each feature €2.
together 5 Sarah asked Chris who
the police officer was
talking to. 6 The teacher
asked the students if /
whether they had heard
about the robbery
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:31 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.

Short term plan Term 2

Unit 4 Charities and conflict Lesson41

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Ask and respond to indirect questions
Learning objectives 9. 3. 2. 1 ask complex questions to obtain information within general and
educational topics;
9. 5. 3. 1 write familiar general and study topics with uniform grammatical
competence;
Lesson objectives Learners will be able to:
- Practise writing reported questions.
- Practise using indirect questions
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
To know the norms of behavior and to observe them understand the meaning

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting. At the

ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin With books closed, briefly revise other. Ss.
g-up reported speech. Elicit some «The praise»
3 min examples of direct speech, and ask The aim: To develop Ss method is used
different students to change the speaking skills and create to evaluate Ss
direct sentences into reported friendly atmosphere with phrases
speech. Efficiency: By telling the like:
Elicit the rules for reported speech. wishes they show their “Good job!
 If necessary prompt students by appreciations . Well done!”
asking about tenses, and any other
changes (pronouns)
Lead – In

Students express their

ideas

Middle Ex: 4 P:49 Students write six Descriptor:

of the Put students into pairs to ask and questions. Then work in - work in pairs
lesson report the questions. pairs - write six
Present Remind them that they are not and report your partner’s questions
ation supposed to answer the questions, questions. Point 2
part. but to report them. ANSWERS:
37 min Ask a few students to report some Students’ own answers.
of their partner’s questions to the
class.
Ex: 5 P:49 Students study the
Explain that an indirect question is examples. Does the tense Descriptor:
one which is introduced by a phrase of the verb change in - study the
(e.g. I’d like to know …) indirect questions? examples
Is it more polite to ask a -identify
direct or an indirect reported speech
question? Point 2
ANSWERS:
The tense of the verb
doesn’t change in indirect -Make CCQ
questions. Indirect questions
questions are more polite Yes / No
(and formal) than direct
questions.
Ex: 6 P:49
Ask students in what situations it Students write indirect
might be better to use an indirect questions using the Descriptor:
question instead of a direct one. phrases in the box. Then - write indirect
Elicit that the phrases in the box ask and answer with your questions
could be used if you are asking for own ideas. - use the phrases
information, perhaps in a tourist ANSWERS: in the box
office, or in formal situations, or Can you tell me …? / I’d like Point 2
with people you don’t know very to know … / I was
well. wondering …
Do an example with the class and 2 … when the summer
holiday starts.
then ask students to
3 … if / whether you are
write the indirect questions staying at this school next
individually. Check that they year.
have used the correct punctuation: 4 … what the best place to
question mark if they go on holiday is.
begin with Can you tell me, but full 5 … if / whether there is
stop if they choose I’d anything good on TV
like to know or I was wondering. tonight.
6 … what interesting films
are on at the cinema.
End of Giving the hometask. Peer-assessment. Two Students use Poster
the Ex: 1 P:31 wb stars and a wish. their stickers to Success
lesson Self-reflection  You did a really show their
5 min good job on ... knowledge
  I really like how according to the
you ... lesson.

Short term plan Term 2

Unit 4 Charities and conflict Lesson 42

school
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Explaining and clarifying situations
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9.5.4.1 use with minimal or no support style and register appropriate to a
growing variety of written genres on general and curricular topics;
Lesson objectives Learners will be able to:
- Listen to a conversation in which someone explains and clarifies a
situation.
- Learn key phrases for explaining and clarifying a situation.
-Practise explaining and clarifying a situation.
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
A lesrner is responsible not only for himself, but also for the entire team
to be ready to be
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin Ask students if they have ever been other. moment T tries
g-up found out for giving an excuse to award active
3 min whey they couldn’t do something, The aim: To develop Ss Ss.
for example said they were going to speaking skills and create «The praise»
their grandparents’ house, only for friendly atmosphere method is used
someone to see them at a party. Efficiency: By telling the to evaluate Ss
Ask them why they made the wishes they show their with phrases
excuse in the first place. Was it appreciations . like:
because they didn’t want to do “Good job!
something or was it because their Well done!”
plans changed?
Lead – In
Students express their
ideas

Middle Ex:1 P:47 Students look at the photo. Descriptor:

of the Focus on the photo. Ask: Where Do you think Marie is - look at the
lesson are Dean and Marie? Do you think pleased to see Dean? photo
Present they are happy? What do you think ANSWERS: -answer the
ation they are talking about? Elicit a Students own answers question
part. range of ideas. Point 2
37 min Focus on Marie’s body language
and ask the class if she is pleased to
see Dean.
Write the words explain and clarify
on the board and elicit or explain
the meaning. Ask: What do you
think Dean is explaining and
clarifying? What do you think he is
saying? Elicit some ideas, but don’t
confirm or reject any at this stage
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 2 P:47 Students listen to the Descriptor:
Play the CD. Students read and dialogue. Why is Marie - listen to the
listen. upset? Does Marie believe dialogue.
Elicit the answer to the questions Dean in the end? - answer to the
Differentiation: ANSWERS: questions
«Verbal support» method is used Marie is upset because she
to help Students use new words in thinks that Dean lied to her
the text. and went on a
demonstration without
telling her. She believes
him in the end.
Ex: 3 P:47
Ask students about how the Students study the key Descriptor:
characters feel. (Marie is upset, phrases. Which sentence is - study the key
Dean is explaining, but he gets in reported speech? phrases
upset when Marie doesn’t believe Practise the dialogue with - practise the
him). Ask students to listen to the a partner dialogue
dialogue again and pay particular ANSWERS: Point 2
attention to the intonation and You told me that …, but I
feeling behind the words. Tell them heard that …
 to try to express the same emotions
when they practise the dialogue
Ex: 4 P:47 Students complete the Descriptor:
Allow students time to complete the mini-dialogues with the - complete the
dialogues before they listen to the key phrases in exercise 3. mini-dialogues
CD and check their answers. Then Listen and check. Then - use the key
ask students to practise the mini- practise with a partner phrases
dialogues in pairs. ANSWERS: Point 2
In a stronger class, ask students to 1 If you don’t believe me,
try to memorize the short dialogues you can
and practise them without reading, 2 Why do you ask -Make CCQ
trying to speak as naturally as 3 How come you didn’t questions
possible. tell me Yes / No

End of Peer-assessment. Two Students use Poster

the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 3 P:33 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 4 Charities and conflict Lesson43

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title A narrative
Learning objectives 9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9. 4. 3. 1 understand evidence in long texts on a variety of familiar general
and academic topics;
9.5.2.1 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
Lesson objectives Learners will be able to:
- Study a model text.
- Learn key phrases for writing a narrative.
- Learn about punctuation in dialogues.
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Effective communication with other people, mutual achieving goals based
on help and support

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the Warm-up helps to start the lesson At the
lesson with good wishes to each organization
Focus on the photo and the title of
Warmin other. moment T tries
the text. Ask: What has happened?
g-up to award active
How do you think it happened?
3 min The aim: To develop Ss Ss.
Who do you think did it? Elicit a
speaking skills and create «The praise»
range of ideas.
friendly atmosphere method is used
Ask: Do you think the people who
Efficiency: By telling the to evaluate Ss
did this will admit it? Why? Elicit
wishes they show their with phrases
some answers, but don’t confirm or
appreciations . like:
reject any yet
“Good job!
Lead – In
Well done!”

Students express their

ideas

Middle Ex:1 P:49 Students read the model

of the In a weaker class, allow students to text and answer the Descriptor:
lesson read through the model text and question - read a model
Present check any unknown words before ANSWERS: text.
ation reading again and answering the 1 He kicked a football in - answer the
part. questions. In a stronger class, ask the park and it broke the question
37 min students to read the text through statue’s head. Point 2
once, and then work in pairs to 2 The writer’s friend
summarize it in one or two didn’t tell the truth.
sentences. Discuss the summaries 3 The gardener didn’t do
with the class and decide which is anything about the
the most successful. They then read accident because the writer
the text again and answer the had told the truth.
questions 4 Three people speak.
5 There are speech marks
Differentiation: to indicate dialogue.
«Verbal support» method is used
to help Students use new words in
the text.
Ex: 2 P:49 Students study the key Descriptor:
Ask students to order the key phrases - study the key
phrases from memory and then find ANSWERS: phrases
them in the model text and check Something happened … - find them in
We were (having a great the model text
time) when … Point 2
To cut a long story short,
… Just then, …
At first …
In the end, …
Ex: 3 P:49
Study the examples with the class Students rewrite sentences Descriptor:
and point out the use of commas, including commas, - rewrite
question marks, full stops and question marks, full stops sentences
speech marks. and speech marks - use of
Check answers by asking ANSWERS: commas,
individual students to come out and 1 ‘I’m going home now,’ I question marks,
write the sentences on the board. said. full stops
2 ‘Why did you say that?’ -point 2
my friend asked.
 3 ‘I didn’t see what
happened,’ I told him. -Make CCQ
4 ‘Are you feeling questions
guilty?’ she asked. Yes / No
5 ‘Who found it?’ the
police officer asked.
6 ‘You weren’t breaking
the law,’ he told us
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:35 Wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...

Short term plan Term 2

Unit 4 Charities and conflict Lesson44

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title My country: Charities and conflict
Learning objectives 9. 2. 5. 1 identify the speaker(s) in a long conversation on most general and
educational topics;
9. 3. 2. 1 ask complex questions to obtain information within general and
educational topics;
9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
Lesson objectives Learners will be able to:
- Read a text about someone who became a charity worker.
- Learn the verb patterns verb + (object) + infinitive with to.
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Contributing to the achievement of common goals, ability to work effectively
in a team

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
• Books closed. In pairs, students
Warmin think about why someone might other. moment T tries
g-up want to work for a charity and what to award active
3 min qualities someone working or a The aim: To develop Ss Ss.
charity should have. speaking skills and create «The praise»
• Ask them to think about a friendly atmosphere method is used
particular type of charity. For Efficiency: By telling the to evaluate Ss
example, for a medical charity, wishes they show their with phrases
someone might want to help people appreciations . like:
who are in great difficulty. If they “Good job!
work as a doctor or nurse, they Well done!”
would need medical training and the
ability to work in difficult situations
Students watch video and
express their ideas
Middle Ex:1 P:49 Students work in pairs. Descriptor:
of the In pairs, students think of charity Make a list of charity - work in pairs
lesson organizations in Kazakhstan. You organizations in - Make a list of
Present might want to give them this task as Kazakhstan. What does charity
ation homework before you do the rest of each charity do? Point 2
part. the page in class. ANSWERS:
37 min Put the pairs together in a group of Students own answers
four and ask them to pool their lists.
Get feedback from the class by
asking a few groups to read their
lists

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

Ex: 2 P:49 Students read and listen to Descriptor:

• Draw students’ attention to the the blog post. Answer the - read and listen
photo with the text. What sort of questions - answer the
charity do they think the text is ANSWERS: questions
about? 1 strangers Point 2
• Focus students on the questions 2 because there was
and give them a minute to read always someone who -Make CCQ
through them before playing the would adopt orphaned questions
recording. children Yes / No
• Ask if they can answer any of the 3 She visited a children’s
questions after a first listening hospital and met the
before playing the audio again, thisfamilies of sick children
time while students read the text. who needed blood
transfusions.
Differentiation: 4 She made a video which
«Verbal support» method is used told people about the
to help Students use new words in problem and this helped
the text. find donors.
5 Because if people don’t
take an interest in social
problems things will never
change.
Ex: 3 P:49
Focus students’ attention on the Students look at the words Descriptor:
verbs in the box. Tell them to find in blue in the blog post. - look at the
the words, in blue, in the blog. Then add the verbs below words
 Ask students to give you the to the correct category 1–3 - find the words,
phrases and write down one for ANSWERS: in blue
each verb pattern listed the exercise. 1 want, inspire, struggle, Point 2
Ask students to identify the convince, decide
patterns. 2 make
Students identify the verb patterns 3 enjoy, consider, imagine
for the remaining verbs.

Ex: 4 P:49 Students some verbs can

Focus students’ attention on the be followed by either Descriptor:
sentences. infinitive or -ing form, but - work in pairs
In pairs, they discuss the difference
there is a difference in - discuss the
between the two sentences. meaning. Look at the pairs difference
of sentences below. What between the two
is the difference in sentences
meaning? Point 2
ANSWERS:
1 a This means the person
stopped doing what they
were
doing (e.g. walking in the
street) to talk to him.
b This means the person
no longer talks to the other
person.
2 a This means the person
thought they might forget
to post the letter, but
actually remembered they
had to post it.
b This means the person
has the memory of putting
the letter in the box.
3 a This means that they
tried to open the window,
by
releasing the catch and
pushing on it.
b This means there was a
problem, maybe it was too
hot, and they tried opening
the window to relieve the
problem.
Ex: 5 P:49 Students look at the words
Students do the exercise in blue in the blog post. Descriptor:
individually, then check in pairs. Then add the verbs below - look at the
Go through the answers with the to the correct category 1–3 words in blue
class. ANSWERS: - add the verbs
Make sure students understand why 1 to work Point 2
the answer to question 2 is to call. 2 to call
The person speaking doesn’t want 3 living
the person they are talking with to 4 crying
forget. 5 donate
6 adopting
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 1 P:36 wb  You did a really show their
5 min Self-reflection good job on ... knowledge

I really like how according to the
you ... lesson.
Maybe you could ...

Short term plan Term 2

Unit 4 Charities and conflict Lesson45

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title CLIL: The Berlin Wall
Learning objectives 9. 2. 6. 1 to determine the meaning from the context in a long conversation
on various general and educational topics;
9. 3. 7. 1 using subject-specific vocabulary and syntax within the
framework of unlimited general and study topics;
9.4.5.1 deduce meaning from context in extended texts on a range of
familiar general and curricular topics
Lesson objectives Learners will be able to:
- Read about the Berlin Wall.
- Listen to personal accounts of the Berlin Wall.
- Imagine life with a dividing wall in your country
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Teamwork skills are essential to your success at work, no matter your
industry or job title.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin Focus on the photo on page 53 and other. moment T tries
g-up elicit that it shows the Berlin Wall. to award active
3 min Ask students what they know The aim: To develop Ss Ss.
about the Berlin Wall. Point out or speaking skills and create «The praise»
elicit that the photo is from the fall friendly atmosphere method is used
of the wall. Elicit facts that students Efficiency: By telling the to evaluate Ss
know and then ask: What do you wishes they show their with phrases
think life was like for people when appreciations . like:
the wall was there? How do you “Good job!
think people felt when the wall Well done!”
came down? Elicit some ideas and
encourage students to express their
opinions.
Middle Ex:1 P:53 Students check the Descriptor:
of the Students use their dictionaries to meaning of the words in - check the
lesson check the meaning of the words. In the box. Then complete meaning of the
Present a weaker class, check and discuss the text words
ation the words before students do the ANSWERS: - complete the
part. task. Students own answers text
37 min Tell students to read the text Point 2
quickly and complete it with the
missing words. Tell them not to
worry at this stage if they don’t
understand everything in the text
Differentiation: Students read and listen to Descriptor:
«Verbal support» method is used the text. - read and listen
to help Students use new words in Check your answers to - check your
the text. exercise 1. answers
ANSWERS:
Ex: 2 P:53 1 standard of living
If necessary, pre-teach temporary, 2 border
permanent, monitor and pull down 3 barbed wire fence
4 concrete
5 shortages
6 guards
7 reunification

Students read the text

again and answer the Descriptor:
questions - read the text
ANSWERS: - answer the
1 Both Berlin and questions
Ex: 3 P:53 Germany were divided Point 2
Students read the text again and into West and East regions
answer the questions. In a weaker in 1949. -Make CCQ
class, tell students to underline the 2 People wanted to move questions
parts of the text that contain the because the standard of Yes / No
answers, so that they can refer to living in West Germany
them quickly when checking was higher.
answers. 3 The East German
In a stronger class, encourage Government built a
students to give full answers and permanent concrete wall to
ask them to use their own words. separate West and East in
Allow students to compare answers 1961.
in pairs before you check answers 4 They had less privacy
with the class because secret police
Differentiation: monitored people.
 «Verbal support» method is used 5 About 5,000 people
to help Students use new words in escaped from East to West
the text. Berlin.
6 The Berlin Wall opened
on 9th November 1989.
7 Some people started to
pull down the wall in
celebration.
Students listen to two
people talking about their Descriptor:
experiences. Who used to - listen to two
live in East Berlin? Listen people
Ex: 4 P:53 again and complete the - complete the
Tell students they are going to sentences with L (Liesel) sentences
listen to Liesel and Hans, talking or H (Hans)
about the Berlin Wall. Ask them to ANSWERS:
listen and answer the gist question. 1L
In a stronger class, allow students 2 H
time to read the sentences before 3 L
the first listening, and encourage 4 H
them to make notes which they can 5 L
confirm when they listen again. 6H
Students listen again and complete 7 H Hans used to live in
the sentences. In a weaker class, ask East Berlin
whether students want to listen
again before comparing answers in
pairs
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 4 P:36 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
 Short term plan Term 2

Unit 4 Charities and conflict Lesson 46

School
Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title Unit review
Learning objectives 9. 5. 2. 1 to write on one's own past experience or true events, actions on
familiar general and educational topics;
9.6.9.1 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics;
Lesson objectives Learners will be able to:
-Learn verb phrases to do with honesty and morals
-Earn about collocations with make and do
- Learn reporting verbs.
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Teamwork skills are essential to your success at work, no matter your
industry or job title.
Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria
Beginni 1.Greeting. At the
ng of Ask about the weather. The wish flower” method organization
the helps to start the lesson moment T tries
Warm-up
lesson with good wishes to each to award active
Warmin With books closed elicit what other. Ss.
g-up charities do. (Give help usually to «The praise»
3 min people, animals or the The aim: To develop Ss method is used
environment.) speaking skills and create to evaluate Ss
Ask students what charities they friendly atmosphere with phrases
know and what those charities do. Efficiency: By telling the like:
Ask students which charities they wishes they show their “Good job!
think are best appreciations . Well done!”
Lead – In

Students express their

ideas

Middle Ex:1 P:54 Students complete the Descriptor:

of the Ask students to read the survey to sentences with the verbs - complete the
lesson check their answers in the box sentences with
Present Differentiation: ANSWERS: the verbs in the
ation «Verbal support» method is used 1 break box
part. to help Students use new words in 5 keep
37 min the text. 2 hurt
6 do
3 tell
7 make
4 feel
Student’s
Ex: 3 P:54 8 pretend
book
Students complete the sentences Students complete the Descriptor:
individually and then compare their sentences with the correct - complete the
answers in pairs. Remind students form of make or do sentences with
to pay attention to tense ANSWERS: the correct form
1 do of make or do
Differentiation: 2 make
«Verbal support» method is used 3 doing
to help Students use new words in 4 does -Make CCQ
the text. 5 made questions
6 make Yes / No
Ex: 4 P:54 Students choose the
Students complete the table with correct words
verbs from the text ANSWERS:
1 ordered
2 admitted
3 invited
4 convinced
5 refused
6 explained
End of Peer-assessment. Two stars Students use Poster
the Giving the hometask. and a wish. their stickers to Success
lesson Ex: 4 P:36 wb You did a really good job show their
5 min Self-reflection on ... knowledge
I really like how you ...
according to the
Maybe you could ...
lesson.
 Short term plan Term 2

Unit 4 Charities and conflict Lesson 47

School

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title summative assessment for term 2
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 4. 4. 1 reading long texts in fiction and non-fiction literature within
familiar and some unfamiliar general and educational topics;
9.3.3.1 explain and justify their own point of view on a range of general and
curricular topics
9.5.4.1 use with minimal or no support style and register appropriate to a
growing variety of written genres on general and curricular topics
Lesson objectives Learners will be able to:
Learners listen to an extended talk on the topic «Earth and our place in it».
Learners read an extended text on the topic «Charities and Conflict» and
match the words with their synonyms.
Value links the value based on the integrated educational program is to educate students
for unity and solidarity
Critically evaluate and correct your own behavior when interacting with
other people

Plan
Stages / Teachers’ actions Students’ actions Assessment Resources
Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
Warm-up
lesson with good wishes to each organization
Warmin Lead – In other. moment T tries
g-up summative assessment for term 2 to award active
3 min LISTENING The aim: To develop Ss Ss.
Task. Listen to the dialogue. speaking skills and create «The praise»
What advantages of global friendly atmosphere method is used
warming does Josh mention? Efficiency: By telling the to evaluate Ss
Choose wishes they show their with phrases
THREE answers from A – E. appreciations . like:
CD3 Tapescript2 “Good job!
1. Advantage 1 Well done!”
2. Advantage 2
3. Advantage 3 Students listen to the
Task. Listen again and choose dialogue. What
the correct answer. advantages of global
warming does Josh
mention?
Middle READING
of the Task. Complete the sentences Students complete the
lesson using the words from the text. sentences using the words Assessment
Present Write only ONE word. from the text criteria
ation Task. Match the sentences (4- - Learners listen
part. 6) with the halves (A-E) to to an extended
37 min make true sentences. There talk on the topic
are TWO EXTRA options. «Earth and our
place in it».
WRITING
Choose ONE of the topics and
write. Students choose ONE of
Topic 1: You are a charitable the topics and write. Descriptor:
volunteer in your city and - listen to the
always give a hand to those dialogue. What
who are in need: clean the advantages of
apartments of the disabled global warming
people; bring food to animal does Josh
refuges to feed homeless mention?
animals; organise campaigns
to raise money and collect
toys and clothes for the local Assessment
orphanages. criteria:
- Learners read
Topic 2: You are working in
an extended text
an organisation that protects
on the topic
the environment in your
«Charities and
country: clean the streets;
Conflict» and
preserve national reservations;
match the words
organise campaigns to raise
with their
money to preserve endangered
synonyms.
animals (e.g., Saiga, snow
leopard, flamingo, etc.)
Students You choose one
 SPEAKING card with a topic and Descriptor:
Task. You are given a card answer the questions - complete the
with a topic and questions to sentences using
speak about for 2-3 minutes. the words from
Before you speak you have the text
one minute to think about
what you are going to say and -Make CCQ
you can make notes if you questions
wish Yes / No
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 4 P:36 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...

Short term plan Term 2

Unit 4 Charities and conflict Lesson 48

Teacher name:

Date:
Grade: 9 Number present: absent:
Lesson title SKILLS ROUND-UP Welcome–Unit 4
Learning objectives 9. 2. 3. 1 understand most of the argument without practical support in a
long conversation on general and academic topics;
9. 3. 2. 1 ask complex questions to obtain information within general and
educational topics;
Lesson objectives Learners will be able to:
- listen about protests
- Learn how to learn verb patterns.
- Express your own opinions on being honest
Value links The value based on the integrated educational program is to educate students
for unity and solidarity
Ability to build positive relationships with others and contribute to public life

Plan

Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria

Beginni 1.Greeting.
ng of Ask about the weather. The wish flower” method
the helps to start the lesson At the
lesson Warm-up with good wishes to each organization
Warmin With books closed, write other. moment T tries
g-up to award active
demonstration on the board and
3 min The aim: To develop Ss Ss.
elicit or explain what it means (a
speaking skills and create «The praise»
public meeting or march at which
friendly atmosphere method is used
people show that they are protesting
Efficiency: By telling the to evaluate Ss
against or supporting something).
wishes they show their with phrases
Ask: Have you seen
appreciations . like:
demonstrations in your town? Have
“Good job!
you seen them on the news? Have
Well done!”
you taken part in a demonstration?
Encourage students to contribute
and talk about their experiences.
Students express their
Lead – In
ideas

Since America’s beginning people

have used protests to make their
voices heard and advocate for
change
Middle Ex:1 P:55 Descriptor:
of the • Focus students on the photos and Students look at the - look at the
lesson elicit what they show photos and answer the photos and
Present (demonstrations, a sit-in and a questions answer the
ation protest camp; a ballot box for ANSWERS: questions
part. votes). Ask students to look at the Students own answers
37 min banners and slogans and guess what
the protests are about (spending
cuts, particularly for education).
• Read the questions with the class,
and put students into pairs to
discuss their answers
Differentiation:
«Verbal support» method is used
to help Students use new words in
the text. Descriptor:
- listen to a
Ex: 2 P:55 Students listen to a conversation.
Tell students they are going to listen conversation. What are the
to some people talking about a students unhappy about? -Make CCQ
protest. Check answers with the ANSWERS: questions
class The students are unhappy Yes / No
Differentiation: about the government’s
«Verbal support» method is used plan to increase university
to help Students use new words in fees
the text.

Ex: 3 P:55 Students listen again and

Tell students to read the sentences complete the sentences
carefully before listening. In a ANSWERS:
weaker class, tell students to look at 1 the news
the sentence and decide what type 2 in Central London and in
 of word goes in the gap, e.g. a other big cities
location, a number, a name, etc 3 50,000
4 violence
5 Max
6 environmental
End of Peer-assessment. Two Students use Poster
the Giving the hometask. stars and a wish. their stickers to Success
lesson Ex: 4 P:36 wb  You did a really show their
5 min Self-reflection good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...