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қмж 9кл 2тоқсан
қмж 9кл 2тоқсан
қмж 9кл 2тоқсан
Learning objectives 9.6.1.1- use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, use topic related
vocabulary
Most learners will be able to:
Listen and read for gist, read for specific information, use topic
related vocabulary, get an overview of a module,
Some learners will be able to:
Listen and read for gist, read for specific information, use vocabulary
about city life and country life in different exercises
Criteria Learners have met the learning objective if they can: talk about city
life and country life
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ activities Evaluatio Resources
timings n
Begining GREETINGS Ss to suggest what they Selfassess
5 min The teacher sets the lesson think it means. Go ment
objectives, letting students know through the topic list
what to anticipate from the lesson. and stimulate a
What’s in this module? discussion to prompt Ss’
Read the title of the module Earth interest in the module.
and our place on it and ask
Find the page numbers for Ss find the page
Ask questions to check Ss’ numbers for the items
understanding. listed.
Middle Vocabulary Learners write their Individual Class CD
30 min The teacher writes the word associations allowing evaluation recording
“environment” on the board, clarifies some time to think
its meaning if necessary and asks the
learners to write their associations
allowing some time for them to
think.
Differentiation: To help less able
learners make their contribution,
explain that words like “tree”,
“river” are also connected to the
topic.
The teacher presents new words
using the slides. Learners write them
down in the table.
The teacher asks learners to think of
a solution for each problem and write
it in the same table.
Differentiation: To help less able
learners, show slide 10 for them to Mutual
select solutions and match them to valuation
the problems. Suggested answer key
Factory, B. skyscraper,
To practise new vocabulary C. Harbour, D. Field, E.
Draw Ss’ attention to the pictures Path, F. Shopping mall
(A-F) and elicit what they show.
Monitor the activity around the class
and then ask various Ss to tell the
class.
Learners work in
Speaking small groups and Verbal
The learners work in small groups and discuss the
evaluation
discuss the following questions: questions
Will the actions we take today be enough to
forestall the direct impacts of climate
change? Or is it too little too late?
Will taking action make our lives better or
safer, or will it only make a difference to
future generations?
Given that renewable sources provide only a
small percentage of our energy and that
nuclear power is so expensive, what can we
realistically do to get off fossil fuels as soon
as possible?
Will the remedies to climate change be worse
than the disease? Will it drive more people
into poverty with higher costs?
Teacher may focus the discussion either on
the issues that are important for Kazakhstan
or on international environmental issues.
End Self-assessment. Students express Self-
5 min Green: How can you use today's learning in their attitude to assessment
different subjects? the lesson and
Red: How do you feel about your work give self-
today? assessment using
White: What have you leant today? the method: “Six
Black: What were the weaknesses of your thinking hats”:
work?
Blue: How much progress have you made in
this lesson? (Now I can, I still need to work
on, I've improved in, Today I learnt... )
Yellow: What did you like about today's
lesson?
Hometask: Student’s Book: Language review
3a
Workbook: 3a
Saying goodbye
Suggested answer:
5. To complete a Kauser lives in Astana. It’s
paragraph about the place a lively city. It’s located in
you live the north of Kazakhstan.
Explain the task and tell Ss There are lots of attractions
they can use their answers and shops. It is a clean and
from Ex. 7 to help them safe place to live with an
complete the task. exciting nightlife.
Learning objectives 9.C7 develop and sustain a consistent argument when speaking or
writing
9.L2 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
Lesson objectives All learners will be able to:
Use Modals in exercises for different functions
Most learners will be able to:
Use Modals in exercises for different functions, show the knowledge
of different forms of the modal verbs
Some learners will be able to:
Use a variety of modal forms for different functions and in different
exercises,
work with the tasks on modals independently
Criteria Learners have met the learning objective if they can use Modals
correctly in different types of exercises
Previous lesson Mind mapping software program for English topics
Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings
Beginin GREETINGS Ss answer the questions Verbal
g The teacher sets the lesson evaluation
5 min objectives, letting students
know what to anticipate
from the lesson.
Warm up.
With books close, ask:
Would you like to be the
president of Kazakhstan?
Why? Elicit some ideas.
Ask: What things would
you change to help the
environment? Why? Elicit
some ideas. Don't worry at
this stage if SS don't use the
correct verb forms, but just
concentrate on encouraging
them to think of ideas.
Learning objectives 9.2.6.1- deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics;
9.4.5.1- deduce meaning from context in extended texts on a range of
familiar general and curricular topics;
9.6.1.13 - use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
curricular topics
9.3.8.1- recount extended stories and events on a range of general and
curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
express regret
Most learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
express regret, roleplay a dialogue
Some learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
express regret, make up own dialogue
Criteria Learners have met the learning objective if they can: express regret
and use the situational language with the correct intonation in the
dialogues
Previous lesson Interpreting data
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
1 To practise pronunciation of Ss listen and
situational language; to identify repeat
phrases which express/ask for chorally Verbal
opinions and/or evaluation
Play the recording. Pay attention to Ss’ individually
pronunciation and intonation and
correct as necessary. Then elicit
which of the items ask for an opinion or
express a positive/negative opinion and
ask Ss to mark them accordingly.
Check Ss’ answers.
Middle 2 To listen and read for specific Ss listen and Mutual
30 min information follow the valuation
Direct Ss' attention to the sentences in dialogue in
Ex. 1 again. their books
Elicit Ss' guesses as to what the and check if
dialogue may be about. their guesses
Play the recording. were correct.
Answer Key Read out the
The dialogue is about two friends talking questions.
about a holiday one of them had.
3. To learn synonymous phrases and Ss learn
consolidate situational language synonymous
through translation phrases and
Elicit the LI equivalents for the consolidate Individual
sentences in Ex. 1 from various Ss situational evaluation
around the class. language
Refer Ss back to the dialogue and elicit through
the synonymous phrases from various translation
Ss around the class.
Answer Key
I'd like to hear all about it. - So, tell me
everything. I bet it is really nice there. - It must
be a lovely place. We enjoyed ourselves so
much that we would like to go on holiday there
again. - We had such a wonderful time that we
want to go again next year. Ss complete
4 To practise role-playing the task in Mutual
Explain the situation and ask Ss to work pairs. valuation
in pairs and act out a dialogue.
Remind Ss that they can use the
dialogue in Ex. 2 as a model as well as
any ideas of their own to complete the Ss can refer
task. To help Ss, draw the following to the
diagram on the board and elicit diagram
appropriate phrases Ss should use. while doing
Write them on the board. the task.
5 To pronounce sounds correctly
Play the recording with pauses for Ss to
repeat chorally and/or individually.
1 though 2 thorough 3 laugh
End Plenary Ss answer the Self-
5 min Ask the following questions: questions assessment
- What things were completely
new for you?
- What things do you consider
useful?
- Will you use them somehow in
life?
Hometask: Make up your dialogue.
Saying goodbye
Learning objectives 9.2.6.1- deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics;
9.4.5.1- deduce meaning from context in extended texts on a range of
familiar general and curricular topics;
9.5.6.1- write coherently at text level using a variety of connectors on
a growing range of familiar general and curricular topics;
9.6.7.1- use a variety of simple perfect forms including some passive
forms, including time adverbials on a range of familiar general and
curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, present two
rivers
Some learners will be able to:
Listen and read for gist, read for specific information, present two
rivers, write about a river of Kazakhstan or the world
Criteria Learners have met the learning objective if they can: present and write
about the river
Previous lesson Climate change
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS Recording
g The teacher sets the lesson objectives,
5 min letting students know what to
anticipate from the lesson.
Hometask: WB p.27
Saying goodbye
Learning objectives 9.2.7.1- recognize typical features at word, sentence and text level of a
wide range of spoken genres;
9.6.4.1- use a wide variety of determiners and pre-determiner
structures on a range of familiar general and curricular topics;
9.6.3.1- use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree
on a range of familiar general and curricular topics;
9.1.6.1- organise and present information clearly to others;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, read for order
Some learners will be able to:
Listen and read for gist, read for specific information, read for order,
present a monologue
Criteria Learners have met the learning objective if they can: present a
monologue
Previous lesson Climate change
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Verbal
То introduce the topic and talk about the importance Ss talk evaluation
of mountains
about the
Initiate a discussion about why
importance
mountains are important and encourage a
of
wide range of answers. Make sure all the
mountains
examples are covered.
Suggested Answer Key
Mountains are important because they are
the source of all fresh water. They ore a
naturol barrier and offer protection from
the weather and invasion. They are also
home to many different types of animals
and plants.
SA 1
Learning objectives 9.2.3.1- understand most of the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics;
9.2.5.1 Recognise the opinion of the speaker`s in unsupported
extended talk on a wide range of general and curricular topics
9.2.7.1 Recognise typical features at word, sentence and text level of a
range of spoken genres
9.3.8.1 Recount extended stories and events on a range of general and
curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, learn about
values
Most learners will be able to:
Listen and read for gist, read for specific information, learn about
values, do a quiz
Some learners will be able to:
Listen and read for gist, read for specific information, learn about
values, do a quiz, write a quiz
Criteria Learners have met the learning objective if they can: discuss the
values
Previous lesson Academic language
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to
anticipate from the lesson.
Warm up.
Ask SS if they know of any Ss answer Verbal
community projects near where they evaluation
live.
Ask them what the projects do and if
they know of what they have achieved.
Middle Ex.1 p.43. Prediction based on the Illustration. Mutual
10 min slogan, pictures. valuation
Ex.2 p.43. Skimming. Matching Giving
headings with sections. presentation.
Learning objectives 9.5.1.1plan, write, edit and proofread work at text level with minimal
teacher support on a range of general and curricular topics
9.6.3.1use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree
on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
understand the general writing structure
Most learners will be able to:
write an introduction of their article
Some learners will be able to:
plan their article;
apply a variety of compound adjectives and adjectives as participles in
their article
Criteria To review vocabulary
Previous lesson Academic language
SA 1
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Vocabulary practice. Ss complete Verbal
(TASK 1). Teacher tells them to guess the sentences, evaluation
unknown words and to use dictionaries using the
to check, if they have time. Check words in the
answers. Then teacher says the words box
and asks students to repeat them.
Middle 2. Pre-writing Ss listen to
30 min Teacher explains to students the the teacher
structure of article writing.
A realistic article should consists of:
An eye-catching title which attracts the
reader’s attention and suggests the theme of
the article.(Articles can also have subheadings
before each paragraph.)
An introduction which clearly defines the topic
to be covered and keeps the reader’s attention.
The main body of two to five paragraphs in
which the topic is further developed in detail.
The conclusion- summarizing the topic or a
final opinion, recommendation or comment.
Remember. Before you begin writing it is
important to consider:
where is the article going to appear- in a
magazine or newspaper?
who are the intended readers- a specific group
such as students or teenagers, or adults in
general?
what is the aim of the article- to advise,
suggest, inform, compare and contrast,
describe, etc?
Introduction Before
Water is the precious gift of God on the earth. students
Life exists on the earth because of the
write the
availability of water. Itself being tasteless,
odorless and colorless, it adds taste, color and Introduction
nice smell in the life of living beings on the part of their
earth. It is found everywhere and known as article the
life. It takes nothing from us but gives life to teacher
us. It has no shape but takes the shape of shows a
container we store it. We find it everywhere in
sample
rivers, seas, tanks, wells, ponds, etc but we
lack clean drinking water. Three-fourth part of introduction
the earth is full of water however we need to
conserve water as there is very less percentage
of clean water.
3. Writing . Individual
Teacher asks students to choose one of Ss write the evaluation
the following topics to write an article
introduction part of the article:
“Save your Mother Earth”
Water scarcity
Water pollution- Having Access to
potable water is going to be thing of the
past.
Global Warming
Free topics (Students have a choice of
choosing their own topic based on the
unit “Earth and our place in it”
End Plenary Ss do the task Self-
5 min Today the most important thing I have assessment
learnt is...
One thing I need to remember from
today’s lesson is...
One thing I have found hard today is...
Hometask: Announce students their
home task. Students have to learn new
words from the lesson.
Saying goodbye
Learning objectives 9.1.9.1- use imagination to express thoughts, ideas, experiences and
feelings;
9.3.3.1 - explain and justify their own point of view on a range of
general and curricular topics;
9.2.6.1 - deduce meaning from context in unsupported extended talk
on a wide range of general and curricular topics;
9.4.2.1 - understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, talk about the
social problems and charities
Some learners will be able to:
Listen and read for gist, read for specific information, talk about the
social problems and charities, write a blog entry
Criteria Learners have met the learning objective if they can: talk about the
social problems and charities in the world
Previous lesson Charitable organisations around the world and what they do?
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Recording
5 min The teacher sets the lesson objectives, Video
letting students know what to
anticipate from the lesson.
1 To introduce the topic and topic- Ss produce Verbal
related vocabulary and stimulate the topic evaluation
interest in the text through a
Direct Ss' attention to the quote and quotation
explain/elicit the meaning of any
unknown words. Then elicit what Ss
think it means.
Middle 2. To predict the content of the text Ss listen and
30 min and listen and read for gist follow the Mutual
Direct Ss' attention to the picture and text in their valuation
the title of the text. books to find
Elicit how the quote may be related to out.
the text.
Play the recording.
Learning objectives 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;
9.6.8.1 - use a variety of future forms, including some passives, on a
range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
Use Conditionals in grammar exercises
Most learners will be able to:
Use Conditionals in grammar exercises, show the knowledge of
different forms of the verbs in Conditional sentences
Some learners will be able to:
Use a variety of verb forms in different grammar exercises,
work with the tasks on conditionals independently
Criteria Learners have met the learning objective if they can use conditionals
correctly in different types of exercises
Previous lesson Charitable organisations around the world and what they do?
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Ss read the Verbal
1.To revise verb forms in different sentences evaluation
tenses and identify their uses and match
Ask Ss to read the sentences from the the verb
board and match the verb forms with the forms with
names of the tenses the names
Check Ss' answers. of the tenses
Middle 2 To present/revise conditionals
30 min Read through the theory and explain that Ss read out Verbal
we form a type 1 conditional with the evaluation
if/wfien + present simple + will/сап + examples
infinitive without to and that we use it to and explain
talk about a situation that is possible in the use of
the future. Point out that 'unless' means 'if the comma.
not'.
Explain that we form a type 2 conditional
with if/when + past simple + would +
infinitive without to and that we use it to
talk about an unreal situation in the
present/future.
Explain that we form a type 3 conditional
with if/when + post perfect + would have
+ past participle and that we use it to talk
about an unreal situation in the past.
3.To practise conditionals Mutual
Explain the task and ask two Ss to model Ss complete valuation
the example. the task in
Monitor the activity around the class and closed pairs.
then ask some pairs to ask and answer in
front of the class.
Suggested Answer Key
A: What will happen if the factory closes down?
B: If the factory closes down, 300 people will
lose their jobs.
A: What will happen if we vaccinate all the
children? B: If we vaccinate all the children,
they won't get
sick.
A: What will happen if someone gives her a
job?
B: If someone gives her a job, she won't be
homeless. Individual
4. To practise conditionals Ss put the evaluation
Give Ss time to put the verbs in brackets verbs in
into the correct tense to complete the brackets
conditional sentences. into the
Check Ss' answers around the class. correct
Answer Key tense to
1 has 5 would have complete
raised
the
2 don't find 6 will be
3 would volunteer 7 won’t learn conditional
4 wouldn't have realised 8 will become sentences.
Elicit what type of conditional each
sentence is and whether it needs a comma
or not.
5.To practise conditionals with if
/unless Ss complete
Ask Ss to read out the example. Explain the task.
that we can use unless instead of if... not
in conditional sentences and that the verb
is always in the affirmative after unless.
End REFLECTION Ss do the Self-
5 min Learners stand in a circle, they are given task assessment
a ball to throw it to each other and share
their opinions about today’s lesson.
Hometask: to make up 5 sentences on the
situations on the pictures using the
conditionals
Saying goodbye
Learning objectives 9.1.10.1- use talk or writing as a means of reflecting on and exploring
a range of perspectives on the world
9.3.6.1 - link comments with growing flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
9.2.3.1 - understand most of the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics;
9.4.4.1- read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
9.4.2.1 - understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, describe the
various types of charities
Some learners will be able to:
Listen and read for gist, read for specific information, describe the
various types of charities, present the Borgen Project
Criteria Learners have met the learning objective if they can: talk about
charities and the Borgen project
Previous lesson Charities that work in areas of conflict
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
To introduce the topic and topic Ss answer the Verbal
vocabulary questions evaluation
Draw Ss' attention to the
questions in the rubric and the list.
Initiate a class discussion about
charities and elicit how many, if
any Ss know about and what kind
of help they give.
Middle To introduce the topic of the Ss prepare their Mutual
30 min text; to listen and read for gist answers to the valuation
Elicit what, if anything, Ss know questions in the
about The Borgen Project. rubric
Ask Ss to read the first sentence
of each paragraph and then elicit
answers to the questions in the
rubric from Ss around the class.
Play the recording. Ss listen and
follow the text in their books to
find out.
Suggested answer
The Borgen project is a non- profit
organization set up by Gint Borgen that
works to reduce extreme poverty. It
supports projects such as digging wells,
building medical centres and
vaccinating babies and children. It also
campaigns for sustainable
development.
Learning objectives 9.6.10.1 - use present continuous forms and past continuous, including
a growing variety of passive forms, on a range of familiar general and
curricular topics;
9.2.6.1 - deduce meaning from context in unsupported extended talk
on a wide range of general and curricular topics;
9.3.1.1 - use formal and informal registers in their talk on a range of
general and curricular 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 All learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
call the emergency services
Most learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
call the emergency services, roleplay a dialogue
Some learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
call the emergency services, make up own dialogue
Criteria Learners have met the learning objective if they can: use the
situational language with the correct intonation in the dialogues
Previous lesson Academic language: Interpreting data
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
1. То present emergency services Ss match the Verbal
Read out the services 1 -4 and the items. evaluation
emergencies A-D and explain/elicit
the meaning of any unknown words.
Read out the example.
Middle 2. To listen and read for specific Ss listen and
30 min information follow the Individual
Play the recording. Ss listen and dialogue evaluation
follow the dialogue and find out
which emergency service the call is
to Ss listen and Mutual
3. To act out a dialogue then take valuation
Play the recording again. roles and act
Monitor the activity around the class out the
and then ask various pairs to act out dialogue in
the dialogue in front of the class. closed pairs.
Ss complete Individual
4. To practise reported speech the task in evaluation
Explain the task. Remind Ss that their
reported speech is the exact notebooks.
meaning of what someone said, but
not the exact words and we do not
use quotations.
Ss listen and
5. To pronounce sounds correctly tick the
Model the sounds correct boxes
Play the recording.
Play the recording again with pauses
for Ss to repeat chorally or
individually
Ss refer to Verbal
6.To practice role playing. the diagram evaluation
Explain the situation and ask Ss to while doing
work in pairs and act out a dialogue. the task
Remind Ss to use phrases from the
dialogue to help them complete the
task.
To help Ss draw the diagram on the
board and elicit appropriate phrases
Ss should use.
Write them on the board,
Monitor the activity around the class
and then ask various pairs to act out
their dialogues in front of the class.
Learning objectives 9.4.1.1 Understand the main points in extended texts on a range of
unfamiliar general and curricular topics
9.5.3.1 Write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, present two
organizations
Some learners will be able to:
Listen and read for gist, read for specific information, present two
organizations, write about volunteering organizations
Criteria Identify the main points in the text
Develop coherent paragraphs using various connectors
Previous lesson Fundraising
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
1 To introduce the topic; to listen and Ss listen and Verbal
read for specific information follow the evaluation
Direct Ss’ attention to the pictures and text in their
the title and what, if anything, they know books to
about them. Play the recording. find out.
Middle 2 To read for specific information Ss read the Individual
30 min Read the statements aloud one at a time texts and evaluation
and ask Ss to read the texts again and mark them.
mark them. Check Ss’ answers
Ask Ss to use the Word List to look up
the meanings of the words in the Check
these words box. Play the video for Ss
and elicit their comments
3 To complete a poster and present a Ss read the Mutual
place and an organization from the texts and valuation
text complete
Ask Ss to work in small groups. Give Ss the poster
time to read the texts again and then
complete the poster. Ss write a Individual
Ask various Ss to use the posters to short text evaluation
present them to the class. about the
4 To write a short text about the places of
places of wildlife in our country wildlife in
Explain the task and ask Ss to work in our country
small groups and collect information
from the Internet about any place in their
country or in the world and make notes.
Then ask Ss to use their notes to write a
short text. Ask various Ss to read their
text to the class.
Read the text and choose TRUE or Ss read the Individual
FALSE statements. text and evaluation
1. Malala Yousafzai was the only choose true
Nobel laureate to be declared or false
winner recently. statements
2. Malala started to fight for the girls’
rights to get an education after the
tragedy that happened with her.
3. She is not the first Pakistani to
earn the award.
4. Malala’s nickname “pride of
Pakistan” was given by Nawaz
Sharif, the Nobel Committee
member.
5. According to Mr Satyarthi, The
Nobel Peace Prize is the award that
unites people of different religions
and countries in an endeavor for
education.
Learning objectives 9.4.4.1- read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
9.2.1.1- understand the main points in unsupported extended talk on a
wide range of general and curricular topics;
9.6.1.1 - use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics;
9.3.1.1 - use formal and informal registers in their talk on a range of
general and curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, read for order
Some learners will be able to:
Listen and read for gist, read for specific information, read for order,
present a monologue
Criteria Learners have met the learning objective if they can: present a
monologue
Previous lesson Fundraising
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Ss talk
То introduce the topic and talk about the importance of Verbal
fighting for people’s rights
about the evaluation
Initiate a discussion about why fighting for
importance
people’s rights is important and encourage
of fighting
a wide range of answers. Make sure all the
for
examples are covered.
people’s
Elicit various answers from Ss around the
rights
class.
Read the title aloud and elicit what Ss
think it means and what, if anything, they
know about UNESCO.
Elicit a variety of questions from Ss
around the class and write the three best
ones on the board
Suggested Answer Key
It's an international organisation connected to
the United Nations. I think it protects historic
sites and helps to solve social problems.
Middle To read for gist and specific Ss listen Individual
30 min information and follow evaluation
Play the recording. Ss listen and follow the the text in
text in their books and see if their their books
questions are answered. Ss answer Mutual
Refer Ss to the Word List to look up the the valuation
words in the Check these words box. question
Play the video and elicit Ss’ comments.
Give Ss time to read the text again and
answer the questions.
Answer Key
It was created by the United Nations.
UNESCO was created to improve education after
the war.
UNESCO's main objectives are to help build
peace, wipe out poverty and help countries to
develop and communicate through education, the
sciences and culture.
A It has founded and funded many cultural
projects and helped protect historic monuments
and natural habitats.
S For UNESCO, the key to human development is
education.
Learning objectives 9. 4.2.1 - understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts;
9.4.6.1 - recognise the attitude or opinion of the writer in extended
texts on a range of familiar general and curricular 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;
9.5.3.1 - write with moderate grammatical accuracy on a wide range of
familiar general and curricular topics;
9.5.6.1 - write coherently at text level using a variety of connectors on
a growing range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for cohesion and coherence
Some learners will be able to:
Listen and read for gist, read for cohesion and coherence, write a blog
entry about volunteering
Criteria Learners have met the learning objective if they can: write a blog entry
about volunteering
Previous lesson Nobel Peace Prize
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
1 To read for specific information Ss read the Verbal
Ask Ss to read the blog entry and then blog entry evaluation
elicit answer to the question. and answer
Answer Key the question
John is going to Madagascar during his
summer holidays. He's going to
volunteer at the Marine Research
programme with Volunteer the World.
He's going to collect data, assess the
risks to sea creatures and help to map
the sea bed and monitor populations of
fish, dolphins and whales. He is very
excited and can't wait for the summer
holidays to come.
Middle 2 To read for structure Ss do the Mutual
30 min Ask Ss to identify the function of each task valuation
paragraph.
Check Ss' answers around the class.
Answer Key
describe his duties- paragraph В
express his feelings and ask readers to
leave a comment-paragraph C
greet the readers and introduce the
topic of his blog- paragraph A
Refer Ss to the Word List to look up the
words in the Check these words box.
Ask Ss to use the Word List to look up
the meanings of the words in the Check
these words box.
WRITING
Task 3. Imagine you wanted to have a Ss write a
rest but the weather was terrible. story about
You should use:Connectors: and, so, an
because, for, or, yet, fortunately, unpleasant
however, moreover, thankfully. case
Phrases: take a trip out of the city; tires
got stuck in the snow; snow covered a
car; to be in trouble; to feel relieved, to
survive.
SPEAKING Ss speak
Task 4. You are given a card with a
topic and questions to speak about
for 2-3 minutes. Before you speak you
have one minute to think about what
you are going to say and you can make
notes if you wish.
End Self-reflection. Ss answer Self-
3 min Most ……. thing assessment
Ask learners what was the most, e.g.
useful, interesting, surprising, etc. thing
they learned today.
Hometask: revise the words from the
units
Saying goodbye