Term 3

Unit 5 "Reading for School: 15

pleasure "
Date: .01.2022 Teacher’s name: Nurgazova A.M
Grade 9 Number present: Number absent:
Theme of the lesson: Language focus: Future continuous .
Learning 9.R8 use a range of familiar and unfamiliar paper and digital reference
objectives(s) resources to check meaning and extend understanding
9.W4 use style and register to achieve appropriate degree of formality in a
that this
growing variety of written genres on a range of general and curricular
lesson is topics
contributing
to
All learners will be able to:
 Identify the difference between the past perfect and past
simple.
 Construct the sentences using past perfect and past
simple with support.
Lesson
Most learners will be able to:
objectives
 Construct the sentences using past perfect and past
simple with minimal support.
Some learners will be able to:
 Apply past perfect and past simple to talk about events at
different times in the past without support.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Apply correctly active and passive simple present and past
Assessment forms and past perfect simple forms in the context.
criteria Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new
Value links
things.
Cross
curricular Social studies.
links
Previous
Writing .
learning
Plan
Pupil
Planne
s Mar Resource
d Planned activities
activi ks s
timings
ties
 The lesson greeting.
The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Warm up.
With books close, ask the SS what they remember
Beginni about the reading text from last lesson. Write on the
ng the board the example I will visite my gran next weekend
lesson .
Underline she'd found. Ask: When will I
visit my gran? (next weekend). When she
will find the photos, before or after will I
visite? (before I visite).
Tell SS that this tense is called the past
perfect.
Main Rules Chrome
Activiti Future Continuous ағылшынша Writi
es болашақта болатын процесс жайлы ng
көрсетеді. Бұл процесс нақты белгіленуі
тиіс. Мысалы былай: Tomorrow this time
I will be flying to New York. Ертең дәл
осы уақытта мен Нью-Йорке ұшамын.
Қашан ұшамын? Ертең дәл осы
уақытта. Яғни болашақ оқиғаның
уақыты дәл көрсетілген.

I will be playing. We will be playing.

You will be playing. You will be playing.

He / she / it will be playing. They will be playing

Will I be playing? Will we be playing?

Will you be playing? Will you be playing?

Will he / she / it be
Will they be playing?
playing?

2p
I will not be playing. We will not be playing.

You will not be playing. You will not be playing.

2p
 He / she / it will not be
They will not be playing.
playing.
4p

Task1 p.61. Deduction from the rules and

exemplification.
Descriptor 2p
Listen and complete 2 points
Task 2
Ex.2 p.60. Opening the brackets.
Descriptor
Complete the sentences 2 points
Task 3
Ex.3 p.60. Sentence completion task.
Descriptor
Put the words order 2 points
To make questions 2 points
Ex.4 p.60.
Descriptor
Write sentences
Use FC
Giving the hometask. WB ex.4-5 p.7
Self-assessment. How well do I
understand?
Ending
4 - I can do this and explain it to someone
the
else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation – Assessment –
how do you plan to give how are you planning to Critical thinking
more support? How do check learners’
you plan to challenge
Differentiation can thebe learning?
Observe learners when Students think critically,
achieved by task participating in use of exploring, developing,
(selection of learning English activities. evaluating and making
materials and resources Record what they choices about their own
based on student considered they had and others’ ideas.
strengths). learned from the lesson.
By support. Less able Could they express what
learners will be supported they had learned about
through step-by-step content and language?
instructions, graphic Could they express
organizers, sentence which skills they had
frames, glossaries, developed?
thinking time. Small Formative assessment is
group learning. held through
By outcome providing observation/monitoring.
challenge, variety and
choice.
Term 3
Unit 5 "Reading for School: 15
pleasure "
Date: 27.01.2022 Teacher’s name:
Grade 9 Number present: Number absent:
Theme of the lesson: Planning a project.
Learning 9.R8 use a range of familiar and unfamiliar paper and
objectives(s) digital reference resources to check meaning and
that this extend understanding
lesson is 9.W4 use style and register to achieve appropriate
contributing degree of formality in a growing variety of written
to genres on a range of general and curricular topics
All learners will be able to:
 Identify the difference between the past perfect and past
simple.
 Construct the sentences using past perfect and past
simple with support.
Lesson
Most learners will be able to:
objectives
 Construct the sentences using past perfect and past
simple with minimal support.
Some learners will be able to:
 Apply past simple and future continuous to talk about
events at different times in the past without support.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Apply correctly active and passive simple present and past
Assessment forms and past perfect simple forms in the context.
criteria Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new
Value links
things.
Cross
curricular Social studies.
links
Previous
future continuous
learning
Plan
 Pupil
Planne
s Mar Resource
d Planned activities
activi ks s
timings
ties
The lesson greeting. Learn
The teacher sets the lesson objectives, ers English
plus
Beginni letting students know what to anticipate answ
ng the from the lesson. er the
lesson Warm up. questi
What do you think the people are ons
discussing.

Liste
Task1 ex 2. p.62. Listening . ning CD2.16
Descriptor 1
Listen and dialogue 1 points poin
Definition the books 2 points ts

Task 3 ex 2 p 61
Descriptor 2
Study the key phrases 1 point poin
Respond to them 1 point Writi ts
ng
Ex.4 p.61. 2
Descriptor poin
Complete the sentences 2 points ts
Main
Activiti
es 1 CD 2.17
Ex.6 p.61 poin
Descriptor t
Complete the sentences 1 point
Descriptor 2
poin
ts
Group work
Descriptor
Planning a project

Ending Giving the hometask. WB ex.4-5 p.7

 Self-assessment. How well do I
understand?
4 - I can do this and explain it to someone
the
else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation – Assessment –
how do you plan to give how are you planning to Critical thinking
more support? How do check learners’
you plan to challenge
Differentiation can thebe learning?
Observe learners when Students think critically,
achieved by task participating in use of exploring, developing,
(selection of learning English activities. evaluating and making
materials and resources Record what they choices about their own
based on student considered they had and others’ ideas.
strengths). learned from the lesson.
By support. Less able Could they express what
learners will be supported they had learned about
through step-by-step content and language?
instructions, graphic Could they express
organizers, sentence which skills they had
frames, glossaries, developed?
thinking time. Small Formative assessment is
group learning. held through
By outcome providing observation/monitoring.
challenge, variety and
choice.
Term 3
Unit 5 "Reading for School: 15
pleasure "
Date: 31.02.2022 Teacher’s name:
Grade 9 Number present: Number absent:
Theme of the lesson: A book blurd.
Learning 9.R8 use a range of familiar and unfamiliar paper and digital
objectives(s) reference resources to check meaning and extend
that this understanding
lesson is 9.W4 use style and register to achieve appropriate degree of
contributing formality in a growing variety of written genres on a range of
to general and curricular topics
All learners will be able to:
 Identify the difference between the past perfect and past
simple.
 Construct the sentences using past perfect and past
simple with support.
Lesson
Most learners will be able to:
objectives
 Construct the sentences using past perfect and past
simple with minimal support.
Some learners will be able to:
 Apply past simple and future continuous to talk about
events at different times in the past without support.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Apply correctly active and passive simple present and past
Assessment forms and past perfect simple forms in the context.
criteria Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new
Value links
things.
Cross
curricular Social studies.
links
Previous
A planning a project
learning
Plan
Pupil
Planne
s Mar Resource
d Planned activities
activi ks s
timings
ties
 The lesson greeting. Learn
The teacher sets the lesson objectives, ers English
plus
Beginni letting students know what to anticipate answ
ng the from the lesson. er the
lesson Warm up. questi
What do know about the «The Lost ons
World»

Liste
Task1 ex1 . p.63. ning
Descriptor 1
Answer the quastion 1 point poin
Definition the books 1 point ts
Read the blurb 1 point
Task 2 ex 2 p 63
Descriptor 2
Study the words 1 point poin
Respond to them 1 point Writi ts
ng
2
Ex.3 p.63 poin
Find the adjectives. ts
Main Descriptor
Activiti Complete the sentences 2 points 1
es poin
t
Ex.4 p.63
Descriptor
Write guide 1 point 3
Write a blurb I n English 3 points poin
ts
Writi
ng

Ending Giving the hometask. WB ex.4-5 p.7

the Self-assessment. How well do I
lesson understand?
 4 - I can do this and explain it to someone
else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation – Assessment –
how do you plan to give how are you planning to Critical thinking
more support? How do check learners’
you plan to challenge
Differentiation can thebe learning?
Observe learners when Students think critically,
achieved by task participating in use of exploring, developing,
(selection of learning English activities. evaluating and making
materials and resources Record what they choices about their own
based on student considered they had and others’ ideas.
strengths). learned from the lesson.
By support. Less able Could they express what
learners will be supported they had learned about
through step-by-step content and language?
instructions, graphic Could they express
organizers, sentence which skills they had
frames, glossaries, developed?
thinking time. Small Formative assessment is
group learning. held through
By outcome providing observation/monitoring.
challenge, variety and
choice.

Term 3 School: 15
Unit 5 "Reading for
pleasure "
Date: .01.2022 Teacher’s name:
Grade 9 Number present: Number absent:
Language focus: Abai Qunanbaiuli. Talking about
Theme of the lesson:
a famous Kazakh writer.
Learning 9.R8 use a range of familiar and unfamiliar paper and digital
objectives(s) reference resources to check meaning and extend
that this understanding
lesson is 9.W4 use style and register to achieve appropriate degree of
contributing formality in a growing variety of written genres on a range of
to general and curricular topics
All learners will be able to:
 Identify the difference between the past perfect and past
simple.
 Construct the sentences using past perfect and past simple
with support.
Lesson
Most learners will be able to:
objectives
 Construct the sentences using past perfect and past simple
with minimal support.
Some learners will be able to:
 Apply past perfect and past simple to talk about events at
different times in the past without support.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Apply correctly active and passive simple present and past
Assessment forms and past perfect simple forms in the context.
criteria Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new
Value links
things.
Cross
curricular Social studies.
links
Previous
A Book blurb
learning
Plan
Planne Pupils
Mar Resource
d Planned activities activiti
ks s
timings es
Beginni The lesson greeting.
ng the The teacher sets the lesson objectives,
 letting students know what to anticipate
from the lesson.
lesson Warm up.
What do you know about Abai?
What is his famous book called ?

Task1 p.64. Deduction from the rules and Readie

exemplification. r
4
Descriptor poin
Read the text Abai 2 points Learni ts
Translate the text 1 point ng
Lern compound nouns 1 point
CD 2.18
Task 2 2
Ex.2 p.64. Listening . poin
Descriptor ts
Main Write true or false 2 points
Activiti
es Task 3 2poi
Ex.3 p.64. . nts
Descriptor
Answer the questions 1points
To make questions 1 points 2
poin
Ex.5 p.64. ts
Descriptor Matching the words
Use FC

Giving the hometask. WB ex.4-5 p.7

Self-assessment. How well do I
understand?
Ending 4 - I can do this and explain it to someone
the else.
lesson 3 - I understand and can do this by
myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation – Assessment –
how do you plan to give how are you planning Critical thinking
more support? How do to check learners’
you plan to challenge
Differentiation can be learning?
Observe learners when Students think critically,
achieved by task participating in use of exploring, developing,
(selection of learning English activities. evaluating and making
materials and resources Record what they choices about their own
based on student considered they had and others’ ideas.
strengths). learned from the lesson.
By support. Less able Could they express what
learners will be supported they had learned about
through step-by-step content and language?
instructions, graphic Could they express
organizers, sentence which skills they had
frames, glossaries, developed?
thinking time. Small Formative assessment is
group learning. held through
By outcome providing observation/monitoring.
challenge, variety and
choice.

Term 3
Unit 5 "Reading for School: 15
pleasure "
Date: .01.2022 Teacher’s name: Nurgazova A.M
Grade 9 Number present: Number absent:
Language focus: CLIL. Language and literature:
Theme of the lesson:
The realist novel.
Learning 9.R4 read a wide range of extended fiction and non-fiction texts
objectives(s) on familiar and unfamiliar general and curricular topics
that this 9.R5 deduce meaning from context in extended texts on a wide
lesson is range of familiar general and curricular topics, and some
contributing unfamiliar topic
to
All learners will be able to:
 Identify the difference between the past perfect and past
simple.
 Construct the sentences using past perfect and past simple
with support.
Lesson
Most learners will be able to:
objectives
 Construct the sentences using past perfect and past simple
with minimal support.
Some learners will be able to:
 Apply past perfect and past simple to talk about events at
different times in the past without support.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Apply correctly active and passive simple present and past
Assessment forms and past perfect simple forms in the context.
criteria Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new
Value links
things.
Cross
curricular Social studies.
links
Previous
A .Kunanbaev
learning
Plan
Planne Pupils
Mark Resourc
d Planned activities activiti
s es
timings es
Beginni The lesson greeting.
ng the The teacher sets the lesson objectives,
lesson letting students know what to anticipate
from the lesson.
 Warm up.
What do you know about Abai black
words ?
What is his famous book called ?
Read English
Task1 p.65. Deduction from the rules and plus
exemplification.
Learni 4
Descriptor ng point
Read the paragraph 2 points s
Translate the text 1 point
Lern compound nouns 1 point
Task 2
Ex.2 p.65. Listening . CD 2.19
3
Descriptor point
Read and listen 2 points s
Definition the news 1 points
Listeni
Task 3 ng
Main Ex.3 p.65.
Activiti Descriptor
1
es Answer the questions 1point point
Answer s
Group work the
Descriptor questio
ns
Discuss the black words Abai Kunanbaev (writin
1 point g)
Read the black words A.K 1 point
2
point
s

Giving the hometask. WB ex.4-5 p.7

Self-assessment. How well do I
understand?
Ending 4 - I can do this and explain it to someone
the else.
lesson 3 - I understand and can do this by
myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation – Assessment –
how do you plan to give how are you planning Critical thinking
more support? How do to check learners’
you plan to challenge
Differentiation can be learning?
Observe learners when Students think critically,
achieved by task participating in use of exploring, developing,
(selection of learning English activities. evaluating and making
materials and resources Record what they choices about their own
based on student considered they had and others’ ideas.
strengths). learned from the lesson.
By support. Less able Could they express what
learners will be supported they had learned about
through step-by-step content and language?
instructions, graphic Could they express
organizers, sentence which skills they had
frames, glossaries, developed?
thinking time. Small Formative assessment is
group learning. held through
By outcome providing observation/monitoring.
challenge, variety and
choice.
Term 3
Unit 5 "Reading for School: 15
pleasure "
Date: .01.2022 Teacher’s name: Nurgazova A.M
Grade 9 Number present: Number absent:
Theme of the lesson: Language focus: Present perfect +for and since
Learning 9.L1 understand the main points in unsupported extended talk
objectives(s) on a wide range of general and curricular topics, including talk
that this on a limited range of unfamiliar topics
lesson is
contributing
to
All learners will be able to:
 Identify the difference between the past perfect and past
simple.
 Construct the sentences using past perfect and past simple
with support.
Lesson
Most learners will be able to:
objectives
 Construct the sentences using past perfect and past simple
with minimal support.
Some learners will be able to:
 Apply past perfect and past simple to talk about events at
different times in the past without support.
Demonstrate the ability to write grammatically correct
sentences on familiar topics.
Apply correctly active and passive simple present and past
Assessment forms and past perfect simple forms in the context.
criteria Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Respecting yourself and others, being open to experiencing new
Value links
things.
Plan
Planne Pupils
Mar Resourc
d Planned activities activitie
ks es
timings s
Beginni The lesson greeting. Learn
ng the The teacher sets the lesson objectives, the English
lesson letting students know what to anticipate present plus
from the lesson. perfect
 Warm up. for and
With books closed briefly revise thr form sine.
and use of the resent perfect tense and
elicit some examples. Elicit the time
frame that the present perfect describes
(the past up to now).?
Rules Read English
plus
Present Perfect ережесі Students
study
қазақша қазіргі шақтың бір түрін the
белгілейді. Бұл шақ мына екі жағдайда exapmle
қолданылады: s and
1) казіргі мезетке дейін аяқталған іс- complet
әрекеттер болғанда, мысалы I have e the
rules
played - мен ойнадым; CD 2.19

2) не казіргі уақыт аралығын қамтыған

период ішінде аяқталған оқиғаларға,
мысалы I have finished reading
“Hamlet” this week, мен "Гамлет"
кітабің осы аптада оқып шықтым.
Қашан? Осы аптада, апта бітті ме?
Жоқ!
Main
Activiti Present Perfect құрылу жолдары
es Writing
Болымды сөйлем: rules

We have
I have played
played

You have
You have played
played

He / she / it has They have

played played
Сұрақ қою:

Have we
Have I played?
played?
 Have you
Have you played?
played?

Has he / she / it Have they

played? played?

Теріске шығару
We have not
I have not played
played

You have not 1

You have not played
played poin
ts
He / she / it has not They have not
played played

2
Сонымен қатар адамдар poin
мыналарды сұрайды: Writing ts
rules
Can since and for be used in present perfect
tense? 1
We use Present Perfect tense to talk about action poin
which started in the past and continues up to t
the present. For and since are used with the
present perfect to indicate time. We use for to
talk about a period of time (a few days, half an 5
hour, two years...) poin
ts
Descriptor
To study present perfect tense
Ex 1 page 67
Descriptor
Complete the sentences 1 p
Translati
Ex 2 ng
Descriptor example
s
Students work in pairs to copy and
complete the table. 1 p
Think more examples 1 p
Ex 3
Descriptor Complet
e
Complete the text with the for or since 1
 p The table

Task 4 Pre – writing

Liveworksheets 5 points

Group
work
Giving the hometask. WB ex.4-5 p.7
Self-assessment. How well do I
understand?
Ending 4 - I can do this and explain it to someone
the else.
lesson 3 - I understand and can do this by
myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information
Differentiation – Assessment –
how do you plan to give how are you planning Critical thinking
more support? How do to check learners’
you plan to challenge
Differentiation can be learning?
Observe learners when Students think critically,
achieved by task participating in use of exploring, developing,
(selection of learning English activities. evaluating and making
materials and resources Record what they choices about their own
based on student considered they had and others’ ideas.
strengths). learned from the lesson.
By support. Less able Could they express what
learners will be supported they had learned about
through step-by-step content and language?
instructions, graphic Could they express
organizers, sentence which skills they had
frames, glossaries, developed?
thinking time. Small Formative assessment is
group learning. held through
By outcome providing observation/monitoring.
challenge, variety and
choice.