9сынып қмж 3 тоқ English plus

Short term lesson plan III term (the ninth grade)
Unit of a long term plan: Unit 5.

Reading for pleasure.Lesson plan 49 School:
Teacher's name:
Date:
CLASS: 9 Number present: absent:
Lesson title Vocabulary and language Focus. Literary genres. p.56 – p.57
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L1 understand the main points in unsupported extended talk on a
wide range of general and
curricular topics, including talk on a limited range of unfamiliar
Learning
topics
objectives(s)
9.S1 use formal and informal language registers in their talk on a
range of general and curricular topics
9.S6 communicate meaning clearly at sentence level during, pair,
group and whole class exchanges
All learners will be able to:

 Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple
describing literary genres.
 Transfer information from the given information into a
graphic organizer.
Most learners will be able to:
Lesson objectives  Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions;
describe the plot of the book using active vocabulary.
Some learners will be able to:
 Respond to and discuss the reading passage using
interpretive, evaluative and creative thinking skills.
 Make a presentation about genres of books.
Plan
Planned Pupil’s Marks
Teacher’s activities Resources
timings activities
S The lesson greeting. Pre- Formative
learning (W) assessment
Teacher greets the class. Students respond to is held
greeting through Slide
The teacher sets the lesson observation/ (useful
objectives, letting students Ss answer the monitoring. phrases
know what to anticipate questions )
from the lesson.
Warm up. Free talk about Emoticon
literature and books. Look at Students think Pictures
the portraits of some writers critically, exploring, PPT
and name the books you read developing,
at the lessons. How many evaluating and
books do you read a year? making choices Whiteb
When did paperbacks first about their own and oard
appear? others’ ideas
Writing
Worksh
eet
Main part Lead-in (W, I)

 Vocabulary work Formative Whiteb
15 min assessment oard
Revise the genres of books
is held
pupils know making a list by
through
asking students to add more
observation/ Writing
words to the list they already Worksh
monitoring.
guessed. Brainstorm with the eet
A learner
class and write words on the
board as pupils call it out.
 reads the text
Organise the class into four for global Comments Student
teams. Ask a student to come understanding; Book
to the front of the class and p.56
give him/hersubject card.
(E.g. Fiction). Say the
whole class can ask a
maximum of 10 questions to
discover a subject. He/she
can only give Yes or No Student
answers. Demonstrate the Book
question types and their p.56
short answer forms:
Pictures
" Test
 selects
your
meaningful
knowle
information,
dge" on
constructs the
genres
answer;
of
literatur
e.
CD
2.13
Writing
Name the genres of books. Worksh
Ex. 2 – 3 p.56. eet
 presents
Read the information about
information in the
genres and describe them
group discussion.
with complex nouns from
 evaluates the
the table. Ex.4 p.5
peers’ answers.
PRE - LISTENING
Ss listen
TASK:
Ex.4 p.57( Check the
meaning of phrases and add
your word - combinations
from ex.3):
End Home task.

3 min. WB p.38
 Feedback
Short term lesson plan
Unit of a long term plan: Unit

5Reading for pleasure. School:
Lesson plan 50
Teacher's name:
Date:
Reading. Fiction.
Lesson title
Discussing a text about the benefits of reading.
9.S2 ask complex questions to get information about a wide range of
Learning
general and curricular topics
objectives(s)
9.S3 explain and justify their own and others’ point of view on a

discussion.
 Demonstrate knowledge for usage of the Past Simple
speaking about the benefits of reading.Transfer information from the
given information into a graphic organizer.
presentation
describe the plot of the story using active vocabulary.
 Make a presentation about the benefits of reading.
Plan
timings activities
Start Class organisation Formative
Students assessment Slide (useful
The lesson greeting. respond to is held phrases)
Warm up. greeting through
The teacher sets the lesson observation/ Pictures
objectives, letting students know Ss answer monitoring. PPT
what to anticipate from the lesson. the
Good afternoon, dear students and questions
guests! Welcome to our English Emoticon The picture
lesson of a boy
Pre-learning (W) reading a
book
Whiteboard
Look at the picture and say what is

the boy doing and how is he doing Students Emoticon
it? think Poem
In front of you there is a poem. I’d critically,
like you to read it and in groups exploring, Formative
discuss the meaning of it? developing, assessment
Lead-in (W, I) evaluating A Table
Pre-reading stage.
Listening and reading about the and making Oral
benefits of reading choices
Ex.1 – 2 p.58 about their 8
Each Sts. Tries to give a good title own and
for the text. others’
ideas Whiteboard
Do you enjoy losing yourself in a
good book? Emoticon
Writing
(As for me…. As I think…. To my Worksheet
mind…). (new words)
Ex.4 p.58 Build Your vocabulary: Formative
Find the active words from the text assessment CD 2.14
and explain by your own words.
Oral Student
A learner: Book p.58
 selects 8
What is a Book? an Teacher's
By Lora Daunt appropriat Emoticon Book p.
A book is pages, pictures and words e answer.
A book is animals, people and birds  complet
A book is stories of queens and es the task. Formative
kings  uses assessment
Poems and songs-so many things! appropriat
Curled in a corner where I can hide e subject- Oral
With a book I can journey far and specific
wide vocabulary 8
Though it’s only paper from end to while
end speaking.
A book is a very special friend.
Each group prepares its
presentation.
What does the boy prefer doing?
Why?
Make a list of books you read while
you have free time? (revision of
genres of books).
End Home task.

Ex.5p.58 (w).
The story “The Fun they had”(I. Feedback
Asimov)

Unit of a long term plan: Unit 5Lesson
plan 51 School:
Teacher's name:
Date:

Language Focus.
Lesson title
Past Simple or Past Continuous p.59
9.C1 use speaking and listening skills to solve problems creatively
and cooperatively in groups
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.S7 use appropriate subject-specific vocabulary and syntax to talk
Learning about an increased range of general and curricular topics
objectives(s) 9.S8 recount extended stories and events on a wide range of general
and curricular topics
9.UE5 use a wide variety of question types on a wide range of
familiar general and curricular topics
9.W8 spell most high-frequency vocabulary accurately for a wide
range of familiar general and curricular topics
 Identify the theme, active words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past Simple or Past
Continuous, making stories using this grammar tenses.Transfer
information from the given information into a graphic organizer.
presentation
speak about people's favourite books.
 Make a topic about past events and memories.
Plan
Planned Teacher’s activities Student’s Marks Resources
timings activities
Start Class organisation Sts warm Emoticon
greet
the
teache
r
Slide
(useful
phrases)
Sts
answer Formative
To present a mind - map
s assessment
around
 Ask Ss to complete a mind - the
map and choose a genre of a class.
book they are into.
Read the examples in the table
aloud and then elicit the answers Pictures
to complete their own diagram. PPT
Lead-in (W, I)
To practise active vocabulary
Main part
 Explain the task Study Strategy
Oral
and read the example aloud. Writing
 Ss complete the task. Worksheet
 Check Ss’ answers.
To practise vocabulary through Students give
personalisation and pair group. their own 8
examples 1.
The story of I. Asimov “The Fun
They Had”. using the
correct forms
 Teacher organises group work of the verbs. 10
on topic from the site
www.buzzle.com. (G) Learners
are divided into small groups of
3-4; and are given the Writing
instructions: surf the internet to Worksheet
find information about the
writer of this story. (If the Oral
Internet connection is not
available, teacher can use
information from Appendix 1).
They should prepare mini-
research poster.
 (G) Learners work in the
following directions and Ss and elicit
arrange information: their comments
Group 1: I. Asimov at the end
Group 2: A real book
Group 3: An old school. What
did the children use to do?
Group 4: A school of future(a Ss to tell the
class. A mind –
mechanical teacher) map
Using a mind – map, each
group prepares a summary of
the text.
Speak about a future school and
our school.
Venn
Diagram
Ss complete
the diagram
Emoticon
While speaking about past

events, we can use: Past simple A Table
or Past Continuous.
Past S. Past Cont.
Formative
Meaning
assessment
Words Students give
indicators their own
Usage examples
using the
Ex. 1 – 2 p.59 (Pair Work). correct forms Student’s
of the verbs. Book p.59
In the text, find the examples
of two grammar tenses.
Ex.3 p.59 should be done
individually as a competition Oral
Answers
task. The winner gets a title – are in
The Best in Grammar. Teacher’s
Book.
 Task. Activate. Ex.4
p.59 (Don’t forget to use Past 8
simple and Past Continuous).
 Assessment criteria
 Read the given text of
description and identify the 10
general information. Ss and elicit
 Demonstrate skills of their comments
organizing and expressing ideas at the end
accurately.
Illustrate a viewpoint in a
discussion
Ss to tell the
Descriptor: class.
Match problems 1-6 with
solution
Read the text.
Choose the correct words.
Complete the columns.
Write true or false for sentences
1-4.
Ask and answer the questions
Complete the table. Use the
words in blue in sentences 1-4.
End Home task:
W.B. p.39
Feedback Students express their attitude to the lesson and give
self-assessment using the method: “Six thinking hats”:
Differentiation:
Can be achieved through content (Based on the theory of Multiple Intelligences different
tasks are used with the same text).
By support:
Less able learners will be supported through step-be-step instructions, glossaries, thinking
time.
Unit of a long term plan:

Unit 5 Lesson plan 52 School:
Teacher's name:
Date:

Writing.
Lesson title
Talking about writing a story. p. 60
9.L6 deduce meaning from context in unsupported extended talk
on a wide range of general and curricular topics, including talk
on a limited range of unfamiliar topics
9.S7 use appropriate subject-specific vocabulary and syntax to
Learning objectives(s)
talk about an increased range of general and curricular topics
9.S8 recount extended stories and events on a wide range of

 Identify the theme, new words and use them as the basis
for discussion.
 Demonstrate knowledge for writing a story using correct
grammar tenses, linking words and structure.Transfer
Select, compile, and synthesize information for writing a
story.
Lesson objectives
 Provide a point of view in conversations and discussions; speak
about being a writer.
 Make a presentation about what you would like to be
really good at.Respond to and discuss the reading passage using
Write a story.
Higher order thinking skills (according to the revised Bloom's
Level of thinking
taxonomy).
Plan
Planned Teacher’s activities Student’s Marks
Resources
timings activities
Start Class organisation Sts warm Emoticon
greet the
teacher
Slide
(useful
Sts answer phrases)
around the
class.
Formative
Pre-learning (W) assessment
The lesson greeting.
The teacher sets the lesson
objectives, letting students
know what to anticipate from
the lesson.
The teacher shows the picture
and introduces the objectives
of the lesson.
Students Oral
give their Pictures
own PPT
examples
using the
correct 8
forms of
the verbs.
10
Main part
15 min 2.
Warm up. Free talk. Oral

Have you ever tried to write
your own stories, poems? If
you have your poem, can you
A cluster
read it to us?
Ss and elicit ” Writing
What should people know to
their a story”
write a story? Make a cluster
comments at
of this topic.
the end
Pre-reading stage.
Predicting and guessing.
Students move their eyes over
the words and pictures on the Ss to tell the
whiteboard and predict the title class.
of the text. Then they read the
text in pairs, find out the
meaning of the underlined
Emoticon CD2.15
words. After that students call
out words, phrases they
remember from the text, note Dictionari
them. Students work in pairs (1 es
minute) discuss what the text is
10 min about or (create a text using
some of the previous written
words). Ss complete Formative
Students express their ideas (1 the assessment
minute). diagram
While-reading stage.
The teacher informs the class
that they will be participating
in the contest about the words
and the process of writing
successfully.
Ex.1 – 3 p.60.
Write down key – words from
the text: Oral Student’s
Draw on your dream- Book p.60
become a writer - have a
5 min passion for writing – to Students
test……. give their
Make a list of own 8
recommendations for a examples
beginning writer: using the
correct
forms of 10
the verbs.
Emoticon
Whiteboar
d
Student
Book p.60
Ex.5
Formative CD2.15
Ss and elicit assessment
their Writing
comments at Worksheet
Ex.4.p. 60 (True – False the end Teacher’s
sentences). If it’s false, prove Book p.82
the information.
Answers:
1. False Ss to tell the
2. True class.
3. False
4. False Oral
5. True
6. True
Who can be a writer or a
journalist? What can you say
about these professions? 8
What would you like to be
really good at? You are all in
the ninth grade, some of you
have already decided what he / 10
she is going to be. Please in
pairs speak about this problem.
 Assessment criteria:
 Read the given text of
description and identify the
general information.
 Demonstrate skills of
organizing and expressing
ideas accurately.
Descriptor:
A learner
 reads the text for global
understanding;
 selects meaningful
information, constructs the
answer;
 evaluates the peers’
answers.
Self-assessment.
End Home task.

3 min. W.B. p.40 Ex.5.p.60 orally Slide
Students express their attitude to the lesson and give self- (Homewor
assessment using the method: “Six thinking hats”: k)
 Green: How can you use today's learning in different Slide "Six
subjects? thinking
 Red: How do you feel about your work today? hats"
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt...
 Yellow: What did you like about today's lesson?
Differentiation:
Can be achieved through content (Based on the theory of Multiple Intelligences different
tasks are used with the same text).
By support:
Less able learners will be supported through step-be-step instructions, glossaries, thinking
time.
By task:
For more able learners additional leveled tasks are offered.
Unit of a long term plan: Unit 5

School:
Lesson plan 53
Date: Teacher’s name:
Class: 9 Number present: Number absent:
Lesson title Language Focus. Future Continuous.
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C9 use imagination to express thoughts, ideas, experiences and feelings
Learning 9.UE7 use perfect continuous forms and a variety of simple perfect active
objectives(s) and passive forms including time adverbials … so far, lately, all my life ,
that this lesson on a wide; use a variety of relative clauses including with which [whole
is contributing previous clause reference]
to 9.S7 use appropriate subject-specific vocabulary and syntax to talk about
an increased range of general and curricular topics
9.S8 recount extended stories and events on a wide range of general and
curricular topics
discussion.
 Demonstrate knowledge for usage of the Future Continuous.
Transfer information from the given information into a graphic organizer.
Lesson Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak about
future activities.
 Respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
 Make a presentation about future plans and after respond to and
discuss the reading passage using interpretive, evaluative and creative
thinking skills.
Plan
Resources
timings activities
Beginnin The lesson greeting. Sts warm Emoticon
g the The teacher sets the lesson greet the
lesson objectives, letting students know teacher Slide
what to anticipate from the lesson. (useful
Warm up. Free talk. phrases)
 Do you organize events with Sts answer
our friends? around the Pictures
 Imagine you want to organize a class. PPT
party or barbecue with some friends. Formative
What are you going to plan and assessment
what food will you buy?
Main Write the words in the list. The Sts warm Emoticon
Activities teacher points out that some words greet the Writing
and explaining a new rule: Future teacher Worksheet
Continuous. All Continuous tenses
mean a process or duration and are
happening in a certain time either in Sts answer
the present, past or future. Please, around the
look at the sentences and make some class.
sentences in the Future Continuous. Formative
What will you be eating at the assessment A
party? crossword
Students
give their
own Oral
examples
using the
correct Student
Book p.61
Ex.1 -3 p.61. Complete the forms of the
verbs. 8
sentences.
(In a weaker class this ex. can be Writing
done in pairs). Worksheet
The Consolidation of a structure:
10
Past Simple and Past Continuous). A
story in the Past Tenses.
Make a group presentation about
the rules and change a story in the
past tenses into Future Simple and
Future Continuous. Teacher’s
Ex. 4 - 5 p. 61. Choose the correct Book p.83
Oral
words and read a dialogue. What
have you learnt from these Ss and elicit
exercises? their comments
Writing
Ex.6 p.61. Creative exercise at the end Worksheet
Speak in pairs about the activities A mind -
next weekend at a certain time. map
OPTIONAL ACTIVITY: Writing Ss to tell the
and Speaking. class.
Write about the group’s plan for the
next holidays. What will a student
be doing at this time during the
holidays?
Make a mind – map of the Future
Continuous.
Assessment criteria:
1. Identify the main idea in
extended talks with little support.
2. Apply topic related vocabulary in
speech appropriately arranging
words and phrases into well-formed
sentences.
3. Demonstrate the ability to
participate in a conversation.
Descriptor:
A learner:
 selects an appropriate answer.
 completes the task.
 uses appropriate subject-specific
vocabulary while speaking.
Ending Giving the home task. W.B. p.41

the Peer-assessment.Rubric
lesson
Differentiation can be achieved through the selection of activities, identification of learning

outcomes for a certain student, provision of individual support to learners, selection of
learning materials and resources based on the individual abilities of learners.

School:
Lesson plan 54
Planning a project.
Lesson title Talking about how to plan an event.p. 62
A book blurb. p.63
9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
Learning
9.C6 organise and present information clearly to others
objectives(s)
9.R5 deduce meaning from context in extended texts on a wide range of
that this lesson
familiar general and curricular topics, and some unfamiliar topics
is contributing
9.W1 plan, write, edit and proofread work at text level with support on a
to
limited range of general and curricular topics
9.W5 link without support sentences using basic coordinating connectors
Lesson All learners will be able to:
objectives  Understand the main ideas of the dialogue in which people plan a
book club and describe a book.
 Recognize key phrases and Future Continuous to talk about future
activities.
 Act situations making, accepting a future plan.
 Understand details in listening extracts.
 Use topic related vocabulary in their dialogues.
 Create their own dialogues based on the given situations and act.
 Understand detailed information from the dialogues while
listening.
 Apply topic related vocabulary in speech fluently.
 Create their own dialogues on the topic without support and act.
Plan
Resources
timings activities
Sts warm Emoticon
greet the
The lesson greeting. teacher Slide
(useful
The teacher sets the lesson objectives, phrases)
letting students know what to anticipate Sts answer
from the lesson. around the Pictures
Warm up. Free talk. class. PPT
 What do you usually do after school? Formativ
When and where do you meet your e
Beginnin
friends? Ex.1 p.62 assessme
g the
 Look at the photo on p. 62 and guess nt
lesson
the topic of their conversation? Write the
theme on lists of paper.
 Do you know the meaning of a word Student
a “book blurb” Book p.62
Writing
Worksheet
A picture
Main Sts warm Emoticon
Activities LISTENING TASK: greet the Student
Listen to the dialogue and answer the teacher Book p.62
question: How will book club members CD2.16
decide which books to read?
In groups of 3, write the work of a book Sts answer
club and choose the first book to read and around the
discuss together. class.
Look at the key phrases. Invitations. Formativ CD2.07.
Ex.3 p.62. Sentence completion task. e Pair work.
Role-play. assessme Teacher's
The teacher offers the groups 5 books and nt Photocopia
asks them to read the book blurbs and ble
speak about the books. Resources
Ex.1 p.63 Work with the blurb of “The p.203
Lost World”. Find compound adjectives Student
and quantities in the text. Book p.63
Compound adjectives Quantities Students
give their
own
examples
using the Oral A Table
correct
Ex. 2 – 3 p.63 (a pair – work). forms of
Writing Guide: the verbs.
A Blurb in English for any book.
Assessment criteria: 8 Student
Ss and elicit
4. Identify the main idea in extended Book p.63
their
talks with little support. comments
5. Apply topic related vocabulary in at the end
speech appropriately arranging words and 10 Writing
phrases into well-formed sentences. Worksheet
6. Demonstrate the ability to participate
in a conversation. Ss to tell the
Descriptor: class.
A learner:
 completes the task. Oral
Giving the home task.

Ex.4 p.63 (project), W.B. p.43 Ex. 1 -2
Students express their attitude to the lesson and give self-assessment using the
Ending method: “Six thinking hats”:
the lesson  Green: How can you use today's learning in different subjects?
 Red: How do you feel about your work today?
 White: What have you leant today?
 Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this lesson? (Now I can, I still
need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"

outcomes for a certain student, provision of individual support to learners, selection of
learning materials and resources based on the individual abilities of learners.
School:
Lesson plan 55
My Country.Abai Qunanbaiuli.
Lesson title
9.L7 recognise typical features at word, sentence and text level of a range
of spoken genres
Learning 9.C8 develop intercultural awareness through reading and discussion
objectives(s) that 9.S7 use appropriate subject-specific vocabulary and syntax to talk about
this lesson is an increased range of general and curricular topics
contributing to 9.UE3 use a variety of compound adjectives, adjectives as participles,
comparative structures indicating degree, and intensifying adjectives on a
wide range of familiar general and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of
Lesson All learners will be able to:
objectives  Identify the theme, new words and use them as the basis for
discussion.
 Demonstrate knowledge for usage of the Past tenses. Transfer
Select, compile, and synthesize information for an oral presentation
 Provide a point of view in conversations and discussions; speak about a
great Kazakh poet.
 Some learners will be able to:
 Make a presentation about famous poets. Respond to and discuss
the reading passage using interpretive, evaluative and creative thinking
skills.
.
Plan
Resources
timings activities
Org.moment Sts warm Emoticon
The teacher sets the lesson objectives, greet the Slide
Beginnin letting students know what to teacher (useful
g the anticipate from the lesson. phrases)
lesson Warm up. Free talk. Pictures
 A teacher asks Sts. to discuss in Sts answer PP
groups what they know about a famous around the
Kazakh writer and poet. class. Poems of
Group work of three. Formative Abai
assessment Kunanbai
uli
Cluster
Main LISTENING and READING TASKS: Emoticon

Activities Listen and read the text quickly. What Student
interesting facts about a great person Book p.64
have you learnt? CD2.18.
Sts answer
around the
Date Facts class.
1845 He was born near
Semipalatinsk
Formative Pair work.
assessment Student
Book p.66
Students
give their Writing
own Worksheet
examples
using the
correct
While-reading stage. forms of the
Students move their eyes over the text verbs.
quickly (3 minutes). Then they close
the book. After that students call out Oral
words, phrases they remember from the
text, note them. Students work in pairs
(1 minute) discusses what the text is Ss and elicit
about. their comments 8
Discussion Director(Interpersonal at the end
Intelligence).
Task 1 : Lead the discussion. Prepare 2
open-ended and thought-provoking
questions about the story that your 10
group might want to discuss. Help
others talk about the main idea, help
Student
them share their thoughts and feelings.
Book p.64
Descriptors:
1. Write 2 open-ended questions.
2. Write your responses to these
questions. Ss to tell the Oral
3. Keep the discussion going class.
Passage Picker(Body-Kinesthetic
Intelligence).
Task 2: Choose a paragraph that you
think your group would like to re-read.
Descriptors:
1. Choose an interesting or important
paragraph and write down its location.
2. Read passage aloud yourself (using
body language), or ask someone else to
read it, or ask the group to read it
silently a
Word Wizard (Verbal-linguistic
Intelligence).
Task: Find in the text 5 words or
phrases that you had difficulty reading Writing
or understand in the story. Worksheet
Descriptors: s
1. Write 3 unfamiliar or puzzling
words in a full sentence. (You may also Students
find familiar word repeated a lot). give their Oral
own
Task 3 : Prepare a brief description of examples
the key points in the story. using the
Descriptors: correct
1. Write at least 4 sentences. forms of the 8
2. Write in your own words. verbs.
3. Present the important events in a
logical order.
Task 4: Find a part of the story that Ss and elicit 10
reminds you of something you have their comments
seen, heard, done or read about before. at the end
Descriptors:
1. Write at least 2 sentences. Make
connections with your own experience, Ss to tell the
another text or the world. class.
2. Give evidence from the book to Oral Writing
support your connection. Worksheet
Post-reading stage. s
Next, students complete peer-
evaluation form.
Ex.4 – 5 p.64
Student
Book p.64
Ex.1 – 3
p.64
What other Kazakh writers and

poets do you know?
Identify the main idea in extended talks
with little support.
Apply topic related vocabulary in
speech appropriately arranging words
and phrases into well-formed
sentences.
Demonstrate the ability to participate
in a conversation.
Giving the home task. W.B.p.42, Kazakh writers( a report)

Ending
method: “Six thinking hats”:
the lesson
Differentiation – Differentiation can be achieved through the selection of activities,

identification of learning outcomes for a certain student, provision of individual support to
learners, selection of learning materials and resources based on the individual abilities of
learners

School:
Lesson plan 56
Lesson title CLIL. Language and literature: The realist novel.
9.C8 develop intercultural awareness through reading and discussion

Learning
objectives(s)
9.L4 understand the main points of supported extended talk on a range of
that this lesson
is contributing
to

discussion.
 Demonstrate knowledge for usage of the Past Tenses to speak
about a novel.Transfer information from the given information into a
graphic organizer.
Lesson Select, compile, and synthesize information for an oral presentation
objectives  Provide a point of view in conversations and discussions; speak about
famous novelists of Kazakhstan.
 Make a presentation about the novel” Pride and Prejudice” by Jane
Austen. Respond to and discuss the reading passage using interpretive,
Plan
Resources
timings activities
Beginnin Greeting. Emoticon
g the
lesson Slide
(useful
phrases)
Sts warm
greet the Pictures
teacher PPT
Formativ
The teacher shows a fragment from the e
film and asks the students to set the assessme
lesson objectives, letting students know nt
what to anticipate from the lesson.
A fragment
from a film
”Pride and
Prejudice”.
Warm up. Free talk.
 What types of novels do you like
reading? What is your favourite novel?
 Look at the word on the board and
give your commentary?
A Realistic novel/ Adventure
novel/Romantic novel/ Science fiction
novel
Literary realism is a branch of literature
which set out to reflect society as it was,
to get as close to the bone of real life as
it could. It often depicts more humble or
banal events than Romantic writers. So
Sts answer Student
most of Jane Austen's novels are realist around the
because they are fairly mundane; they class. Book p.65
depict fairly ordinary people, usually
woman, doing fairly ordinary things.
There are few locked room mysteries, no
strange and mysterious happenings, or
insane wives. The women do ordinary
things like get married and the men are Writing
fairly ordinary men. Worksheet
If you compare Pride and Prejudice to a
novel like Jane Eyre, the differences
become clear: no secret insane wives
imprisoned in the home, no misplaced Whiteboard
identities and no Byronic heroes.
Main PRE -LISTENING TASK: Emoticon
Activities Ex.1 p.65. (Name the period in history Student
and give characteristic features of that Book p.65
15 min. time).
Sts answer
around the
class.
Whiteboard
Formativ
e
assessme
Students
nt
give their
own
examples
using the
It is set in the nineteenth century. correct
LISTENING TASK: forms of CD1.31
Ex.2 - 3 p.65. the verbs. CD2.19.
Speak about:
1. Families with unmarried daughters
13 min. 2. Love in the 19 – th century Oral Student
3. Marriage in the 19 – thin century Book p.65
(Do this task in groups of 3). Ss and elicit
While reading the text, compare the men their
and women status in the 19 – th century. comments at
Do it in the form of a table. the end 8
Writing
Worksheet
10
Student
MEN(unmarried) WOMEN(unmarried) Book p.65
Ss to tell the
class. Oral
Ex.4 p.65
Speak about a famous Kazakh novelist. Students
Mukhtar Auezov give their
Sabit Mukanov own Oral
Gabit Musrepov examples
Olzhas Suleimenov using the
correct Writing
forms of Worksheet
the verbs. 8
Ss and elicit
their
Gabit Musrepov was born in 1902 in the comments at 10
Kostanay region. His work in the press the end
began with an ordinary employee and up
to the chief editor. He was a brilliant Writing
journalist. Working as a journalist, he Worksheet
received a school of life and stories for Ss to tell the
class.
future works. The play "Amangeldy",
like the film with the same name, was Oral
created from a newspaper essay. Teacher’s
Literary works: Book p.87
"Kyz Zhibek", "Kozy Korpesh and Teacher’s
Bayan Sulu", "Akhan-sere-Aktokty". Photocopia
Assessment criteria: ble
Identify the main idea in extended talks Recourse
with little support. p.p.216 -
Apply topic related vocabulary in speech 217
appropriately arranging words and
phrases into well-formed sentences.
Demonstrate the ability to participate in
a conversation.
Descriptor:
A learner:
 discusses questions and answers the
questions within the group.
W.B. p.43. Ex.3
Ending Ex.4.p.65 retell
the lesson Rules of a game (w)
 Observation
 Feedback on the work
Peer-assessment

outcomes for a certain student, provision of individual support to learners, selection of learning
materials and resources based on the individual abilities of learners.

Lesson plan 57 School:
Teacher's name:
Date:
Lesson title
Review of Unit 5
9.L2 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.S5interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
about a wide increased range of general and curricular topics
Learning objectives(s) 9.W2 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and
curricular topics
9.UE8 use a variety of future active and passive and future
continuous forms on a wide range
of familiar general and curricular topics
 Use some target vocabulary successfully in speaking tasks
and show some basic organisational coherence and cohesion in
writing task
 Demonstrate basic knowledge for usage of the Past Simple
and Past Continuous and active vocabulary.
 Offer constructive peer-feedback using rubric.
 Select, compile, and synthesize information for an oral
presentation
Lesson objectives  Provide a point of view in conversations and discussions;
 Use most target vocabulary successfully in speaking tasks
and show clear organisational coherence and cohesion in
writing task
 Apply the correct form of the Past Simple and Past Continuous
in the context;
 use most target vocabulary successfully in speaking tasks
and show good organisational coherence and cohesion and some
elements of appropriate style in writing task
Plan
Plann Teacher’s activities Student’s Marks Resour

ed activities ces
Start ORGANISATION MOMENTS (WC): Sts warm
Teacher informs learners that the aims of this greet teacher stickers Slide
lesson are to revise the material that was (objecti
taught in this unit. ves)
Slide
(useful
phrases)
PPT
Middl REVISION. CONSOLIDATION. (GW) Emoticon
e Rules for Jeopardy game
There are 2 kinds of games. Teacher can feel Student'
free to choose any or play during the whole s book
Sts answer
lesson. around the p.66
1. Students play jeopardy in groups. class.
2. They have to choose a category and a point
value. PPT
3. Teacher clicks on the chosen box for the Formativ Jeopard
question. e y
(The teacher may want to set a time limit for assessme
answering the question) Students give nt
4. To see if a student or group is correct, their own
click again for the answer. examples
5. Click the Back to Board button on the slide using the
to return to the main board. correct forms
5. If the student or team is correct, they are of the verbs.
awarded the point value of the question
6. Continue until all questions have been
answered. The team with the most points Student'
wins. s book
Ex. 1 - 3 p.66(Revision of vocabulary) Oral p.66
Revision of Grammar. Past Simple" and Ss and elicit
«Past ContinuousTenses(- ? forms) their comments
Ex. 4 - 5 p.66 at the end Mind -
Listening Task maps
You will listen to a text about the writer 8 " Past
talking about her new book, try to understand Simple"
it and make a graph organizer in any form and
you like: a table, cluster, diagram, etc. " Past
Keys: 10 Continu
1. developing a plot ous"
4. getting feedback
7. looking for inspiration a graph
8. creating interesting characters Ss to tell the organiz
9. drawing on her own experiences class. er
b. school CD
c. languages at school Oral 2.20
d. free time activities
Reading Task: Students give
Read the text and be able to do a short test. their own
Everyone has heard of Sherlock Holmes. The author of all the
Sherlock Holmes stories was Sir Arthur Conan Doyle. Once Sir examples
Arthur was in Paris. He was going from the railroad station to the using the
hotel where he decided to spend the night. He arrived at the hotel,
got out of the taxi and paid the taxi-driver. correct forms Oral
'Thank you very much, Sir Arthur Conan Doyle,' said the of the verbs.
taxi-driver smiling.
'Oh, do you know who I am?' said Sir Arthur. He was very
surprised. Student'
'Well, sir, I read in the newspaper yesterday that you were
coming to Paris from the south of France. The train on which you Ss and elicit s book
arrived came from the south of France. I also noticed that you hair their comments 8 Ex.6
was last cut by a barber in the south of France.
'Your clothes, and especially your hat, told me that you were at the end p.66
English. I put all this together and realized at once that you were Sir
Arthur Conan Doyle.'
'That is wonderful, ' said Sir Arthur. 'With so few facts you
were really about to know me?' 10
'Of course,' said the taxi-driver, 'your name is on both your Ss to tell the
travelling bags. That also helped'. class.
1. Finish the sentences:
The
text is
about
A Sherlock Holmes in Paris.
В the famous detective Sherlock Holmes.
Oral
С the author of the Sherlock Holmes stories.
D the railroad station hotel.
2. Choose the true sentence.
A Sherlock Holmes spent the night at the hotel.
В Conan Doyle decided to spend the night in
Paris.
С The taxi-driver did not recognize Conan Doyle.
D Conan Doyle came to Paris from the north of
France.
3. Choose the false sentence.
A Conan Doyle was angry with the taxi-driver.
В Conan Doyle came to the hotel in a taxi.
Writing
С The taxi-driver thanked Conan Doyle smiling.
Workshe
D The newspapers wrote about Conan Doyle's
et
visit to Paris.
4. Choose the right answer: Why was Conan
Doyle surprised?
A taxi-driver was rude to him.
В The taxi-driver did not like his clothes.
С The taxi-driver could not speak English.
D The taxi-driver knew his name.
Learners managed to understand the rules
and do the tasks.
End Home task.
W.B. p.44, a sonnet of W. Shakespeare Slide
Differentiation Learners can contribute at their own language level for this activity, as it is
relatively open-ended. This gives each learner a chance to be successful.
Reflection at the end of the lesson and teacher summary provides support for progress and
achievement, and challenge to thinking and setting future objectives.

School:
Lesson plan 58
Lesson title Project: A poem

Learning
objectives(s) that
this lesson is
contributing to
9.S3 explain and justify their own and others’ point of view on a range
of general and curricular topics
Lesson objectives All learners will be able to:
discussion.
 Demonstrate knowledge for rhyming patterns in poems and the
ability to recite a poem. Transfer information from the given
information into a graphic organizer.
Select, compile, and synthesize information for an oral
presentation
 Provide a point of view in conversations and discussions; speak about
poetry.
 Compose poems in different languages.Respond to and discuss
the reading passage using interpretive, evaluative and creative
thinking skills.
Plan
Planned Teacher’s activities Student’s Marks Resource
timings activities s
Greeting.
stickers Slide
(useful
phrases)
Sts warm
greet
teacher Pictures
PPT
The teacher begins the lesson with a

sonnet of W. Shakespeare” Age and
Beginnin
Youth”. The students see the portraits of
g the
well – known Kazakh, Russian, English, The
lesson
American and French poets. portraits
The teacher sets the lesson objectives, of well –
letting students know what to anticipate known
from the lesson. Kazakh,
Warm up. Free talk. Today we are having Russian,
an unusual lesson – The lesson of Poetry. English,
 Do you like poems? Have you ever American
composed poems? and
 About what is the sonnet? French
poets.
Writing
Worksheet
Main In groups make a poster about the Emoticon Student

Activitie meaning of a poem by R.L. Stevenson. Book
s Follow the structure of answers. Ex.1 – 3 p.67
p.67. Two students will speak about the CD2.21
Sts answer
biography of R.L. Stevenson. around the
Title The meaning of a class.
verse
“The Cow”
“From a railway
carriage” Formative
Find rhyming words: assessmen
Speak about the patterns od rhyming Students t
words:
ABAB CDCD EFEF give their
AABBCCDD own Writing
Ex.3 – 4 p.67 examples Workshee
using the t
correct
A Contest of poems devoted to love forms of the
Whiteboa
Students prepared poems in different verbs. rd
languages with a presentation of a poet.
After the reciting of a poem, they ask the
group the meaning of it.
Assessment criteria: Ss and elicit

7. Identify the main idea in extended talks their
with little support. comments at
8. Apply topic related vocabulary in the end
speech appropriately arranging words and
in a conversation. Ss to tell the
class.
Descriptor:
A learner:
Ending Giving the home task. W.B. p.45 A project: a poem

the Students express their attitude to the lesson and give self-assessment using the
lesson method: “Six thinking hats”:
 Observation
Peer-assessment
Differentiation – can be achieved through the selection of activities, identification of learning

Unit of a long term plan
Unit 6 Tradition and language School:
Lesson plan 59
Number
Class: 9 Number absent:
present:
Relationships.
Lesson title
Talking about traditional stories.
9.C2 use speaking and listening skills to provide sensitive feedback to
peers
Learning 9.C3 respect differing points of view
objectives(s) that 9.C5 use feedback to set personal learning objectives
this lesson is 9.W8 spell most high-frequency words accurately for a limited range
contributing to of general topics of familiar general topic
9.S3 give an opinion at sentence level on a limited range of general
about a limited range of general topics
discussion.
 Demonstrate knowledge for usage of the Present Perfect + for
and since. Transfer information from the given information into a
graphic organizer.
presentation
Lesson objectives
traditions and customs.
Make a presentation about traditions of Kazakhstan. Respond to and
thinking skills.
Planned Teacher’s activities Student’s Marks Resource

timings activities s
Beginnin
gof the Greeting. stickers Slide
lesson (useful
phrases).
Pictures
Sts warm PPT
greet
teacher
The teacher sets the lesson objectives, letting

students know what to anticipate from the
lesson. Student
Warm up. Free talk. Book
 When you hear the words "tradition" Students p.68
and "customs" what associations do you answer the
have? What traditions and customs do question
people have?Do people try to keep traditions
alive?
 Look at the photo and guess the
traditions:
Writing
Worksheet
Thanksgiving (fourth Thursday in November)

Toy dastarkhan
Betashar
Maslenitsa
Britain is full of culture and traditions which

have been around for hundreds of
years. British customs and traditions are
famous all over the world. When people
think of Britain they often think
of people drinking tea, eating fish and chips
and wearing bowler hats, but there is more
to Britain than just those things.
Poppy Day or Remembrance Day
Pictures
PPT
Writing
Worksheet
In groups speak about these traditions.
Main READING TASK: Emoticon
Activitie Match the facts with people and countries. Student
s Don’t forget to underline new words and be Book
able to say their meanings. p.68
Sts
Answer: free answer
Ex.1 - 2 p.68 around
How do people keep the traditions alive? the class.
Do traditional stories travel from one
country to another? Formative Student
While reading the text write down word – assessmen Book
combinations: t p.68
Word - combination Meaning Students
make up create give their
calm down Rd own
pass down to give from one examples
using the
generation to the next Writing
find out learn by studying correct Workshee
forms of t
get orders order
A Table
get mad become very angry the verbs. Peer
come up with have an idea assessmen
look into explore, investigate t
keep on continue
Which of the traditional stories did you like Ss and

best of all? elicit their
comments Student
Explain: “Remember the ant”. Book
at the end Oral
p.68
THE INTRODUCTION OF GRAMMAR.
Present Perfect.
Ex.4 - 5 p.69 Sentence completion task with Ss to tell
adverbs: the class.
Affirmative Negative
comments
Student
Book
p.69
The teacher asks Sts. to listen to the song "

Brighton in the rain" and put down the verbs
A Table
and underline the position of adverbs in the
Present Perfect.
Brighton in the Rain
Fill in the gaps and complete the song lyrics
with the Present Perfect Tense of the verbs
listed below. (verbs may be used more than
once).Listen to the song and check your
answer
A
be drive drink eat go song“Bri
know learn read sail see ghton in
the
Rain”.
10. Identify the main idea in extended talks
11. Apply topic related vocabulary in speech
appropriately arranging words and phrases
into well-formed sentences.
12. Demonstrate the ability to participate in a
conversation.
Descriptor:
A learner:
discusses questions and answers the
questions
Ending Homework: W.B. p.46, Ex.5 – 6 p.69 St.B.

 Observation
Peer-assessment


Unit 6 Tradition and language School:
Lesson plan 60
Number
present:
Lesson title Reading: Marriage. p.70
Learning 9.S3 give an opinion at sentence level on a limited range of general
objectives(s) that this and curricular topics
lesson is contributing 9.R5 deduce meaning from context in short texts on a limited range
to of familiar general and curricular topics
9.R6 recognise the attitude or opinion of the writer in short texts on a
9.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
9.W8 spell most high-frequency words accurately for a limited range
of general topics of familiar general topic
about a limited range of general topics
discussion.
 Demonstrate knowledge for usage of the Present Simple for
retelling a story about arranged marriage.Transfer information from
the given information into a graphic organizer.
Lesson objectives presentation
about arranged marriages using active vocabulary.
 Make a presentation about marriages in Kazakhstan.Respond
to and discuss the reading passage using interpretive, evaluative and
creative thinking skills.
Plan
Resources
timings activities
Beginning Greeting.
of the The teacher sets the lesson objectives, stickers
lesson letting students know what to Sts warm Slide
greet teacher
anticipate from the lesson. (useful
phrases)
Speak about arranged marriage
Pictures
PPT
Students
answer the
question
Student
Book p.70
Writing
Worksheet
Pictures
Student
Warm up. Free talk. Book p.70
On the board you can see the word: Ex.1
Marriage Teacher’s
What do you imagine when you hear Book p.92
this word? Backgroun
How will you choose your future d.
husbands /wives?
ARRANGED MARRIAGE
What do you think about it?
LISTENING TASK: Emoticon
Read and listen to the text and Student
Main express your opinions: Book p.70
Activities CD2.22
Sts answer
around the
class.
Formative Writing
assessment Worksheet
Students give
their own Six hats
examples method
using the Student
correct Book p.70
forms of the A table
Discuss the text using the method of verbs.
six hats: Peer
1 group will speak about facts. assessment
2 group - feelings.
3 group - creative ideas.
4 group -negative aspects. Ss and elicit Teacher's
5 group - benefit from the holidays their comments
Book p.92.
in jungle. at the end
6 group - conclusion. Oral
Ex.2 p.70 True - false sentences.
Vocabulary work: find verbs with
prepositions and make your Ss to tell the
sentences. Ex. 3 - 4 p.70. class.
Verb Preposition
comments
Ex.5 p.70. Creative exercise
Optional activity: Reading.
Teacher's Book p.92.
Identify the main idea in extended
talks with little support.
sentences.
in a conversation.
Descriptor:
A learner:
questions within th
Ending Giving the home task: W.B. p.50

the lesson Students express their attitude to the lesson and give self-assessment using the
 Observation
Peer-assessment

Unit 6. Tradition and language School:
Lesson plan 61
Lesson title
Language Focus: Present Perfect + for and since
Learning 9.S3 explain and justify their own and others’ point of view on a range of
objectives(s) that general and curricular topics
this lesson is 9.UE9 use appropriately a wide variety of active and passive simple
contributing to present and past forms and past perfect simple forms in narrative and
reported speech on a wide range of familiar general and curricular topics
9.R8 use a wide range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding
discussion.
 Demonstrate knowledge for usage of the Present Perfect + for and
since. Transfer information from the given information into a graphic
organizer.
Lesson
objectives
relations between people.
 Make a story about cultural problems.Respond to and discuss the
reading passage using interpretive, evaluative and creative thinking skills.
Plan
Resources
timings activities
Beginnin The lesson greeting.
g of the stickers
lesson The teacher sets the lesson objectives, Sts warm Slide
greet teacher (useful
letting students know what to anticipate
from the lesson. phrases)
Warm up. Free talk.
When you want to speak about activities Pictures
which you have done recently and have PPT
a result, what structures and grammar
tenses can you use? We can use Present Students
Perfect with a definite word indicator. answer the
Look at the picture and give your question
sentences:
Student
Book p.71
Writing
Worksheet
U2 SONG FOR TEACHING Emoticon

PRESENT PERFECT Student
This song is great for teaching Present Book p.71
Perfect. There are around 10 present A table
Sts answer
perfect sentences. Aside from the normal around the U2 - I Still
listening activities, get the students to class. Haven't
complete blanks spaces. Ask them to Found
identify the grammar mistake (I have What I'm
spoke). For discussion the students can Formativ Looking
talk about all the things the singer "has e for
done". After, students will write things assessme (Official
Students
they have done and things they still want nt Video)
give their
to do. https://
own www.youtu
Think of something that you really want
examples be.com/
to do in your life, but you haven’t been watch?
using the
able to do yet v=e3-
correct
Ex.2 p.71 5YC_oHjE
forms of the
- since - if the starting point is given
verbs.
(two o'clock, last Friday, 1998)
- for - if the period of time is given Peer
Main (twenty minutes, two days, one year) assessme
Activities Decide whether to use »since« or »for«. nt
since
1. 1. I have been waiting 4 Ss and elicit
their comments
o'clock.
at the end Writing
for
2. 2. Sue has only been waiting Worksheet
20 minutes. Oral
Ss to tell the
3. 3. Tim and Tina have been learning class.
for
English six years.
4. 4. Fred and Frida have been learning
since
French 1998.
Ex.3 p.71. Sentence completion task. comment
Speak about the main character. s Writing
Use ex.4 to make questions about you. Worksheet
Put the sentences into interrogative
form: Ex.5 p.73.
In groups of 4 write 4 sentences about
the duration of the done activity using:
How long
A game" The best listener". The Sts.
listen and try to pronounce correctly.
Imagine a perfect holiday. Write about
the activities you have done during it.
13. Identify the main idea in extended talks
14. Apply topic related vocabulary in speech
appropriately arranging words and phrases
15. Demonstrate the ability to participate in a
conversation. Student
Descriptor: Book p.71
A learner:
Ending Giving the home task.

the lesson W.B. p.47
Ex.5 p.71 St. B.
Differentiation can be achieved through the selection of activities, identification of learning outcomes
for a certain student, provision of individual support to learners, selection of learning materials and
resources based on the individual abilities of learners.

Lesson plan 62
Number
present:
Lesson title Extreme adjectives.

Learning 9.C9 use imagination to express thoughts, ideas, experiences and
objectives(s) that this feelings
lesson is contributing 9.C10 use talk or writing as a means of reflecting on and exploring a
to range of perspectives on the world
wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
9.L2 understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
discussion.
 Demonstrate knowledge for usage of the extreme
adjectives.Transfer information from the given information into a
graphic organizer.
Lesson objectives presentation
about experiences.
 Some learners will be able to:
 Make a presentation about the experiences using extreme
adjectives.Respond to and discuss the reading passage using
Plan
timings activities
Beginning of Greeting. Emoticon
the lesson Slide
The teacher sets the lesson (useful
objectives, letting students phrases)
Sts answer
know what to anticipate from around the
the lesson. class. Pictures
Warm up. Free talk. PPT
Focus on the photos of great
dates and elicit what the people Formative
are doing. What adjectives can assessment
you use to describe these
Students
things.(exciting, awful,
give their
stunning).
own
examples Student
using the Book p.72
correct
forms of
Peer
the verbs.
assessment
Ss and elicit
their Writing
comments at Oral Worksheet
the end
Ss to tell the
class.
comments
Main LISTENING TASK: A learner Stickers Student
Activities Vocabulary exercises. Ex.1 - Book p.72
2 p.72  read CD2.23
The teacher asks Sts. To give s the text
the meaning of extreme for global
adjectives. understandi A table
Vocabulary work: ng; Emoticon
Extreme adjective Meaning Writing
stunning Worksheet
filthy  selec
terrifying ts Teacher’s
Ex.3 p.72. I have never done meaningful Book p.156
this because it’s….. information,
Circle two adjectives to make a constructs
pair and describe great dates: the answer; Formative
assessment Writing
1. awful/ interesting/ hilarious/
Worksheet
bad
2. gorgeous/ furious/ angry/
memorable  pres
3. exhausting/ unpleasant/ ents
terrifying/ tiring information
CD2.24
4. frightening/ terrifying/ in the group
hilarious/ unpleasant discussion.
Student
5. funny/ interesting/  eval Peer Book p.72
fascinating/ memorable uates the assessment
6. gorgeous/ revolting/ peers’
unpleasant/ terrifying. answers. Teacher's
Book p.94.
LISTENING TASK.
Ex. 4 -5 p.72.
Complete the table. Ss and elicit Oral
The class is divided into 7 their
groups and speaks about the comments at
experiences using extra the end
adjectives.
Ss to tell the
Identify the main idea in class.
extended talks with little
support.
Apply topic related vocabulary
in speech appropriately
arranging words and phrases
Demonstrate the ability to
Descriptor:
A learner:
 selects an appropriate
answer.
 uses appropriate subject-
specific vocabulary while
speaking.
Ending the Giving the home task. W.B. p.48

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


Lesson plan 63
Number
present:
Language Focus: Present Perfect and Past
Lesson title Simple. Present Perfect Simple and
Continuous. p.73
9.S3 explain and justify their own and others’ point of view on a range
Learning
9.S6 link comments with flexibility to what others say at sentence and
objectives(s) that
discourse level in pair, group and whole class exchanges
this lesson is
contributing to
about an increased range of general and curricular topics
9.W3 write with grammatical accuracy on a range of familiar general
Lesson objectives All learners will be able to:
discussion.
 Demonstrate knowledge for usage of the Present Perfect/
present Perfect Continuous and Past Simple for speaking about the
things that happened or started in the past. Transfer information from
the given information into a graphic organizer.
presentation
the experiences.
 Make a presentation about your last trip.Respond to and
thinking skills.
Plan
timings activities
The lesson greeting. Students Emoticon
respond to
The teacher sets the lesson greeting Slide (useful
objectives, letting students phrases)
know what to anticipate from Ss answer the
Beginning of the lesson. Pictures
the lesson Warm up. Free talk. questions PPT
 What did you do at the
weekend? The teacher tells Formative Writing
Sts. about her trip during the assessment Worksheet
weekend. Sts. speak about
Sts answer A book”
weekend too. around the Song – to
 Listen to the song” Our class. study-
Last Summer” by ABBA and English”
guess where did the people
spend their summer? Give
your reasons. Speak in pairs.
Main LISTENING TASK: Students Emoticon
Activities In the song, define grammar respond to Writing
tenses and find time greeting Worksheet
15 min. expressions. A Table
Unfinished period of Finished Ss answer the of
period
time time
questions
Formative
assessment https://
1. Look at the photos. Match www.youtube
them with the words from the Sts answer .com/watch?
song. Then listen to the song. around the v=KoyNlVQb
class. UPc
Arrange the sights in the way
you hear.
2. Listen to in the song. Look Writing
13 min. at the lyrics. Put the words in Worksheet
the brackets into The Past Peer
Students
Simple. Try to fill in the gaps assessment
give their
with the words from the box. own
Listen and check. examples
Ex.1 p.73 using the
Complete the text, then correct CD2.25
listen and check. forms of the
Oral
Ex. 2 p.73 Gist listening. verbs.
Listen to the key phrases
and reply.
Practise the dialogue. Ex.3 Pictures
p.73. Ss and elicit
Listen to 3 short their comments
conversations and choose the at the end
best answers to the questions. Comments
Make a short dialogue about
your trip using time Ss to tell the
expressions. class.
DESCRIPTION OF
PICTURES:
Student
Book p.73
Students
give their Workbook
own p.49
examples
using the
The introduction of the correct
Present Perfect forms of the
Continuous. verbs. Peer
Ex 4 -5 p.73 assessment
Ex.6 p.73. Creative exercise.
You look cold – I’ve been
waiting for the bus.
Assessment criteria: Ss and elicit
16. Identify the main idea in their comments
extended talks with little at the end Oral
support.
17. Apply topic related
vocabulary in speech
appropriately arranging
words and phrases into well-
formed sentences.
18. Demonstrate the ability to
participate in a conversation. comments
Descriptor:
A learner:
answer.
speaking.
 discusses questions and
answers the questions within
the group.
Giving the home task: W.B. p.49.
Ending the
lesson


Lesson plan 64
Number
present:
Lesson title Invitations. An email to a friend. p.74 - p.75
Learning 9.C9 use imagination to express thoughts, ideas, experiences and

objectives(s) that this feelings
lesson is contributing 9.C10 use talk or writing as a means of reflecting on and exploring a
to range of perspectives on the world
9.L2 understand specific information in unsupported extended talk
on a wide range of general and curricular topics, including talk on a
9.L5 recognise the attitude or opinion of the speaker(s) in
unsupported extended talk on a wide range of general and curricular
topics, including talk on a limited range of unfamiliar topics
9.W2 write independently about factual and imaginary past and
future events, activities and experiences on a wide range of familiar
discussion.
 Demonstrate knowledge for writing email invitation to a
friend. Transfer information from the given information into a
graphic organizer.
presentation.
Lesson objectives
about invitations.
 Make a scheme of writing an email invitation.Respond to and
discuss the reading passage using interpretive, evaluative and
creative thinking skills.

timings activities
Greeting. Students Emoticon
respond to Slide
The teacher sets the lesson objectives, greeting (useful
letting students know what to anticipate phrases).
from the lesson. Ss answer Pictures
Warm up. Free talk. the PPT
Beginning  What is an email invitation? How
of the can you write it? How do you usually questions
lesson invite people to a party you have? Formative
assessmen
t
Sts answer
around the Student
class. Book p.74
Writing
Worksheet
Slide
Look at the model text and say what the (useful
email is about? phrases).
Speaking (Pre-listening) (P) Students Emoticon
In pairs, learners discuss the respond to Student
following questions of Ex.1 p.74. greeting Book p.74
Vocabulary (W)
Teacher asks learners to match 10 Ss answer
pictures with the words and check as a the
whole class. CD2.26
A game" The best interpreter". One questions
pupil reads the sentences, the partner Formative
translates it into Russian. Then the assessmen Student
second St. gives Russian sentences and t Book p.74
asks to give English translation.
Sts answer
The third paragraph should be around the
translated into Kazakh or other class. Writing
language. Worksheet
Key – words for making and
responding to invitations. Ex 3 – 6 p. Student
74. Book p.75
THE INTRODUCTION OF a Peer Cambridge
Students
structure of email invitations. assessmen Dictionary.
give their
Look at the email and be ready to t
own
speak about it.
examples
using the
Main WRITING TASK:
correct
Activities Ex.4 p.75. Write an email to a friend.
forms of Student
You are going to celebrate a birthday.
the verbs. Book p.75
(Do this task in groups). Oral
Ex.2 – 3 p.75.
Identify the main idea in extended talks Ss and elicit
with little support. their
Apply topic related vocabulary in comments
speech appropriately arranging words at the end
and phrases into well-formed sentences. Ss to tell the Comment
Demonstrate the ability to participate in class. s
Students
a conversation.
give their
Descriptor: Peer
own
A learner: assessmen
examples
 selects an appropriate answer. t
using the
 completes the task. correct
 uses appropriate subject-specific forms of
vocabulary while speaking. Oral
the verbs.
questions within Ss and elicit
their
comments comments
at the end
Giving the home task. W.B. p.51, An invitation (w).
Ending Students express their attitude to the lesson and give self-assessment using the
the lesson method: “Six thinking hats”:


Lesson plan 65
Number
present:
My Country. Traditions and language.
Lesson title Talking about wedding traditions in
Kazakhstan. p.76
Learning objectives(s) 9.C8 develop intercultural awareness through reading and
that this lesson is discussion
contributing to 9.C9 use imagination to express thoughts, ideas, experiences and
feelings
wide range of general and curricular topics, including talk on a
9.L6 deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics, including talk on a

 Comprehend the reading;
 Discuss a problem in groups;
 Apply topic related vocabulary in speech.
 Comprehend the reading surely and understand main ideas
while reading;
 Discuss a problem in groups and suggest solution for a
problem;
Lesson objectives Select, compile, and synthesize information for an oral
presentation
 Demonstrate the ability to find correct information without
any mistakes;
 Comprehend the reading and understand main ideas while
reading surely;
 Apply topic related vocabulary in speech with grammar
accuracies.

timings activities
Beginning Greeting. Pre-learning (W) Students Emoticon
of the Teacher greets the class and respond to Slide (useful
lesson suggests playing the game to the greeting phrases).
learners. Teacher explains the rules Pictures
for this game. PPT
 Game “Back to
Blackboard” Rules:
One person stands back to the Ss answer the
picture of a holiday adventure; Formative
Classmates should not name the questions assessmen
holiday adventure; t
Classmates can give some Student
associations with the holiday Book p.76
adventure; Writing
Classmates can mime the holiday Worksheet
adventure;
Classmates can sing some lines
from the songs.
 Teacher can organize
competition between two
teams, when the first team
mimes, the second should
guess the word. Pictures
Sts answer
around the PPT
The teacher sets the lesson class.
objectives, letting students know
what to anticipate from the lesson
looking a short film about wedding
traditions in Kazakhstan.
Warm up. Free talk about the
wedding.
W-E-D-D-I-N-G
Slide (useful
phrases).
Give one word with this letter

connected with the theme
Main Reading about the wedding Emoticon
Activities traditions in Kazakhstan (W I) Student
Sts answer Formative Book p.76
 Teacher suggests the list of around the
class. assessment
new vocabulary with their
Teacher’s
synonyms, opposites or
Book p.98
definitions for learners.
Students
(P) Learners work with new
give their
vocabulary first. They get a list of Peer
own
words, read the words with the assessment
examples
teacher and write them down into
using the
their vocabularies. Learners create
correct
3-4 sentences with new words to
forms of the Oral
show the meaning of them.
verbs.
Differentiation
Comments CD. 2.28
Learners that are more able help the Ss and elicit
others to read the words correctly. their Peer
Ex.1 p.76. Working with active comments at assessment
words. the end
Ss to tell the Student
POST -READING ACTIVITY: class.
Oral Book p.76
Ex.2 p.76.
Check answers as a class.
Ex.3 p.76 Revision of grammar. Ss and elicit
A teacher draws Sts. attention to the their
comments Pictures
grammar tenses used in the texts.Ex comments at
the end PPT
- 4 .p.76.
Ex.5 p.76 Creative Exercise. Speak
about other Kazakh traditions in
groups.
sentences.
Descriptor:
A learner:
questions within
Ending the W.B. p.52 Ex.1
lesson "Wedding traditions in Kazakhstan"(topic or a presentation).

materials and resources based on the individual abilities of learners

Lesson plan 66
Number
present:
CLIL. Language and literature:

Lesson title
Word building: adjectives.p.77
Learning 9.C3 respect differing points of view
objectives(s) that this 9.C5 use feedback to set personal learning objectives
lesson is contributing 9.L6 deduce meaning from context in unsupported extended talk on a
to wide range of general and curricular topics, including talk on a
9.W1 plan, write, edit and proofread work at text level with support
on a limited range of general and curricular topics
9.UE3 use a variety of compound adjectives, adjectives as
participles, comparative structures indicating degree, and intensifying
adjectives on a wide range of familiar general and curricular topics
presentation
 Provide a point of view in conversations and discussions; practise
drawing and filling a story map.
Lesson objectives  Some learners will be able to:
any mistakes;
reading surely;
accuracies.

timings activities
Greeting. Students Emoticon Slide (useful
respond to phrases).
greeting Pictures
PPT
Ss answer the
Beginnin Formative
g of the The teacher sets the lesson questions assessment
lesson objectives, letting students know Student Book
what to anticipate from the
p.77
lesson.
Gulliver's
Warm up. Free talk.
Travels
Look at the cover of the book;
Trailer
tell your partner if he/ she knows
what the book is about and who
Cluster
the main character is. In pairs,
"Gulliver's
name words associated with it
Travels".
and make a cluster.
Sts answer
around the
class.
Pictures
PPT
Main LISTENING TASK: Emoticon

Activitie Read the text and choose the Student Book
s correct words. Listen and check Sts answer Formative p.77
around the
your answers. Ex.1 p.77 . Pay class. assessment CD2.29.
attention to the new words:
Proudly, army, dishonesty,
neighbours, customs, murder,
judges, laws.
Ex.2 p.77. Match the words Peer
from Ex.1 assessment
Look at the text again and do
Ex.3 p.77. Sts. can work in pairs. Students give
Answers: their own Writing
1. customs examples Worksheet
2. proudly using the Oral
3. laws correct forms
4. judges of the verbs.
5. army
6. neighbours
7. murder Student Book
8. dishonestyScore - 8 p.77
Ex.3 Answers:
1. True
2. True Ss and elicit
3. False their comments Comments
4. True at the end
Ss to tell the
class.
5. False
6. False Score - 6 Pictures
To the false sentences give the A story map
right answers. Each student graphic
counts the scores for the tasks. organiser
In group of 4, fill in a story Peer
map. assessment Teacher's
Book
Ex.4. Form an adjective with the Ss and elicit
help of suffixes. their comments A Table p.77
Ex.5 p.77 (Activate). at the end
In groups, make a short play of Optional
the conversation between a king Activity.
and Gulliver. Teacher’s
Assessment criteria: Oral Book p.99
Identify the main idea in
extended talks with little support.
Apply topic related vocabulary
in speech appropriately comments
arranging words and phrases into
well-formed sentences.
Descriptor:
A learner:
answer.
speaking.
answers the questions within the
group.

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


Lesson plan 67.
Teacher's name:
Date:

Summative assessment for the 6th unit.
Lesson title
Review
TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the 6th unit "Tradition and language."
Learning objectives 9.L2 understand most specific information in unsupported extended talk on
a wide range of general and curricular topics
9.S3 explain and justify their own point of view on a range of general and
curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about
9.UE3 use a variety of compound adjectives and adjectives as participles
and a variety of comparative structures to indicate degree on a range of
Assessment criteria Identify the position of speakers in an extended talk with some
support
Express thoughts about the given topic in the conversations
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences
Level of thinking skills Application
Knowledge and comprehension
Higher order thinking skills
Duration 20 minutes
Listening. Task 1.
Speaking. Task 2. An individual interview on the suggested topic for approximately 2 minutes
for each student.
Review. Unit6

Lesson plan 68
Teacher's name:
Date:
Number
CLASS: 9 absent:
present:
Lesson title Skills Round - up. p.79
9.S2 ask complex questions to get information about a wide range
9.S6 link comments with flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges
9.S8 recount extended stories and events on a wide range of general
9.W3 write with grammatical accuracy on a range of familiar
9.W6 write coherently at text level using a variety of connectors on
a wide range of familiar general and curricular topics
 Use some target vocabulary successfully in speaking tasks
and show some basic organisational coherence and cohesion in a
writing task.
 Demonstrate basic knowledge for usage of the structures:
Present Perfect/ Present Perfect Continuous and PastSimple Tenses
Offer constructive peer-feedback using rubric.
 Select, compile, and synthesize information for an oral
presentation
Lesson objectives
and show clear organisational coherence and cohesion in
writing task
 Apply the correct form of the studied grammar tenses in the
context;
and show good organisational coherence and cohesion and some
elements of appropriate style in writing task.
 Justify a decision and use information in new situations.
Plan
timings activities
Beginning ORGANISATION MOMENTS Emoticon
of the (WC): Slide
lesson Teacher informs learners that the Students (objective
aims of this lesson are to revise respond to s)
the material that was taught in this greeting Slide
unit. (useful
phrases)
PPT
Ss answer the Formative
assessment
questions
Main REVISION. Emoticon
activities CONSOLIDATION. (GW)
Rules for Jeopardy game Sts answer Formative Student's
There are 2 kinds of games. around the
class. assessment book p.78
Teacher can feel free to choose p.79
any or play during the whole
lesson.
1. Students play jeopardy in PPT
groups. Peer Jeopardy
2. They have to choose a category assessment
and a point value.
3. Teacher clicks on the chosen Students give
box for the question. their own
(The teacher may want to set a examples using
time limit for answering the the correct Oral
question) forms of the
4. To see if a student or group is verbs.
correct, click again for the answer.
5. Click the Back to Board button Student's
on the slide to return to the main book p.78
board.
5. If the student or team is correct,
they are awarded the point value A mind -
of the question map
6. Continue until all questions Ss and elicit their Comments "Past
have been answered. The team comments at the Simple"
with the most points wins. end
Ex. 1 - 2 p. 78 (Revision of Ss to tell the a graph
vocabulary) class.
organizer
Revision of Grammar. Present CD 2.31.
Perfect/ Present Perfect
Continuous/ Past Simple
( +, -, ? forms ) Peer
Ex. 3 - 4 ( do ex. individually) assessment
LISTENING TASK:
You will listen to a text and
complete the sentences: Student's
COMMUNICATION. book p.79
Ss and elicit their
Choose the correct responses to
comments at the
the sentences:
end
Ex. 6 p.78
SKILLS ROUND - UP. Oral
LISTENING. Teacher’s
Ex. 1 - 3 p.79. Book
Speaking: Ex.4 - 5 p.79. p.101
Situations in a big city. comments
Writing: Ex.6. p.79
A letter to a friend about a
situation of losing or finding
something. (Fast finishes can swap
emails with another fast finisher.
If a teacher has time, she/ he can
ask students to do Optional
activity: Consolidation.
words and phrases into well-
formed sentences.
Descriptor:
A learner:
speaking.
answers the questions within the
group.
End Home task.

W.B. p.53, St.B. p.78 Ex. 4. Slide
FEEDBACK: Your impression!
Sts write their impression of the whole unit and share ideas with
their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like


Unit 7Music and film School:
Lesson plan 69
Number
present:
Lesson title Music and film images. p.80 - p.81
Learning objectives(s) 9.C1 use speaking and listening skills to solve problems creatively
that this lesson is and cooperatively in groups
9.S2 ask complex questions to get information about a wide range
contributing to
about an increased range of general and curricular topics
9.UE6 use a wide variety of relative, demonstrative, indefinite,
quantitative]of pronouns and reflexive pronoun structures on a
while reading;
problem;
presentation
any mistakes;
reading surely;
accuracies

timings activities
The lesson greeting. Pre-learning (W) Emoticon
Beginning Teacher greets the class and suggests Slide
watching a video. Before the short film Sts (useful
of the answer
lesson Sts. Name form of art they know. Watch around phrases).
a video about music and film images. the class. Pictures
A-R-T- Formativ PPT
Give one word with this letter connected e film-
with the theme. assessme english.co
Do you like to read or listen? What do nt m/
2012/02/0
you watch on T.V.? 5/the-joy-
of-books/.
Films.
1.
Writing
Worksheet
Main Start Thinking. Group Work. Music Students Peer Student
Activities and film Quiz. p.80 give their assessme Book p.80
Ex.1 p.80. Vocabulary Work: match the own nt English -
words with the definitions and put in a examples Russian
correct column in the table. using the Oxford
What can people do to change the correct Dictionary
personal appearance? Why? forms of
Differentiation the Oral
In a weaker class: drill the verbs.
pronunciation of the difficult words
(beard, moustache, dreadlocks, tattoo, and
braids).
In a stronger class, ask students to make
up sentences.
St. support or critique a strong change in
appearance. Ex.3.p.81 Ss and
elicit their Student
THE INTRODUCTION OF comments Comment Book p.81
GRAMMAR: Reflective pronouns. at the end s
Personal pronouns Ss to tell
Reflective pronouns
the class.
Sts. give their examples with pronouns.

Ex. 4 - 6p.81. Choose the correct
pronoun.
ACTIVATE: Language focus. Peer
Write answers to the questions. What is assessme
the difference between reflective Ss and nt
pronouns and each other? elicit their Writing
comments Worksheet
Workbook p.p.40 – 41(more practice).
Assessment criteria: at the e
Teacher's
19. Identify the main idea in extended
Book
p.103.
speech appropriately arranging words and
in a conversation.
Descriptor:
A learner:

W.B. p.54
Ending the
lesson Topic» Body Decoration" or presentation


Unit 7 Music and film School:
Lesson plan 70
Number
present:
Lesson title Reading. Galymzhan Moldanazar. p.82
9.R5 deduce meaning from context in extended texts on a wide

range of familiar general and curricular topics, and some unfamiliar
topics
9.R6 recognise the attitude or opinion of the writer in extended texts
on a wide range of familiar general and curricular topics
9.L8 understand supported narratives, including some extended
Learning objectives(s) talk, on an increasing range of general and curricular topics
that this lesson is 9.W4 use style and register to achieve appropriate degree of
contributing to formality in a growing variety of written genres on a range of
9.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a wide range of written
genres in familiar general and curricular topics
9.S1 provide basic information about themselves and others at
sentence level on an increasing range of general topics
while reading;
problem;
presentation
any mistakes;
reading surely;
accuracies.

timings activities
The lesson greeting. Pre-learning (W) Emoticon
Teacher greets the class and suggests Slide
playing the game to the learners. Teacher Sts answer (useful
around the
explains the rules for this game. class. phrases).
 Game “Back to Blackboard” Pictures
Rules: Formative PPT
One person stands back to the picture of assessmen
a popular Kazakh singer ; t
Classmates should not call the name of
the singer ;
Classmates can give some lines from the
song of this singer ;
Classmates can sing some lines from the Writing
Beginnin songs. Worksheet
g of the
lesson
The teacher sets the lesson objectives, Pictures

letting students know what to anticipate PPT
from the lesson.
Student
Book p.82
Slide
(useful
phrases).
Warm up. Free talk about popular

Kazakh singers. Look at the portraits of
some singers, what can you say about
them?Can you name any Kazakh
musicians?
Main Ex.1 p.82 Students Peer
Activities give their assessmen Student
Look at the portraits of young people?
own t Book p.82
What do you know about them? Students
examples
give their own answers.
using the
correct
forms of
the verbs. Oral Pictures
PPT
Ss and elicit Cluster or a
their table.
comments Student
at the end Comment Book p.82
Galymzhan Ss to tell the s
class.
Moldanazar
The students in groups will read
information about a musician and make a
story map. Then a leader is going to
present Galymzhan Moldanazar.
Reading and listen to the text about a
Kazakh musician. (W I). Peer CD. 3.01
Teacher suggests the list of new Ss and elicit assessmen
vocabulary with their synonyms or their t
opposites for learners. comments
Ex.1,3 p.82 at the e
(P) Learners work with new vocabulary
first. They get a list of words, read the
words with the teacher and write them
down into their vocabularies. Learners
create 3-4 sentences with new words.
Differentiation
Learners that are more able help the Pictures
others to read the words correctly. PPT
Ex.3 p.82. Working with active words.
POST -READING ACTIVITY: Ex.4 Cluster or a
p.82. table.
Give the definition of the underlined
words.
The teacher divide the class into 2
groups: boys and girls. One group will
speak about a popular singer of 80s and Student
the second group will retell the text about Book p.82
a modern musician. They should do it in
the form of presentation.
Ex.5 p.82. Creative task.
Speak about a life of a musician.
Make a conclusion: Have you ever
wanted to sing in public?
Describe another musician in pairs.

Try to make a story map.
22. Identify the main idea in extended
and phrases into well-formed sentences.
in a conversation.
Descriptor:
A learner:

Ending W.B. p.56
the lesson Students express their attitude to the lesson and give self-assessment using the

Lesson plan 71
Lesson title Language Focus.Active or

Passive:Introduction.p.83
Learning objectives(s) 9.L1 understand the main points in unsupported extended talk on a wide
that this lesson is range of general and curricular topics, including talk on a limited range of
contributing to unfamiliar topics

 develop speaking skills through communication about clothes crimes;
 improve reading skills through recognising typical features at word;
 write descriptions given facts about the clothes using passive voice.
 Most learners will be able to:
Select, compile, and synthesize information from the reading passage
Lesson objectives for an oral presentation.
Respond to and discuss the reading passage using interpretive, evaluative
and creative thinking skills.
 Demonstrate the ability to find correct information without any mistakes;
Respond to and discuss the reading passageusing interpretive, evaluative
 Apply topic related vocabulary in speech with grammar accuracies.
Pupil’s Marks
Planned timings Teacher’s activities Resources
activities
Beginning of the The lesson greeting. Emoticon
lesson The teacher sets the lesson Slide
objectives, letting students know Sts answer (useful
around the
what to anticipate from the lesson. class. phrases).
Then to create a positive learning Pictures
environment the teachers asks Formative PPT
students to start the lesson giving assessment
each other compliments about
appearance, clothes, job
performance, talent, etc. and also
practice accepting compliments.
Watching the pictures, the learners
are asked to predict the topic of the
Student
lesson.
Book p.83
Writing
Worksheet
Pictures
PPT
Slide
(useful
phrases).
Warm up.Free talk about

wearing hooded sweatshirts in
Britain. Ex.1. p.83.
The teacher asks Sts. in pairs the
Writing
information about hoodies. Worksheet
By the early noughties in the UK,
the hoodie had become directly
politicised, symbolising the furtive
menace of Britain's inner-city
teenage population. In May 2005, it
was banned by the Bluewater
shopping centre in Kent and later by
several schools in England and
Wales.
Main Main part Students Peer

Activities Look at the sentence from the text: give their assessment Student
…young people wearing hooded own Book p.83
sweatshirtswere banned from examples
shopping centers…. using the
*Teacher suggests revising a basic correct
rule for asking questions in the forms of Oral
Passive: the verbs.
(W)This information can be helpful. Workbook
P.83 Rules. p.55
Ex.2 p.83. Fill in a table with the
Passive Voice.
The teacher asks Sts. to read the text”
Clothes Crimes” and express their Ss and elicit Pictures
own opinion. Write negative their PPT
adjectives about hoodies. comments at Comments
Advantages of hoodies the end
Disadvantages of
hoodies Ss to tell the
class.
Student
Book p.83
Peer
assessment
Ex.3 - 4. Work with grammar.
Activate. Speak about problems
connected with clothes among Ss and elicit
teenagers: hoody tops, baggy jeans, their
jeans with holes, short skirts. comments at
Assessment criteria: the e
sentences.
Descriptor:
A learner:
 discusses questions and answers
the questions within the group.

W.B. p.55
A mind - map: Passive Voice
Ending the lesson
Students express their attitude to the lesson and give self-assessment using
Lesson plan 72
Discussing music.
Lesson title Talking about how music is recorded. p.84
Learning
9.S3 explain and justify their own and others’ point of view on a range of
objectives(s) that
this lesson is
9.R4 read a wide range of extended fiction and non-fiction texts on
contributing to
familiar and unfamiliar general and curricular topics
99.W8 spell most high-frequency vocabulary accurately for a wide range
of familiar general and curricular topics
 Apply topic related vocabulary in speech
 Comprehend the reading surely and understand main ideas while
reading;
Lesson objectives  Discuss a problem in groups and suggest solution for a problem;
 Demonstrate the ability to find correct information without any
mistakes;
 Comprehend the reading and understand main ideas while reading
surely;
Apply topic related vocabulary in speech with grammar accuracies.
timings activities
Beginning of The lesson greeting. Formative
the lesson The teacher sets the lesson assessment Slide
objectives, letting students know Students is held (useful
what to anticipate from the lesson. respond to through phrases).
Then to create a positive learning greeting observation/ Pictures
environment the teachers asks monitoring. PPT
students to start the lesson giving Ss answer
each other compliments about the
appearance, job performance, talent, questions Emoticon
etc. and also practice Course
accepting compliments. ks.google.c
Watching the pictures, listening to Students om.co/
short fragments of different types of think books?
music, the learners are asked to critically, isbn=05213
predict the topic of the lesson. exploring, 76661
Sts. sing a song in the style of developing, ael Swan –
country "Numb” and speak about the evaluating 1990
plot of it. and making Country
choices cover of
about their "Numb" by
own and Linking
others’ Park
ideas
Student
Book p.84
Writing
Worksheet
Have you ever tried to compose

a song or music? Which of you
studies or has finished a music
school? Pictures
Warm up.Free talk.Have you PPT
ever tried to compose a song or
music? Which of you studies or Slide
has finished a music school? (useful
The teacher asks Sts. in pairs phrases).
make a list of the types of
music?
Main Main part
Activities Look at the words. Which of these Formative
are not types of music?Ex.1 p.84. A learner assessment Student
Write adjectives about the types of is held Book p.84
music : reads through
15 min. Pop Classical the text observation/ A Table
funny, moving..... for
exciting, fascinating.... monitoring.
Use dictionaries to translate the global
words you don't know and give underst
definitions: anding;
Funny, exciting, moving, dull, Comments
appealing, scary, imaginative,
fascinating. Give synonyms and
opposites to these words. Ex.2 p.84.
Speak about the famous types of
music among the students of a class?
Pre-listening stage. CD. 3.02

Predicting and guessing.Ex.3 p.84.
Where do they say music can be Student
12 min recorded? Book p.84
While-listening stage.
The teacher informs the class that
they will be participating in the
contest” Best in comprehension”. Writing
Ex.4. True – false sentences (Score Worksheet
– 6) and listen and practise the Sts
dialogue. (Score – 4). selects
Use active word – combinations: meanin Comments
To be really into, to have quite a few gful
number one hits, a mixture of, the informa
lyrics are really clear, to be released, tion,
to be to one of the gigs, to be to a live constru
performance, due to go on tour. cts the
(Score – 10). answer;
Ex.5. Activate. Creative Task. 8
In pairs, speak about one’s favourite
music. Assessment criteria:
Identify the main idea in extended Student
talks with little support. s
Apply topic related vocabulary in presents
speech appropriately arranging words informa
and phrases into well-formed tion in 10
sentences. the
Demonstrate the ability to participate group
in a conversation. discussi
Descriptor: on.
A learner: evaluat
 selects an appropriate answer. es the
 completes the task. peers’
 uses appropriate subject-specific answers
vocabulary while speaking. .
the questions within the group. Peer
assessment

W.B. Ex.5.p.84 w, W.B. p.56
Ending the Students express their attitude to the lesson and give self-assessment using the


Lesson plan 73
Language Focus. Passive: past, present and

Lesson title
future. Passive: questions. p.85
9.S7 use appropriate subject-specific vocabulary and syntax to talk about
Learning familiar general and curricular topics, and some unfamiliar topics
objectives(s) that this 9.R6 recognise the attitude or opinion of the writer in extended texts on a
lesson is contributing wide range of familiar general and curricular topics
to 9.W3 write with grammatical accuracy on a range of familiar general and
curricular topics
9.UE1 use a variety of abstract compound nouns and complex noun
phrases on a range of familiar general and curricular topics, and some
unfamiliar general and curricular topics
 Identify the theme, give the examples of the Passive Voice, use
active vocabulary speaking about clothes and fashion.t lifestyle.
 Transfer information from the book about grammar into a graphic
organizer.
Lesson objectives
 Select, compile, and synthesize information from the reading
passage for an oral presentation.
 Respond to and discuss the reading rules and texts using interpretive,
evaluative and creative thinking skills, practice transforming active
sentences to passive without mistakes.
timings activities
Beginning The lesson greeting. Formative
of the The teacher sets the lesson objectives, assessment is Slide
lesson letting students know what to Students held through (useful
anticipate from the lesson. respond to observation/ phrases).
Then to create a positive learning greeting monitoring. Pictures
environment the teachers asks students PPT
to start the lesson giving each other Ss answer the
compliments about appearance, job questions Emoticon
performance, talent, etc. and also
practice accepting compliments.
Watching the pictures, the learners are Students
asked to predict the topic of the lesson. think
critically,
Student
exploring,
Book p.85
developing, Writing
evaluating Worksheet
and making
choices about
their own and
others’ ideas
F-A-S-H-I-O-N.
Pictures
PPT
Slide
(useful
PASSIVE VOICE: To be +V3 phrases).
Warm up.Free talk about the theme of A mind -
the lesson. The teacher asks Sts. in map
pairs make a mind – map of the
Passive Voice.
Main Main part
Activities Look at the sentences and find Formative Student
sentences with a passive voice. In A learner assessment is Book p.85
groups, speak about the differences held through
between Active Voice and Passive  reads observation/
Voice. the text for monitoring.
(W)This information can be helpful. global
Rules. This grammar rule also needs understandin
regular and irregular forms. g;
Comments
The table
 select
s meaningful
information, Pictures
constructs the PPT
answer; Graphic
organizers
 presen
Ex. 1 - 2 p.85.Choose the right verbs ts
in the right voice. Do this exercise in information
pairs and check each other. in the group
Listening Task 1. Ex.3 discussion.
(I) Teacher suggests listening activity  evalua Student
to the learners. Learners listen to the tes the peers’ Book p.85
text. Their first task is to answer only answers.
one question: What clothes are made
for films?
Listening Task 2
II.Listen to the passage for the second A Table
time and fill in the right form of the
Passive.
Remember: a word “clothes” is used A learner Formative
only in the plural form. assessment is
• Clothes is a plural noun. If you want  reads held through
to talk about one shirt the text for observation/
global monitoring.
IV. Ex.4 -5 p.85 (Grammar Exercises).
Assessment criteria: understandin
Identify the main idea in extended g;
Comments Graphic
 select organizers
and phrases into well-formed s meaningful
information, Student
sentences.
constructs the Book p.85
in a conversation. answer;
Descriptor:
A learner:
 completes the task.  presen
ts
information
in the group
discussion.
 evalua
tes the peers’
answers.

W.B. p.57.A mind - map
Ending the
lesson

Lesson plan 74

Changing something in a shop.
Lesson title Giving feedback on a product.
p.p.86 - 87skills to solve problems creatively and
9.C1 use speaking and listening
Learning
9.R6 recognise the attitude or opinion of the writer in extended texts on a
objectives(s) that this
lesson is contributing
9.S5 keep interaction going in basic exchanges on a growing range of
to
9.W6 write coherently at text level using a variety of connectors on a wide
range of familiar general and curricular topics

discussion.
 Demonstrate basic knowledge for usage of the Present and Past
Tenses.
 Transfer information from the given information into a graphic
organizer.
Lesson objectives  Select, compile, and synthesize information for an oral presentation
 Use information in new situations.
 Make a feedback on a product.
timings activities
Beginning of The lesson greeting. Formative
the lesson The teacher sets the lesson assessment Slide
objectives, letting students know Students is held (useful
what to anticipate from the lesson. respond to through phrases).
Then to create a positive learning greeting observation Pictures
environment the teachers asks /monitoring PPT
students to start the lesson giving Ss answer the .
each other compliments about questions
appearance, job performance,
talent, etc. and also practice Emoticon
accepting compliments. Students think
Watching the pictures, the learners critically,
are asked to predict the topic of the exploring,
lesson. developing,
evaluating and
Student
making
Book p.86
choices about Writing
their own and Worksheet
others’ ideas
5 min.
Warm up.Free talk. Look at the

photos: Where are these people?
What are they discussing? In pairs
speak about shopping: how do you
usually buy anything?
Can you change a bought product
or clothes?
Main Main part: Student
Activities Teacher suggests listening to the Formative Book p.86
dialogue and how is the connected A learner assessment CD. 3.05
with Ex.1.Is it a real life story? is held
Give definitions to the following  reads through
words: the text for observation
15 min. Record, scratch, refund, exchange, global /monitoring
receipt, understanding . CD. 3.06
No, I’m good. ;
The Introduction of new key CD. 3.07
phrases:
Sts. do Pronunciation task. Ex.3.  selects Comments pictures
p.86. meaningful
What is the dialogue about? information,
Ex.4 - 5 p.86. Creative task: make a constructs the
mini - dialogue about changing answer;
things in a shop.
DISCUSSION ABOUT THE
12 min. CHANGING THING.
Ex.6 p.86.  present
s information Student
Ex.1 – 2 p.87. (Problems with a in the group Book p.87
bought product). discussion.
In groups of 4, play the problem
situations from Ex.1.  evaluat
Use Key Phrases of Ex.2. es the peers’
Ex.3 p.87. answers. A Table on
Working with the writing guide: p.87
Giving feedback on a
product.Two Sts.will read the
essay; others speak later about it
and give their own opinion.
The teacher pays attention to
adverbs in the task and asks Sts. to
do ex.3.p.87.
In groups of 3 or 4, Sts. write a
book review or film review
according to the writing guide of
Ex.5. p.87.
1. Make sure learners understand
that all the information has been
included in the feedback.
Encourage learners to notice how
the essay has been organised into 4
paragraphs. Assessment criteria:
sentences.
Descriptor:
A learner:
speaking.

W.B. p.59, Ex.4 p.87 St. B.
Ending the Students express their attitude to the lesson and give self-assessment using the


Lesson plan 75
Teacher's name:
Date:
Lesson title Summative assessment for the 7th unit.
TERM 3.
SUMMATIVE ASSESSMENT TASKS
Summative assessment for the seventh unit "Music and films"
Learning objectives 9.C6 organise and present information clearly to others

9.R4 read a range of extended fiction and non-fiction texts on familiar and
unfamiliar general and curricular topics
9.R5 deduce meaning from context in extended texts on a range of
9.W2 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
9.W6 write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics
9.UE7 use a variety of simple perfect forms including some passive forms
including time adverbials on a range of familiar general and curricular
topics
Assessment criteria Form ideas effectively and demonstrate the ability to express them
clearly
Find particular facts and parts in reading passage.
Write sentences about real and imaginary past events, activities and
experiences connecting sentences into paragraphs.
Organize sentences, paragraphs and ideas logically using a variety of
linking devices.
Identify and use punctuation in the sentences properly
Make up simple perfect forms including some passive forms with time
adverbials to express recent, indefinite and unfinished past.
Level of thinking skills Application
Higher order thinking skills
Duration 20 minutes

Unit 7 Music and films School:
Lesson plan 76

My Country. Music and film. p.88
Lesson title CLIL.Culture: Britain in the 1960s.
p.89
9.R6 recognise the attitude or opinion of the writer in extended texts on a
that this lesson is
9.R7 recognise typical features at word, sentence and text level in a wide
contributing to
range of written genres, including some which focus on unfamiliar topics
9.C4 evaluate and respond constructively to feedback from others

Identify the meaning of the text about a famous Kazakh actor and Britain
in the 1960s, recall facts and basic concepts.
Select, compile, and synthesize information for an oral presentation
Provide a point of view in conversations and discussions;
Lesson objectives
Synthesize information from the reading passagesfor a discussion.
Respond to and discuss the reading passage using interpretive, evaluative
Discuss and give their opinions about an alternative lifestyle using own
words.
Pupil’s Marks
Planned timings Teacher’s activities Resources
activities
Beginning of the The lesson greeting. Formative
lesson The teacher sets the lesson objectives, assessment Slide
letting students know what to Students is held (useful
anticipate from the lesson. respond to through phrases).
Then to create a positive learning greeting observation Pictures
environment the teachers asks /monitoring PPT
students to start the lesson. Ss answer .
Warm up.Free talk about the life of the questions
Chingiz Kapin and Britain in the
1960s.A teacher suggests listening Emoticon
the lines from the song” Yesterday|” Students
by the group Beatles and an episode think
with Chingiz Kapin from the film. critically,
Student
exploring,
Book p.88
developing,
the song”
evaluating
Yesterday|”
and making Writing
choices Worksheet
about their
own and
others’ ideas
Slide
(useful
phrases).
Main part Formative Student

Pre - reading task: introduction of A learner assessment Book p.89
new words: Ex.1 is held
Ex.2 p.88. Listen and read the text.  reads through CD. 3.08
Ex.3 - 4 p.88 for comprehension of the text for observation (PROJECT O
the text. /monitoring RD I NAR
global
YFAM I LY
Name the films with this actor in the understandin . (CHINGIZ
leading part. g; KAPIN)
 select Comments
Main s meaningful Pictures
Activities (A film”Zaure).
information, PPT
Look at the photos of Ex.1 and constructs
speak about this period in the life the answer;
of people in Britain. Answer the
questions.
The 1960s overturned the country’s
 prese Student
old order and brought in the new, as
nts Book p.88
the economic boom reverberated: information
governments fell through scandal; in the group
spies were exposed in the heart of the discussion.
establishment; England won the  evalu
World Cup; the arts, fashion and ates the
entertainment industries burst with peers’ CD.3.09
new ideas and young people answers.
dominated events.
The students in pairs write down
some facts about the life in 1960s.
Britain in 1960s Kazakhstan in 1960s
A Table
During the 1950s and 1960s, Soviet

citizens were urged to settle in the Virgin
Lands of the Kazakh Soviet Socialist
Republic.
Writing
Ex.3 – 5 p.89. Worksheet
Make a short presentation of Alma-
Ata in sixties. Assessment criteria:
sentences.
in a conversation.
Descriptor:
A learner:

W.B. p.58, Ex.5 p.89 St. B. (group work).
Ending the lesso Students express their attitude to the lesson and give self-assessment using

Unit 7 Music and films School:
Lesson plan 77
Teacher's name:
Date:
Lesson title Summative assessment for the 3rd term
 Listen to the text;
 Plan and write a piece of writing;
 Speak on the taught topics
Identify the correct form of a word, appropriate
Lesson objectives sentence structure and text layout;
 Speak on the taught topics with expressing points of
view
 Write a composition keeping appropriate format and
plan of a given genre;
Recognise the content of an extended conversation using
some supporting information;
Level of thinking Knowledge and comprehension
• Identify the main idea in extended talks
• Write topic related words correctly
Assessment criteria
• Connect sentences into paragraphs with basic connectors
and linking words with some support
Target language Words of Units 5 - 7
TERM 3 SUMMATIVE ASSESSMENT TASKS

Summative assessment 7 for the unit “Reading for pleasure”
Learning objective:
6.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
6.C5 use feedback to set personal learning objectives
6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a
limited range of familiar general topics
• Identify the position of speakers in an extended talk with some support
• Write a text keeping the layout and format of a given genre with a little support
Level of thinking skills: Knowledge and comprehension
Application Duration 20 minutes
Listening Task 1. Listen to the conversation twice and answer the questions:

Lesson plan 78
Teacher's name:
Date:

Review. p.90.
Lesson title
Project. A webpage: a film director.
9.S3 explain and justify their own and others’ point of view on a range of
Learning objectives(s) 9.S7 use appropriate subject-specific vocabulary and syntax to talk about
9.W1 plan, write, edit and proofread work at text level with support on a
9.W5 link without support sentences using basic coordinating connectors
*Use some target vocabulary successfully in speaking tasks and show
some basic organisational coherence and cohesion in writing task
*Demonstrate basic knowledge for usage of the Passive Voice. Offer
constructive peer-feedback using rubric.
*Select, compile, and synthesize information for an oral presentation
 *Provide a point of view in conversations and discussions;
Lesson objectives  *Use most target vocabulary successfully in speaking tasks and show
clear organisational coherence and cohesion in writing tasks.
*Apply the correct form of the Passive Voicein the context;
*Use most target vocabulary successfully in speaking tasks and show
good organisational coherence and cohesion and some elements of
appropriate style in writing task;
*Respond to and discuss the reading passage using interpretive,
Plan
timings activities
Beginning of ORGANISATION MOMENTS Formative
the lesson (WC): assessment Slide
Teacher informs learners that the Students is held (objectives
aims of this lesson are to revise the respond to through )
material that was taught in this unit greeting observation/ Slide
and make a project about a famous monitoring. (useful
film director. Ss answer the phrases)
question PPT
Emoticon
Main activities REVISION. Formative

Learners
CONSOLIDATION. (GW) assessment
Rules for Jeopardy game work in is held Student's
There are 2 kinds of games. groups, apply through book p.90
Teacher can feel free to choose any observation/
skills and
or play during the whole lesson. knowledge to monitoring.
1. Students play jeopardy in groups. PPT
2. They have to choose a category a practical Jeopardy
and a point value. and Emoticon
3. Teacher clicks on the chosen box
cooperative
for the question.
(The teacher may want to set a time task, and
limit for answering the question) produce their Formative
4. To see if a student or group is assessment
correct, click again for the answer. own is held
5. Click the Back to Board button materials. through
on the slide to return to the main observation/
board. monitoring. Student's
5. If the student or team is correct, book p.90
they are awarded the point value of
the question
Emoticon
6. Continue until all questions have A mind -
been answered. The team with the map
most points wins. "Passive
Voice"
Ex. 1 - 2 p. 90(Revision of
vocabulary). a graph
organizer
Revision of Grammar. Passive Learners
Voice.Correct form of the work in
Passive. groups, apply
Ex. 3 - 5 ( do ex. individually)
Do this task in a table: Ex. 4 p.90 skills and
Active Voice Passive Voice to Formative
knowledge
assessment
a practical is held
and through CD 3.10
observation/
cooperative monitoring.
task, and
LISTENING TASK:
You will listen to the text and produce their
complete the sentences: Emoticon Student's
own
Keys: book p.90
1. twice materials. Ex.7 p.42
2. exhibitions
3. forty
4. environment
5. increasing
6. buyers
7. on the Internet Oral
assessment
and support Student's
book p.91
Learners Ex.1 -2
COMMUNICATION. p.91
work in
Projects about Kazakh film
directors. groups, apply
Students are going to present the skills and https://
kazakh-
information about Kazakh film knowledge to tv.kz/en/
directors. tags/
One group will speak about a practical Yermek
Yermek Tursunov. This group will and %20Tursu
use the material from the book on nov
cooperative
page 91.
task, and 1.
produce their Oral

own assessment
materials. and support
Film Director
Writing
Worksheet
Yermek Tursunov was born in July Oral
20, 1961 in Kazakhstan. Novelist, Learners assessment
writer and film director. He work in and support
graduated from the Faculty of groups, apply
Journalism of Kazakh National skills and
University named after Al-Farabi knowledge to
then the Faculty of Scenario and a practical
Film History of Russian State and
University of Cinematography. cooperative
Yermek wrote scripts to well- task, and
known Kazakh films: “AbulKhair produce their
Khan”, “Mother’s paradise” (with own
M.Makhmalbaf), “Mustafa Shokai” materials. Oral
(with Sergey Bodrov), “Mongol” assessment
(with Sergey Bodrov), and support
“KurakKorpe”, “Forth world”,
“Mytar”, “Sabalak” (with
TimurBekmambetov), “Baksy”
(with
GulshatOmarova), “Mamlyuk”,
“Kelin”, “Kenzhe”, “Seven days in
May”, “Gift to Stalin” (with Pavel
Finn), “Shal”, “Who are you , Mr.
Ka?”, etc.
The career of director
2009 – “Kelin” (“The Bride”) Oral
2012 – “Shal” (“The Old Man”) assessment
2014 – “Kempyr” (“Crone”) and support
2015 – “Kenzhe” (“Little brother”)
2015 – “Zhat” (STRANGER)
YermekTursunov won Grand Prix
in Competition of scriptwriters
(Russia), won “Golden Star” prize
for his script “Tell me, who is your
friend” (Russia), won Kazakh
National Prize “Kulager” for “Best
Film”(2010), “Best
Director”(2012), “The Man of the
Year” (Kazakhstan, 2011).
Home task.
WB p.38 Slide
Ending of the FEEDBACK: Your impression!
lesson Sts write their impression of the whole unit and share ideas with
their classmates.
3 – new words you have taught at the lesson;
2 – adjectives to describe the lesson
1 – one activity you like
Differentiation -Learners can contribute at their own language level for this activity, as it is as it is
relatively open-ended. This gives each learner a chance to be successful.
Reflection at the end of the lesson and teacher summary provides support for progress and
achievement

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Short term lesson plan III term (the ninth grade)

Unit of a long term plan: Unit 5.

CLASS: 9 Number present: absent:

All learners will be able to:

Main part Lead-in (W, I)

End Home task.

Short term lesson plan

Unit of a long term plan: Unit

All learners will be able to:

Look at the picture and say what is

End Home task.

Short term lesson plan

CLASS: 9 Number present: absent:

While speaking about past

Short term lesson plan

Unit of a long term plan:

CLASS: 9 Number present: absent:

All learners will be able to:

Warm up. Free talk. Oral

End Home task.

Unit of a long term plan: Unit 5

Class: 9 Number present: Number absent:

Lesson title Language Focus. Future Continuous.

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

Differentiation can be achieved through the selection of activities, identification of learning

Short term lesson plan

Unit of a long term plan: Unit 5

Class: 9 Number present: Number absent:

Giving the home task.

Differentiation can be achieved through the selection of activities, identification of learning

Class: 9 Number present: Number absent:

Main LISTENING and READING TASKS: Emoticon

What other Kazakh writers and

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

Differentiation – Differentiation can be achieved through the selection of activities,

Short term lesson plan

Lesson title CLIL. Language and literature: The realist novel.

9.C8 develop intercultural awareness through reading and discussion

All learners will be able to:

Differentiation can be achieved through the selection of activities, identification of learning

Short term lesson plan

Unit of a long term plan: Unit 5

CLASS: 9 Number present: absent:

Plann Teacher’s activities Student’s Marks Resour

Short term lesson plan

Class: 9 Number present: Number absent:

Lesson title Project: A poem

9.C8 develop intercultural awareness through reading and discussion

The teacher begins the lesson with a

Main In groups make a poster about the Emoticon Student

Assessment criteria: Ss and elicit

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

Differentiation – can be achieved through the selection of activities, identification of learning

Planned Teacher’s activities Student’s Marks Resource

The teacher sets the lesson objectives, letting

Thanksgiving (fourth Thursday in November)

Britain is full of culture and traditions which

Poppy Day or Remembrance Day

Which of the traditional stories did you like Ss and

The teacher asks Sts. to listen to the song "

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

Differentiation can be achieved through the selection of activities, identification of learning

Unit of a long term plan