Full Blast.

9th grade
I- TERM

Unit: Unit 1 Hobbies and Qualities School:

Lesson 1
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Hobbies and
Qualities
Learning objective 9.3.1.1 use formal and informal registers in their talk on a range of general and
(s) that this lesson is curricular topics;
contributing to 9.3.3.1 explain and justify their own point of view on a range of general and
curricular topics;
All learners will be able to: • learn vocabulary for hobbies and qualities
Most learners will be able to:
Lesson objectives • recognise the hobbies and qualities needed for familiar person
Some learners will be able to: • talk about the types of hobbies and qualities
that are most important to them.
will have had the opportunity to:
• demonstrate an understanding of what hobbies and qualities are;
• list personal skills and qualities;
Assessment criteria • recognise the hobbies and qualities needed for familiar person;explain and
justify their own point of view on types of hobbies and qualities that are most
important to them.

Value links Knowing yourself

Cross curricular Psychology
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting
and take their places. Hello, boys and girls!
How are you?
Unit  Draw Ss' attention to the title of the module
presentatio and the four pictures. Ask students what
n they can see and what they think the
module will be about.
 Ask SS some questions: What is your
hobby? What hobby would you like to try
someday? Do you prefer indoor or outdoor
activities?
Warm up  Write the word qualities on the board and Quality is particular characteristics
ask Ss if they understand its meaning . a person has
 Explain Ss hobbies and qualities (hobby is
I can, quality is I am) Ss make the list of
hobbies and qualities.
  Draw their attention to the first question in I would describe doing jigsaw
the Discuss section. How would you puzzles as a.......
describe the activities shown? Have Ss As far as bowling is .....I think that
work in pairs and exchange opinions using it can be described as.....
the adjectives in the box. Then have them
Practice share their opinion in class. In oder to do a jigsaw puzzle you
have to be really patient......
Activity "Continue the point of view"
 What kinds of people usually do these
activities?
Use the words in the box.
Formative Assessment Descriptor
• Put students into small groups. Str.Stud Weak.St Scor
• Students should decide on whether the types . ud. es
of Uses Uses 1
Hobbies and qualities from page 11 are and and
popular with their class and then focus pronoun pronoun
students’ attention on the questions. ces key ces key
• Encourage stronger students to talk as much words words
as they correctl correctl
can. Weaker students can just say one y y
sentence for each form of hobbies and qualities Talks as Just 1
they choose. much as says one
Your turn student sentenc
can and e for
by each
using form of
correct hobbies
form of and
sentenc qualities
e student
structur chooses
e

Homewor W/B ex A p 2
k

Additional Information
Differentiation - Assessment - how are you planning to Health and safety check ICT
how do you plan to check learners` learning? links
give more support?
How do you plan to
challenge the more
able learners?
More support will be -through questioning and the redirecting -White board and video is used no
given to weaker of questioning in feedback activities more than 10 minutes
learners by giving -through observation in group and end -Use water based pens
them a modified performance activities -Health promoting techniques
worksheets in some -through formative task -Breaks and physical activities
tasks with greater used.
support -Points from Safety rules used at
this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: Unit 1 Hobbies and Qualities School:
Lesson 2
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Family order
Learning objective 9.4.1.1understand the main points in extended texts on a range of unfamiliar
(s) that this lesson is general and curricular topics;
contributing to 9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
All learners will be able to: • understand vocabulary ,functions and
structures in the context of an article
Lesson objectives Most learners will be able to:
• identify specific information in a text
Some learners will be able to: • elaborate on the topic of the text
Introduce with the vocabulary ,functions and structures in the context of an
article
Assessment criteria Identify the meaning of unknown words from context and specific
information in a text
Add some information from their own experience

Value links Knowing yourself and Family

Cross curricular Psychology
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls! How are
you?
Warm up  Ask students if they have any siblings and if Advantages Disadvantages
they do , ask them if they are the oldest or the Get new More
youngest child in their family?. clothes and responsible
 Draw their attention to the first question. (A p toys
12) Doesn't have Get your older
 You can draw two columns on the board with many brother's and
the headings advantages and disadvantages responsibilitie sister's thing
to note down Ss' answers s
Presentatio  Draw Ss attention to the title and the subtitle It is about how the order which
n of the article and ask them to tell you what you are born in affects your
they think the article is about. personality
 Ask Ss to read through the headings 1-5 and
check understanding. Explain to them that
they are going to read the article and match A.2 B.3 C.5 D.1
each paragraph with suitable heading.
 Read the first paragraph together with the
students and tell them to underline key words
and sentences that help them to summarise
the content of this paragraph. (B.p. 12)
  C.p.14. ask Ss to read through the 1.d 2.b 3.a 4b 5.c 6.a 7.d 8.c
questions 1-8
 allow Ss some time to do the activity
 check the answers with the class. Ask
Ss to provide justifications for their
answers by reading the corresponding
part in the text.
Practice  D. p. 14 Pair work. Draw Ss attention
to the highlighted expressions in the 1.suitable 2.give you a hard time
text and their definitions 1-6. 3. in no time 4. mature 5.
 Remind Ss that in order to siblings 6.willing
understand the meaning of these
expressions , they have to read the
whole sentence they are in and often
the previous /next one, as well.

• Put students into small groups.

Try to do activity "Five finger". give to each
group the picture of five finger that filled with the Descriptor
such questions that can help to summarise or 4-5 Open answers with grammar
elaborate on the topic of the text(F.e What do the accuracy - Excellent
eldest children seem to worry about the most? 2-3 Open answers with some
Why do middle children tend to willingly agree mistakes - Good
Your turn with their friends' plans? etc... ) Less 2 answers - Try again!

Homewor S/B ex D p 14 to remember the phrases and new vocabulary of the topic
k

Additional Information
Differentiation - how Assessment - how are you planning to Health and safety check ICT
do you plan to give check learners` learning? links
more support? How
do you plan to
challenge the more
able learners?
More support will be -through questioning and the redirecting of -White board and video is used
given to weaker questioning in feedback activities no more than 10 minutes
learners by giving -through observation in group and end -Use water based pens
them a modified performance activities -Health promoting techniques
worksheets in some -through formative task -Breaks and physical activities
tasks with greater used.
support -Points from Safety rules used at
this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: Unit 1 Hobbies and Qualities School:
Lesson 3
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Comparisons
Learning objective (s) 9.6.9.1 use appropriately an increased variety of active and passive
that this lesson is simple present and past forms and past perfect simple forms in narrative
contributing to and reported speech on a range of familiar general and curricular topics;
9.6.12.1 use an increased variety of comparative degree adverb
structures with regular and irregular adverbs, use a variety of pre-verbal,
post-verbal and end-position adverbs on a range of familiar general and
curricular topics;
All learners will be able to: understand the usage of present and past
forms
Most learners will be able to:
Lesson objectives
• make comparisons
Some learners will be able to: •use an increased variety of comparative
degree in their speech
Form present and past sentences with increased variety of comparative
Assessment criteria degree of adjectives

Value links Knowing yourself

Cross curricular links Psychology
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up  Ask Ss to read the first two examples. Grammar Section
 Draw Ss' attention to the words in bold p .14 and check WB
their previous knowledge by asking them how we form
the Comparative and Superlative and when they are
used. Explain that the same applies to adverbs.
 Ask Ss to come up with their own examples.
Presentation  Draw Ss attention to the third example and ask them to
say what they know about the formation of (not)as ...as
and when it is used. Explain that the adjective/ adverb
between as ..as is in the positive form.
 Write the following sentence on the board: I can draw
better than Rusell and Rusell can't draw as well as me.
Help Ss realise that both sentences have the same
meaning.
 Ask Ss to come up with their own examples.
 Draw Ss attention to the fourth example and write the
following sentence on the board: It's quicker if Nadia
does it than if I do it. Ask them to tell you the difference
between the two sentences
 Help Ss understand that we can emphasise the meaning
of adjectives/adverbs by adding a lot a bit even ,far,
much rather in the comparative degree.
 By this way try to exlain to Ss that we can use the
 structures the + comparative..., the+ comparative and
comparative+ and + comparative as forms of successive
comparison

 Have Ss do the activity " A Snow ball"

 Put Ss into some pairs. 1.taller
 Student A completes the given sentence with 2 younger
the correct form of the adjectives or adverbs in 3older....older
brackets by adding the and as where necessary. p 4. the most creative
15 5. as interested
Practice
 Student B finds key words ( that can show the 6.less
comparison)and comes up with his own sentence 7.The most
by using it. important
8. more
9.better
Oral assessment

3-2-1 feedback activity Have students

write or talk
about 3 things
they learned, 2
Feedback things they still
want to learn,
and 1 question
they have.

Homework W/B ex B, C p 3

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through 3-2-1 feedback activities -White board and
given to weaker learners -through observation in group and end video is used no
by making the task easier performance activities more than 10
than for stronger learners -through formative activity A Snow ball minutes
with greater support -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1 Hobbies and Qualities School:
Lesson 4
Date: Teacher’s name:
CLASS: Number absent:
present:
Theme of the lesson: Vocabulary: Describing personality
Learning objective (s) 9.3.7.1use appropriate subject-specific vocabulary and syntax to talk
that this lesson is about an increased range of general and curricular topics
contributing to 9.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings;

All learners will be able to: understand meaning of some personality

adjectives
Most learners will be able to: distinguish positive adjectives from
Lesson objectives
negative and find adjectives with opposite meaning
Some learners will be able to: •use imagination to express thoughts
about describing personality and quality of a person
Have the active vocabulary to express thoughts about describing
Assessment criteria personality and quality of a person

Value links Knowing yourself

Cross curricular links Psychology
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up  Draw Ss' attention to the words in bold and explain to
them that these are adjectives describing somebody's
personality. Ask them if they know any of these
adjectives. Elicit answers.
 Remind Ss that when they encounter an unknown
word ,they should try to identify what part of speech it
is(noun, verb, adjectives) and that the other words in the
sentence can help them understand its meaning p 16
Presentation  Draw Ss' attention to the Note and explain it.
 Ask Ss to read through the sentences 1-7 and the Note p.16
definitions a -g 1.d 2.f3.a 4.c 5.b 6.g
7.e
  Have Ss do the activity " classification"
 Encourage Ss to try to understand which
adjectives are positive and which are negative
 B.p.16 Matching. give Ss the opportunity to find Easy-going-strict
Practice adjectives with opposite meaning by matching Miserable -cheerful
and look them up by using dictionary

Formative Assessment Descriptor

Short discussion. "Your personality"  The usage
Ask students to guess each other’s personality. The simplest of
way is for them to make statements such as “I think you are personality
quite patient” for their partner to respond to with expressions adjectives
like “Are you pulling my leg?” or “You could say that.” You correctly -1
could also ask them to guess facts that support that  Making
judgement, e.g. “I think that you are quite adventurous. I sentences
guess that you have been hiking on your own a few times.” with
grammar
accuracy -
1
 Initiation a
short
discussion -
1

Feedback

Homework W/B ex A, B p 4

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Traffic Light feedback activities -White board and
given to weaker learners -through observation in group and end video is used no
by making the task easier performance activities more than 10
than for stronger learners -through formative activity Short Discussion minutes
with greater support -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1 Hobbies and Qualities School:
Lesson 5
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Vocabulary: Present Simple vs
Present Continuous
Learning objective (s) 9.6.1.1 use present continuous forms and past continuous, including a
that this lesson is growing variety of passive forms, on a range of familiar general and
contributing to curricular topic

All learners will be able to: revise and understand some new uses of
the Present Simple and the Present Continuous
Most learners will be able to: differentiate between the two tenses and
Lesson objectives
use them in context
Some learners will be able to: distinguish between habitual actions and
current activities and use Present Continuous with Stative verbs
Differentiate between the two tenses and use them in context and
Assessment criteria understand the usage of Present continuous with Stative verbs

Value links Knowing yourself

Cross curricular links Psychology
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up  Check Ss' previous knowledge of the two tenses (we use
the Present Simple to refer to habitual actions and the
Present Continuous to refer to current and temporary
actions.) by showing pictures.
Presentation  Ask Ss to identify any time expressions of each tense
used in the first example . (Present Simple : every day/ Note p.34 W.B.
Present cont.s: at the moment)
 You can draw two columns on the board with the
heading Present Simple and Present Cont. Write the
following time expressions/adverbs on the board and
have Ss write them in the correct column : now, always,
on Mondays, this week, sometimes, at the moment.
 Draw Ss' attention to the second example and more
specifically to the use of Present Cont. (is always
chatting)
Point out that the Present Cont is used with always when
describing an annoying habit.
  Draw Ss' attention to the NOTE and explain the
use of Stative verbs. Give some examples and
ask Ss to come up with some others.
 Have Ss do the activity "Four Corners". Four
 You can make up test with A,B,C,D Corners: This is a
answers by using Ex p.17 great way to
 You can give exercise for completing with the encourage dynamic
Present Continuous or the Present Simple movement while
A B learning multiple-
choice questions.
Designate each
corner of the
Practice classroom to
C D
represent A, B, C,
and D. Students go
to the corner that
they believe
corresponds with
the correct answer.

Venn Diagram:
Venn Diagram Use of a Venn
Present S Present Cont diagram
(interconnected
circles) to
Feedback
demonstrate how
different subjects
or topics overlap
and how they are
unique.

Homework W/B ex `C,D p 5

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Venn Diagram feedback activities -White board and
given to weaker learners -through observation in group and end video is used no
by making the task easier performance activities more than 10
than for stronger learners -through formative activity Short Discussion minutes
with greater support -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1 Hobbies and Qualities School:
Lesson 6
Date: Teacher’s name:
CLASS: Number absent:
present:
Theme of the lesson: Vocabulary: Listening:
Hey, what are you doing
Learning objective 9.2.2.1 understand most specific information in unsupported extended talk on
(s) that this lesson is a wide range of general and curricular topics
contributing to 9.3.6.1 link comments with growing flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges;
All learners will be able to: practice in listening for specific information and
understand the expressing an opinion
Most learners will be able to: describe people and talk about characteristics
Lesson objectives
required for different professions
Some learners will be able to: support their arguments when describing a
person
Understand specific information in listening
Assessment criteria Talk about characteristics required for different professions and support their
arguments when describing person

Value links Knowing yourself

Cross curricular Psychology
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting
and take their places. Hello, boys and girls!
How are you?
Warm up  Write on the board Expressing an opinion F.e point of view I think As for
 Try to do the association with Ss on it. me...... Say the mind

Presentatio  Draw Ss' attention to the TIP and

n explain it. p.18 Note p.34 W.B.
 Ask students to read through the
questions and the options and
check their understanding
 Point out to SS that each question
corresponds to a different situation
 in the form of a short dialogue
 Play each dialogue twice and have
Ss listen and do the activity

 Ask Ss to look at the pictures and read

the accompanying captions.
 Ask students to read through the
phrases in the boxes and check
understanding. Point out to them that
some of these phrases can be used to
describe more than one profession
 Draw Ss' attention to the TIP and
explain it. p.19
 Divide Ss into small groups and have
them do the activity
 Choose several groups to report their
answers in class Descriptor
Str.Stud Weak.St Scor
Formative assessment. . ud. es
Uses Uses 1
• Put students into small groups. and and
• Students should describe a person they pronoun pronoun
admire , a person they like hanging out with ces key ces key
and a person they find annoying words words
Practice  Tell them that they should think of an correctl correctl
appropriate example to support their y in y in
opinion about the person's personality describi describi
expressed in each situation ng a ng a
• Encourage stronger students to talk as much person person
as they Talks as Just 1
can. Weaker students can just say one much as says one
sentence for each form of hobbies and student sentenc
qualities they choose. can and e for
by expressi
supporti ng
ng his opinion
or her about
opinion person's
about personal
the ity
person's
persona
lity
express
ed in
each
situatio
n

Feedback Expressing opinion about the lesson

In my opinion .......

Homewor Reproduce the dialogue

k
 Additional Information
Differentiation - Assessment - how are you planning to Health and safety check ICT
how do you plan to check learners` learning? links
give more support?
How do you plan to
challenge the more
able learners?
More support will be -through oral feedback activities -White board and video is used no
given to weaker -through observation in group and end more than 10 minutes
learners by making performance activities -Use water based pens
the task easier than -through formative activity Short -Health promoting techniques
for stronger learners Discussion -Breaks and physical activities
with greater support used.
-Points from Safety rules used at
this lesson.

Unit: Unit 1 Hobbies and Qualities School:

Lesson 7
Date: Teacher’s name:
CLASS: Number absent:
present:
Theme of the lesson: Talking about
computer/video games
Learning objective 9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings;
(s) that this lesson is 9.4.2.1understand specific information and detail in texts on a range of
contributing to familiar general and curricular topics, including some extended texts
All learners will be able to: understand vocabulary, functions and structures
in the context of a text
Most learners will be able to: recognise the specific information and detail
Lesson objectives
in text
Some learners will be able to: exchange their opinions about computer and
video games
Know the vocabulary, functions and structures of computer and video games
Assessment criteria Exchange their opinions about computer and video games by understanding
specific information of given text

Value links Knowing yourself

Cross curricular IT
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting
and take their places. Hello, boys and girls!
How are you?
Warm up  Ask Ss the questions and initiate a short
discussion.
A.p20
 Presentatio  Draw Ss' attention to the TIP and
n explain it. p20
 Ask students to read through the
descriptions 1-3 of the teens and
underline unknown words at the
same time
 Ask students to read through the
descriptions a-f of some computer
games and underline unknown
words at the same time
 explain some unknown words by
paraphrasing.
Have Ss do the activity. Point out to them that 1.f 2.a 3.b
there are three extra games which they do not
need to use.
Matching
Draw S attention to the highlighted phrasal 1. lock up 2.try out 3. run into
Practice verbs in the text and their definitions 1-5. Make
sure they haven't got any unknown words . You 4. build up 5. show off
can have Ss work in pairs and do the activity

Descriptor

Formative assessment. Uses and pronounces 1

adjectives and words
about computer games
Have SS read through the descriptions of the correctly
remaining computer games (c,d,e) again and Talks as much as 1
describe the person who would be interested in student can and by
them. supporting his or her
You can have Ss work in pairs and exchange argument with the
opinions Encourage them to use as many example
adjectives as possible and support their
argument with the example.
Traffic Cards Traffic Cards: Students
create index cards with a
large green marker circle
on one side and red on
the other. If they are
following along and
Feedback understanding the lesson,
the green side of their
card is upright and visible
to you. When they do not
understand something
and need clarification,
they flip the card to show
you the red side.
Homewor W/B ex A,B p 6
k

Additional Information
Differentiation - Assessment - how are you planning to Health and safety check ICT
 how do you plan to check learners` learning? links
give more support?
How do you plan to
challenge the more
able learners?
More support will be -through traffic cards feedback -White board and video is used no
given to weaker activities more than 10 minutes
learners by making -through observation in group and end -Use water based pens
the task easier than performance activities -Health promoting techniques
for stronger learners -through formative activity Short -Breaks and physical activities
with greater support Discussion used.
-Points from Safety rules used at
this lesson.

Unit: Unit 1 Hobbies and Qualities School:

Lesson 8
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Clauses of result
Learning objective (s) 9.6.16.1 use a variety of conjunctions including so that, (in order) to
indicate purpose although, while, whereas to contrast on a range of
familiar general and curricular topics
All learners will be able to: differentiate between the variety of
conjunctions and apply them with support
Most learners will be able to: differentiate between the variety of
Lesson objectives
conjunctions and apply them with a little support
Some learners will be able to: differentiate between the variety of
conjunctions and apply them in context
Apply the variety of conjunctions including so that, (in order) to indicate
Assessment criteria purpose although, while, whereas to contrast

Value links Knowing yourself

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up Try to make the associations on following words
Result Concession Purpose

Presentation Ask Ss to read through the examples and draw their

attention to the words in bold Note p.35 W.B.
Ask Ss what they remember about the use and formation of
clauses of result and difference between so (followed by an
adj. or adv.) and such (always followed by a noun)
By this step you can present clause of concession and
purpose
 Refer Ss to the Grammar Section in the Workbook.
Ask Ss to come up with their own examples.
 p.23 SB Rewrite the sentences using the words
given
D.p7 Complete the second sentence so that it has the same
meaning as the first sentence, using the word given .Do not
change the word given .You must use between two and five
Practice words including the word given
Descriptor A learner:
Completes sentences with appropriate
word
Uses between two and five words
correctly

Reflection: Hamburger
Ss write their opinions for today’s lesson
First layer- What was good at lesson and what did you
understand?
Feedback Second Layer-What could you improve or develop in
the future?
Third Layer- positive conclusions.
I liked today’s lesson because…
Feedback: T asks Ss what task was difficult to
them

Homework W/B ex `C p 5

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Hamburgers feedback activities -White board and
given to weaker learners -through observation in group and end video is used no more
by making the task easier performance activities than 10 minutes
than for stronger learners -through formative activity Short Discussion -Use water based pens
with greater support -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1 Hobbies and Qualities School:
Lesson 9
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Talking about hobbies
Learning objective (s) 9.3.7.1use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
9.3.6.1write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics
All learners will be able to:
 categorize phrases with prediction
 use the subject - specific vocabulary with support
 make up sentences with some connectors
Most learners will be able to:
 categorize phrases with support
Lesson objectives
 use the subject - specific vocabulary with a little support
 make up the short summary with connectors
Some learners will be able to:
 categorize phrases
 use the subject - specific vocabulary without support
 make up the text with connectors
Demonstrate the ability to use the subject - specific vocabulary and
Assessment criteria syntax
Apply the variety of connectors at text level

Value links Knowing yourself

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up Guessing
You can draw the two columns on the board and draw a
happy and a sad face as headings to each column.
Explain that they have to decide which phrases mean
 like and which phrases mean dislike
Presentation  Draw Ss' attention to the sentences 1-4. Allow them
some time to read throw the sentences and determine Key
if the phrases in bold have a positive or a negative 1. isn't my thing - n
meaning. 2. enthusiastic about
 Draw Ss' attention to the NOTE and ask ss to tell -p
you what they notice about these verbs( they are 3. fed up with - n
followed by an -ing form or a noun) 4. sick of - negative
 They can make their own sentences for the structure
-ing or noun
 Write the verbs gain and win on the board and
explain to them that these verbs are similar in
meaning, but they differ in the nouns they collocate
with.

 Have Ss do the activity B p. 24 Key

Encourage them to find the nouns that collocate with the Win-b
verb win first. Gain-a
 Explain to Ss that they have to complete the 1. won, medal
sentences with the correct form of the collocations. 2. gain speed
Formative assessment 3. gain, weight
Complete the sentences with the prepositional 4.win,
phrases in the box. Make up your own story. Use race/competition
phrases in the box. C.p25 5. gained,
experience.
Practice Key
Descriptor A learner: 1. at last
2. at all times
Completes sentences with appropriate 3. at the age of
phrase 4. at the beginning,
Makes up his/her own story at the end
5. at the latest
Uses phrases in the box 6. at least
7. at present
8. at once
9. at a later time

Reflection Put a die at

each desk. At
Roll the Dice the end of
class, each
Feedback 1. I want to remember … student rolls
2. Something I learned today and briefly
3. One word to sum up what I learned answers aloud
4. Something I already knew a question
5. I’m still confused about … based on the
6. An “aha” moment that I had today number rolled:

Homework W/B ex A, B, C, p7-8

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
 more able learners?
More support will be -through Roll the Dice feedback activities -White board and
given to weaker learners video is used no
by making the task easier -through observation in group and end more than 10
than for stronger learners performance activities minutes
with greater support -through formative activity -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.

Unit: Unit 1 Hobbies and Qualities School:

Lesson 10
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Writing/ an informal letter/email
Learning objective (s) 9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
9.5.1.1 plan, write, edit and proofread work at text level with little or no
support on a range of general and curricular topics;
All learners will be able to:
 Identify specific information in text through predictions
 Write sentences at text level with given plan
Most learners will be able to:
 Identify specific information in text through questions
Lesson objectives  Make a clear plan of writing; Write a text; Check the written
draft with little support
Some learners will be able to:
 Identify specific information in text without support
 Make a clear plan of writing; Write a text; Check the written
draft without support

Indicate particular facts and parts in reading passage

Assessment criteria
Make a clear plan of writing; Write a text; Check the written draft

Value links Knowing yourself

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up An email
 Who do you usually write emails to?
 How often do you email them?
 What do you usually write in your emails?
 Do they reply to your emails?
 What do they write in their emails?
 Presentation Ask Ss to read through the email and underline any 1.Scott
unknown words at the same time. 2. He is writing to
Ask Ss to read through the questions and check their give news and to
understanding make a request
Ask them to read through the plan and give them 3. To begin: How are
any necessary explanations about the structure of an things?
informal email/letter and the set phrases they can use To end: Write back
soon with all your
news........
 Ask Ss to read Mark's email and answer the Key 1. Yes /he does.
questions He agrees to give
 Draw Ss attention to the boxes with tips and explain Scot the camera, two
them to Ss extra lenses and the
Formative Assessment tripod
Task. Imagine that Scott is a friend of yours and 2. So, of course you
has sent you the email in activity A. Write an can You're more than
email responding to him, in which you agree to welcome to...
part of his request but also refuse a part of it.
You can use Mark's email as a model, but you
must use your own ideas and other expression
Before you begin , read the TIP below and follow
Practice the plan on page 32

Descriptor A learner:
Writes an email with agree part
Writes an email with refusing part
Uses expression for giving own ideas
Follows the plan

Exploration Table: Exploration

Table: At the
What did we do in class? end of class,
Why did we do it? each student
What did I learn today? answers the
Feedback
How can I apply it? following
What questions do I have about it? questions
presented to
7. them on index
cards:

Homework W/B ex C p 10

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Exploration Table feedback -White board and
given to weaker learners activities video is used no
by making the task easier more than 10
than for stronger learners -through observation in group and end minutes
with greater support performance activities -Use water based
-through formative activity pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.

Unit: Unit 1 Hobbies and Qualities School:

Lesson 12
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: What is in a name?
Learning objective (s) 9.4.4.1read a range of extended fiction and non-fiction texts on familiar
and unfamiliar general and curricular topics;
9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
All learners will be able to:
 Identify specific information and detail in text through
predictions
Lesson objectives Most learners will be able to:
 Identify specific information and detail in text through questions
Some learners will be able to:
 Identify specific information and detail in text without support

Assessment criteria Indicate particular facts and parts in reading passage

Value links Respect others

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Write the phrase What's in a name? on the board What's in a name is a
and Ask Ss to tell you what they understand. Elicit famous quotation found in
answers and encourage Ss to express themselves. Shakespeare's play Romeo
 Accept all logical answers. Use the Background and Juliet. A rose by any
note to provide Ss with further information other name would smell as
sweet is what Juliet says
about Romeo, suggesting
that it doesn't matter that
Romeo belongs to a family
rival to hers. His name
doesn't change the way she
feels about him nor defines
him as a person
Presentation Write the word surname on the board. Make Surnames started to
sure they understand what it means and ask develop as a way to tell the
them to tell you whether they think a surname difference between
can have a special meaning or reveal things different people with the
about ourselves same name
Ask them to read the first two paragraphs of
the text silently and check their answers
Smithson : this person is
 Have Ss read the whole text. Ask them to the son of a smith (a
underline unknown words at the same time person who makes things
Ask Ss some comprehension questions. out of metal)
Draw Ss attention to the surnames in the box. Armstrong : this surname
Read them aloud and tell Ss that they have to comes from the words
use the information from the text and draw "strong' and "arm' and it is
conclusions about the people they originated a surname suggesting a
Practice
from personal attribute strength
You can have Ss work in pairs of arm
Have Ss do the activity and go round the class Underhill: this surname
helping them when necessary suggests that this person
lives at the foot of the hill
and it is connected to the
place this person lived

Exploration Table: Exploration

Table: At the end
What did we do in class? of class, each
Why did we do it? student answers
Feedback
What did I learn today? the following
How can I apply it? questions
What questions do I have about it? presented to them
on index cards:
8.

Homework PROJECT Work

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Exploration Table -White board and video is
given to weaker learners feedback activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.

Unit: Unit 1 Exercise and Sport School:

Lesson 13
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Exercise and Sport
Learning objective (s) 9.4.4.1read a range of extended fiction and non-fiction texts on familiar
and unfamiliar general and curricular topics;
9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
All learners will be able to:
 Identify specific information and detail in text through
Lesson objectives predictions
Most learners will be able to:
 Identify specific information and detail in text through questions
Some learners will be able to:
 Identify specific information and detail in text without support

Assessment criteria Indicate particular facts and parts in reading passage

Value links Respect others

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Write the phrase What's in a name? on the board What's in a name is a
and Ask Ss to tell you what they understand. Elicit famous quotation found in
answers and encourage Ss to express themselves. Shakespeare's play Romeo
Accept all logical answers. Use the Background and Juliet. A rose by any
note to provide Ss with further information other name would smell as
 sweet is what Juliet says
about Romeo, suggesting
that it doesn't matter that
Romeo belongs to a family
rival to hers. His name
doesn't change the way she
feels about him nor defines
him as a person
Presentation Write the word surname on the board. Make Surnames started to
sure they understand what it means and ask develop as a way to tell the
them to tell you whether they think a surname difference between
can have a special meaning or reveal things different people with the
about ourselves same name
Ask them to read the first two paragraphs of
the text silently and check their answers
Smithson : this person is
 Have Ss read the whole text. Ask them to the son of a smith (a
underline unknown words at the same time person who makes things
Ask Ss some comprehension questions. out of metal)
Draw Ss attention to the surnames in the box. Armstrong : this surname
Read them aloud and tell Ss that they have to comes from the words
use the information from the text and draw "strong' and "arm' and it is
conclusions about the people they originated a surname suggesting a
Practice
from personal attribute strength
You can have Ss work in pairs of arm
Have Ss do the activity and go round the class Underhill: this surname
helping them when necessary suggests that this person
lives at the foot of the hill
and it is connected to the
place this person lived

Exploration Table: Exploration

Table: At the end
What did we do in class? of class, each
Why did we do it? student answers
Feedback
What did I learn today? the following
How can I apply it? questions
What questions do I have about it? presented to them
on index cards:
9.

Homework PROJECT Work

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Exploration Table -White board and video is
given to weaker learners feedback activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.