Unit : Hobbies and qualities School:

Date: Teacher name:

Grade: 9 Number present: Number absent:
Theme of the lesson: Hobbies and qualities

Learning objectives 9.C8 develop intercultural awareness through reading and discussion
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 a
wide increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts

Lesson objectives All learners will be able to:

Recognize and use vocabulary to do with humour.
Identify the meaning of the text about the British sense of humour.
Prepare and perform a comedy sketch.
Most learners will be able to:
Analyze a text about the British sense of humour.
Some learners will be able to:
Express their ideas about sense of humour in KZ building extended sentences.

Criteria Raise awareness about cultural diversity through reading and discussion.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences.
Identify particular information and details in reading passage.

Descriptor. A learner:
recalls some events based on his/her own experience.
presents his/her information to the class.
uses appropriate subject-specific vocabulary while speaking.
finds necessary information in the text and completes the task.

Plan
Planned Planned activities (replace the notes below with your planned Resources
timings activities)

Begining Org. moment

5 min GREETING LEARNERS
The teacher sets the lesson objectives, letting students know what to
anticipate from the lesson.

Warm up.
With books closed, ask SS what makes them laugh. Elicit ideas about
films, books, TV programmes, etc. and encourage SS to express their
opinions.

Ask SS if they know the character Mr. Bean. Ask: Do you find him
funny?

Middle Ex.1 p.17. Presenting new words. Definition. Activating vocabulary. Board
30 min Text completion.

Ex.2 p.17. Focus listening. Projector

Internet
Ex.3 p.17. Answering questions. Presentation

Ex.4 p.17. Discussion task (expressing opinion). Video and

images
Ex.5 p.17. Role-play. Handouts with
task
WRITING CD 1.13
Describe a famous sport in Kazakhstan. Write 150-180 words. Think
about these questions before you write.

What sport it is
Is it well developed in your country
Who play this sport
Why this sport is the most popular sport in your country

End REFLECTION
5 min At the end of the lesson, students reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working on by the "Traffic lights"
Hometask: WB p.12

Self-assessment.

KWL
Know Want to know Learnt

Saying goodbye
LESSON 2 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: What are popular hobbies in Kazakhstan?

Learning objectives 9.2.2.1- understand most specific information in unsupported

extended talk on a wide range of general and curricular topics
9.3.7.1 - use appropriate subject-specific vocabulary and syntax to
talk about an increased range of general and curricular topics;
Lesson objectives All learners will be able to:
explore the meanings of ‘hobbies’ and ‘free time activities’
identify specific points while listening
Most learners will be able to:
identify their likes and dislikes in hobbies
talk about their personal interests
Some learners will be able to:
make deductions about the topic of the lesson
Criteria practice using topical vocabulary in discussion while pair or group
work
understand specific information of the recording
Previous lesson Hobbies and qualities

Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)

Begining Org. moment PPP

5 min GREETING LEARNERS
Teacher introduces lesson objectives and assessment criteria.
Teacher checks home task from the previous lesson (words).
Warm up.
Teacher writes free time on the board. Students say one true
sentence about their free-time activities, e.g., I read a lot in
my free time or, In my free time, and I watch films on DVD.
Teacher writes the name of the activity on the board: reading
or films or whatever you said.
Teacher asks: Who else likes reading/films? Teacher adds two
or three more simple names of popular activities which she\he
thinks some of your students may like: football, walking,
 dancing, and drawing. Teacher for each of them asks: Who
likes...? Then add the word activities (and the hyphen in free
time) to the board to complete the title of the lesson: free-time
time activities.
Students say: Today we are going to talk about free-time
activities.

Middle Pre-Listening: Vocabulary PPP

30 min Students are given the handouts where they should match
words to photos. Key:
Teacher encourages them to compare answers in pairs before Ice skating
checking as a class. Jogging
Chess
Teacher plays the recording once for students to listen and
Basketball
check their answers, then a second time, pausing after each Computer
item and asking students to repeat. Students look up any games
unknown words in their dictionaries. Teacher pays attention Rollerblading
especially to the pronunciation of computer games (stress on Photography
pu and the whole phrase pronounced as one word), fashion Swimming
(reduced vowel in final syllable) and photography (stress on to
and two reduced vowel s, in first and penultimate syllable).
Teacher provides peer assessment.

Students categories the vocabulary. Teacher points out that the

same word can go into more than one category. If some
students come up with unexpected answers (e.g. you can play
football at home or alone), rather than dismissing those
choices as wrong, exploit it as an opportunity for more
talking: Why? / Why do you say that? Do you play football at
home? Where? Who with? Do you use a normal football? etc.
Key:
Oliver - music
Listening
Lauren –
Teacher tells students they are going to hear four teenagers cycling
talking about their interests and favorite free-time activities. Nick - computer
Teacher plays the recording once without stopping and games
provides peer assessment. Rachel -
gymnastics
Post-Listening
Students are given the HO with the post-listening exercise. Key:
Nick
Teacher allows a minute or two for students to read the
Rachel
exercise and see how many answers they can recall without Oliver
listening again. Teacher plays the recording once without Nick
stopping and check whether most students have all the Lauren
answers. With a weaker class. Play it one more time. Pausing Rachel
after each bit of information relevant to the task. Teacher Oliver
Lauren
provides peer assessment.

Plenary:
Students categories the sports and hobbies according to their
 likes and dislikes.
End REFLECTION
5 min Learners stand in a circle, they are given a ball to throw it to
each other and share their opinions about today’s lesson.
Hometask: to learn new vocabulary
Saying goodbye

LESSON 3 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: What are popular hobbies in Kazakhstan?

Learning objectives 9.C7 develop and sustain a consistent argument when speaking or
writing
9.R2 understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts
9.R9 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
9.UE14 use an increased variety of prepositions before nouns and
adjectives use a growing number of dependent prepositions
following nouns and adjectives and an increased variety of
dependent prepositions following verbs on a range of familiar
general and curricular topics
Lesson objectives All learners will be able to:
Synthesize information from the reading passage about life in the
1950s.
Demonstrate the correct use of adjectives + prepositions.
Most learners will be able to:
Interpret a text comparing past and present generations.
Some learners will be able to:
Express their opinions about different generations building extended
sentences.
Criteria Make an argument and evolve reasoning while speaking.
Identify particular information and details in reading passage.
Find claim, reasons and evidence in the text to recognise
inconsistencies in argument.
Employ the rule for nouns and adjectives in common prepositional
phrases in practice.
Descriptor. A learner:
concludes ideas and arguments based on own experience.
finds necessary information in the text and completes the task.
analyses the information in the text and gives the right answers.
completes the sentences with appropriate prepositions.
Previous lesson What are popular hobbies in Kazakhstan?
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)

Begining Org. moment

5 min GREETING LEARNERS
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
1/ Describe the given picture.
2/ What is the message conveyed by it?

Middle Task. With books closed, ask SS if they have seen Board
30 min photographs of their parents and grandparents when they were Projector
young. Internet
Ask: What were their clothes like? What were their hairstyle Presentation
like? Video and
Ask: What do you think life was like in the 1950s? images
Handouts
Ex.1 p.10. Prediction based on the vocabulary. with task
CD 1.06
Detailed reading.

Comparing.

Ex.2 p.10. Justifying True/False statements with reference to

the text.

Ex.3 p.10. Gap-filling.

Ex.4 p.10. Sentence completion.

Ex.5 p.10. Class discussion.

End
5 min Self-reflection.

My My feelings My Valuable
participation and emotions difficulties thoughts for
 in the lesson during the me from the
lesson lesson

Hometask: WB p.10
Saying goodbye

LESSON 4 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Have hobbies changed over the years?

Learning objectives 9.4.2.1 understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended texts
9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives All learners will be able to:
develop reading skills through understanding information in the context
of hobbies and personality traits
practise speaking skills through giving explanation on their own
viewpoints
Most learners will be able to:
develop reading skills through understanding specific information in
the context of hobbies and personality traits
practise speaking skills through giving explanation on their own
viewpoints
Some students will be able to:
develop reading skills through understanding detailed information in
the context of hobbies and personality traits
practise speaking skills through giving explanation on their own
viewpoints
Criteria On-going formative assessment by observation and monitoring
students’ performance in reading for getting specific information and
talking about hobbies
Previous lesson What are popular hobbies in Kazakhstan?
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)

Begining Org. moment PPT

5 min GREETING LEARNERS (slides 1-3)
Warm up https://
(W) Students answer the given question: www.youtube
 - What are the top hobbies that make you smarter? .com/watch?
Watching a video, they check themselves. They guess a topic v=iEGtAGXs
of the lesson. qPQ
Teacher introduces the lesson objectives.
Middle Lead –in PPT (slide 4)
30 min In small groups of three, students answer the following
questions:
Why do people have different hobbies?
Why do some people have strange ones?
Why would someone collect stamps or watch movies?
What does someone’s hobby say about a person?

Some students are asked to share with their thoughts.

PPT (slides
Vocabulary 5-15)
(P) While looking at images of various hobbies, students
should discuss and write personality traits that are related to
each of them.

Reading
(I) Students read the passages and write the names of hobbies. PPT (slide
Afterwards they discuss their answers with their peers. They 16)
are allowed to use their dictionaries to find out the meaning of Handout 1
unknown words.

Answers:
Endurance sports
High risk pursuits
Creative hobbies
Team sports
Strategic mind games
Creative writing
Reading, museums, libraries
The answers are checked with the whole class.

Differentiation by support: Stronger students support others

by discussing possible answers of each question.

Speaking
(G) Students are divided in small groups where they give their
own conclusion on what their hobbies are and what they say PPT (slide
about them. 17)

End Reflection
5 min Teacher comes back to the learning objectives to reflect on PPT
students’ learning. (slide 18)

Self-assessment. How well do I understand?

 4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Hometask: WB ex.4-5 p.7

Saying goodbye

LESSON 5 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Looking at qualities in people

Learning objectives 9.L2 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks
9.UE1 use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
Ask and answer the questions using collocations with make, do,
collect and write.
Identify the meaning of the dialogues "People talking about the
past".
Most learners will be able to:
Synthesize information from the dialogues and use it as the basis for
discussion.
Some learners will be able to:
Produce a clear, coherent description of their memories.
Criteria Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply some abstract nouns and complex noun phrases in the context.
Descriptor. A learner:
chooses the right answers.
asks complex questions to get information.
illustrates basic rules for abstract nouns and complex nouns,
completes the task.
Previous lesson Have hobbies changed over the years?
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Org. moment
5 min GREETING LEARNERS
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
Write make, do, collect and write on the board as headings.
With books closed, SS work in pairs and brainstorm words
you use with each.
Middle
30 min
Pre-listening:
Teacher writes on the board “Ways people spend their leisure
time” and gives an example “In the UK many people watch
horse racing”.
Learners in pairs choose one or two countries and make a list
of ways people there enjoy their free time. Learners report
their ideas to the class.
Teacher tells learners they are going to listen to details how
people in Japan like to spend their free time. Learners make
suppositions and write their ideas on the board.

While-listening: Task 1: listening for gist FA

Learners listen to the beginning of the recording and answer
the following questions on the PPT:

1. Where does the recording take place?

2. Who are the people?
3. What’s the name of the programme?
4. What’s the name of this section of the
programme?

Task 2: listening for details (FA)

Teacher gives listening handouts to learners, they listen to the
recording and write their answers:

Answer keys (weaker learners): 1. Eating out. 2. Driving 3.

Travel. 4. Karaoke 5. Watching DVDs and videos. 6. Listening
to music. 7. Trips to museums and zoos. 8. Going to bars. 9.
Gardening. 10. Playing the lottery.

Answer keys (stronger learners):

 1. They all work long hours 2. they did a survey 3. travel to
temples and gardens 4. gardens

Peer-assessment:
Learners swap the papers and check each other’s answers.

Post-listening
Students brainstorm on top the most popular hobbies in
Kazakhstan and rank them from 1 to 10. Students discuss it as
a whole class.
End Self-assessment.
5 min Students attach their boat in the appropriate area of the map
that reflects their emotions and mood after the lesson.

Hometask: WB p.8.
Saying goodbye

LESSON 6 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Looking at qualities in people

Learning objectives 9.L1 understand with little or no support the main points in extended
talk on a wide range of general and curricular topics.
9.S5 interact with peers to negotiate, agree and organise priorities
and plans for completing classroom tasks.
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a range of general topics, and some curricular topics.
Lesson objectives All learners will be able to:
Develop their listening skills for gist and specific information in the
context of talking about past events.
Recognize and use key phrases for talking about events in the past.
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
Perform situations talking about events in the past without support.
Criteria Identify the main idea in extended talk.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Descriptor. A learner:
gives an appropriate answer.
discusses questions and answers the questions.
uses appropriate subject-specific vocabulary while speaking.
Previous lesson Looking at qualities in people
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)

Begining Org. moment

5 min GREETING LEARNERS
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.

Warm up.
With books closed, ask SS what important days they can
remember from the past.
Elicit some answers, e.g. the first day at a new school, a
holiday, New Year, etc. Ask SS to describe what they
remember and how they felt.
Middle Read the text about Collecting. Collecting is a new kind of
30 min hobby
Task 1. Complete the sentences below.
Choose ONE WORD ONLY from the passage for each
answer.
Write your answers in boxes 1-5 on your answer sheet.
1 The writer mentions collecting as an example of
collecting in order to make money.
Answer: antiques
2 Collectors may get a feeling of from buying and
selling items.
Answer: triumph
3 Collectors’ clubs provide opportunities to share
Answer: information
4 Collectors’ clubs offer with people who have
similar interests.
Answer: contact
5 Collecting sometimes involves a life-long for a
special item.
Answer: hunt/desire
6 Searching for something particular may prevent people
 from feeling their life is completely
Answer: aimless/empty
7 Stamp collecting may be because it provides
facts about different countries.
Answer: educational

Task 2. Mark the sentences. True or false.

8. Sixteenth century European dolls were normally made of
wax and porcelain.
Answer: FALSE
9. Someone who collects unusual objects may want others to
think he or she is also unusual.
Answer: TRUE
10. Collecting gives a feeling that other hobbies are unlikely
to inspire. True

End REFLECTION
5 min Reflection: “3-3-1”
3 sentences to reflect on the lesson
3 adjectives to describe the lesson
1 word about the lesson

Hometask: SB ex.6 p.14

Saying goodbye

LESSON 7 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Appearance and character

Learning objectives 9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.R9 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
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 familiar general and curricular topics
9.UE9 use appropriately an increased variety of active and passive
simple present and past forms and past perfect simple forms in
narrative and reported speech on a range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Recognize and use compound adjectives connected with people's
attributes.
 Summarize information from the text written by a grandfather and his
granddaughter about their different experiences and hobbies as
teenagers.
Demonstrate the correct use of "used to" talking about the past.
Most learners will be able to:
Analyze a text comparing the lifestyles and hobbies of different
generations.
Some learners will be able to:
Produce a clear, coherent description of hobbies and interests they used
to have.
Criteria Apply the rule for compound adjectives and adjectives as participles in
practice.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Apply correctly active and passive simple present and past forms and
past perfect simple forms in the context.
Demonstrate the ability to participate in a conversation.
Descriptor. A learner:
uses the learned rule and divides adjectives into the right columns;
analyses the information in the text and gives the right answers.
fills in the sentences according to the grammar rule.
asks complex questions to get information.
Previous lesson Looking at qualities in people
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Org. moment
5 min GREETING LEARNERS
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
Ask SS to work in pairs and talk about what they know about
their grandparents as young people. What jobs did they do and
what did they do in their free time?
When they have finished, they join a second pair and tell each
other what they've found out about their partner's
grandparents.
Middle Ex.1 p.16. Prediction based on the pictures. Board
30 min Ex.2 p.16. Detailed reading. Justifying true/false statements Projector
with reference to the text. Internet
Ex.3 p.16. Matching pair. Presentation
Ex.4 p.16. Associated ideas. Video and
Ex.5 p.16. Active reading (note "used to"). images
Induction of the rules form exercises. Handouts
Ex.6 p.16. Gap-filling. with task
Ex.7 p.16. Reacting to a text. Personal experiences. Venn CD 1.12
diagram. Discussion.
 Describing a person
Write a description of a person you know and like.
Write three paragraphs. Use linking words. Include these
topics in the description:
 appearance
 character
 relationships
 likes and dislikes
Differentiation: teacher support
Teacher helps weak students with the language (vocabulary
and grammar)
Peer-assessment
# Name_________________________
Assessed by____________________ 1 2
Theme: writing a description of a person you know and like
1 - writes three paragraphs
2 - uses a wide range of vocabulary of describing the person
3 - uses right tenses to describe the show with grammar accuracy (80 %)
4 - uses linking expressions
5 - writes at least 120 words
Total:
End REFLECTION
5 min “Cinquain” is a five-line poem based on the content of the
material under the study.
Line 1 – One-word title.
Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Hometask: SB ex.7 p.16 (a dialogue)
Saying goodbye

LESSON 8 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Appearance and character

Learning objectives 9.C8 develop intercultural awareness through reading and discussion
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 a wide increased range of general and curricular topics
9.R2 understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts
Lesson objectives All learners will be able to:
Recognize and use vocabulary to do with humour.
Identify the meaning of the text about the British sense of humour.
Prepare and perform a comedy sketch.
 Most learners will be able to:
Analyze a text about the British sense of humour.
Some learners will be able to:
Express their ideas about sense of humour in KZ building extended
sentences.
Criteria Raise awareness about cultural diversity through reading and
discussion.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Identify particular information and details in reading passage.
Descriptor. A learner:
recalls some events based on his/her own experience.
presents his/her information to the class.
uses appropriate subject-specific vocabulary while speaking.
finds necessary information in the text and completes the task.
Previous lesson Appearance and character
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Org. moment
5 min GREETING LEARNERS
The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
With books closed, ask SS what makes them laugh. Elicit
ideas about films, books, TV programmes, etc. and encourage
SS to express their opinions.
Ask SS if they know the character Mr. Bean. Ask: Do you
find him funny?
Middle Ex.1 p.17. Presenting new words. Definition. Activating Board
30 min vocabulary. Text completion. Projector
Internet
Ex.2 p.17. Focus listening. Presentation
Video and
Ex.3 p.17. Answering questions. images
Handouts
Ex.4 p.17. Discussion task (expressing opinion). with task
CD 1.13
Ex.5 p.17. Role-play.

Exercise 3. Describe yourself. Be honest!. Use multi-part

verbs and two or three
Key Words to write about yourself.
Ex I’m shy. I get on well with people I know but I don’t like
meeting new people
 LISTENING.
1. Choose one of the chocolates. Then listen to the radio
programme.
Do you agree with the description of your personality?

2. Listen to the descriptions of a girl and decide if the

statements are true or false

1. Lucy sometimes changes the colour of her hair. T/F

2. She is good-looking as a model. T/F
3. One of her favourite hobbies is walking T/F
4. She is a person that her friends can rely on. T/F
5. She coud work harder at school if she wanted. T/F
6. The best time of the day for her is the morning. T/F
7. She is very organized and tidy. T/F
8. She is a friendly, outgoing person T/F

Self-assessment: Students check their answers

End REFLECTION
5 min Name 3 things:
-you learnt;
-that were difficult;
-that you want to know.

Hometask: WB p.12
Saying goodbye

LESSON 9 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: The role of hobbies in people lives

Learning objectives 9.2.2.1 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general topics, and some curricular topics
9.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings
Lesson objectives All learners will be able to
enlarge vocabulary of appearance and character with some support
develop listening skills for the specific information through matching
with some support
 Most learners will be able to
enlarge vocabulary of appearance and character with a little support
develop listening skills for the specific information through matching
with a little support
Some students will be able to
enlarge vocabulary of appearance and character with a little or no
support
develop listening skills for the specific information through matching
with a little or no support
Criteria improve their reading skills for the detail through filling in the gaps
with a little or no support
Previous lesson Appearance and character
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Org. moment
5 min GREETING LEARNERS PPT
T. introduces the topic and Lesson Objectives
Lead-in
Show Describing people on the board and add two headings:
Appearance and Character. Under Appearance write tall, and
under Character write shy. Put Ss into groups and tell them to
list as many words as they can under each heading. Give Ss
time to make their lists, then ask volunteers to write their ideas
on the board. Review spelling and practice pronunciation.
Middle LISTENING
30 min Pre listening
Put Ss into pairs. Tell them to take turns choosing a word
from their list of appearance column and then defining it to PPT
their partner. Their partner must listen and try to identify the
correct word from the list. Give an example to start the off:
It’s the opposite of short. Accept long, and then tell Ss to
continue in pairs.
While listening
Tell Ss that they will listen to two students talking about the
teachers at their college and while listening they should match
the teacher’s names to the photos. Check the answers as a
whole class
Post listening
Gve Ss a minute or two to think of a person in the class and
write down a sentence about them, including one physical
detail and one detail about their character. (NB: Make it clear
that potentially offensive descriptions are not acceptable!)
Ask different Ss to read out their sentences, while the others Handout 1
take turns at guessing who is being described Audio track

READING
 Pre reading
Ss are given words from the text with definitions and they
should match them with their definitions
Answers: 1g, 2f, 3h, 4i, 5b, 6a, 7c, 8j, 9d, 10e
While reading
Ask Ss to read the text quickly ignoring the gaps 1-6 and tick
the adjectives which describe Zarena
Check answers orally or by writing them on the board
Answers: bright, hard-working, lonely, shy, strict
Ask Ss to re-read te relevant parts of the story and match the
sentences to the gaps
Check answers orally or by writing them on the board Handout 2
Answers: 1C, 2D, 3F, 4A, 5B, 6E
Post reading
Ask Ss to complete each sentence using a word from the story.
Point out that for one of the gaps, they will have to form an
adjective from the noun given in the text. PPT
Check answers orally or by writing them on the board
Answers: Positive characteristics: 1kind, 2trust, 3confidence,
4secure, 5respect; Negative characteristics: 1gossip,
2arrogant, 3tease, 4bully, 5shows off, 6ridiculous Handout 3
Elicit any other positive or negative adjectives that Ss know
for describing character and write them on the board.

End Reflection
5 min Students are given the checklist to assess their own Handout 4
achievements in today’s classes
Hometask: Write a paragraph describing an ideal friend
Saying goodbye

LESSON 10 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: The role of hobbies in people lives

Learning objectives 9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.R5 deduce meaning from context in extended texts on a range of
familiar general and curricular topics
9.W5 develop with support coherent arguments supported when
necessary by examples and reasons for a range of written genres in
familiar general and curricular topics
Lesson objectives All learners will be able to:
Plan, write and edit a summary of an interview about an older person's
youth with support.
Most learners will be able to:
 Plan, write and edit a summary of an interview about an older person's
youth with minimal support.
Some learners will be able to:
Plan, write and edit a summary of an interview about an older person's
youth without support.
Criteria Provide a point of view in conversations and discussions.
Identify the meaning and details of the reading texts on familiar topics
and draw conclusion by reasoning.
Evolve arguments, reasons, and evidence for a limited range of written
genres.
Previous lesson The role of hobbies in people lives
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Org. moment GREETING LEARNERS
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
With books closed, write My teenage years on the board and
elicit or explain the meaning.
Elicit ideas that SS associate with being a teenager and some
things that define and unify a group of people who are
teenagers in the same decade.
If SS are struggling give them some categories and decades
and brainstorm associations, for example, fashion and fair
styles in the 1980s, music in the 1960s, exciting new
technology in the 1990s.
Middle Teacher gives each student a copy of the sheet and asks Board
30 min students to complete it individually. Projector
Students are divided into groups of three or four, Teacher asks Internet
them to compare how they filled in their sheet and students Presentation
should tell each other about any experiences they have had Video and
doing activities, explaining why they would or would not like images
to try them. (again) Handouts
The students who have put ticks in the third column should with task
explain what teaching advice they would give students in their
group who want to learn about that activity

Variation
Students work in pairs and fill in the sheets for each other by
asking each other questions about which of the activities they
have tried and which they would like to try, etc. Encourage
students not just to tick the boxes but to explain the reasons
for their answers

Follow up
Students mingle and find two or three people who have some
 of the same ticks in the …could you teach someone else?
column, in these new groups, students should choose just one
of the activities. Each group should compose a flyer
encouraging someone to take up the activity or do a class in it.
If there is time, pin up the flyers around the classroom and ask
students to read them and vote on the most persuasive
flyer.Ex.1 p.19. Communicative reading.
Matching questions with extracts.

Ex.2 p.19. Find someone who...

SS develop questions about the topic.
Interview. Taking notes.

Summarizing.

Illustration.

Ex.3 p.19. Giving presentation.

Feedback on the project.

End Self-assessment.
5 min “Five”. Children draw a picture of their hand and write
the most important things about the lesson on each
finger. The thumb - something interesting, the index
finger - something difficult, the middle one - something
that was not enough, the ring finger - the mood, the little
finger - the suggestions.
Hometask: WB p.13
Saying goodbye

LESSON 11 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Case study

SA 1
Learning objectives 9.2.2.1 Understand most specific information in unsupported
extended talk on a wide range of general and curricular topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives All learners will be able to:
Recognize and use vocabulary
Identify the meaning of the text
Most learners will be able to:
Analyze a text
 Some learners will be able to:
Express their ideas
Criteria Identify facts and details in extended talks without support on
different topics
Make their opinion clear for others by describing or giving
information about it and prove it
Previous lesson The role of hobbies in people lives
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Org. moment GREETING LEARNERS
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
With books closed, ask SS what makes them laugh. Elicit
ideas about films, books, TV programmes, etc. and encourage
SS to express their opinions.
Ask SS if they know the character Mr. Bean. Ask: Do you
find him funny?
Middle Ex.1 p.17. Presenting new words. Definition. Activating Presentation
10 min vocabulary. Text completion. Handouts
Ex.2 p.17. Focus listening. with task
Ex.3 p.17. Answering questions. CD 1.13
Ex.4 p.17. Discussion task (expressing opinion).
Ex.5 p.17. Role-play.
SA LISTENING
20 min Task 1. Listen and circle the best answer A, B or C. Go to this
link to listen: Transcript
https://www.youtube.com/watch?
time_continue=1&v=dBNIrt0-wK8
1. Which country is the final destination for the Street Soccer
tour?
2. You need to be mentally and physically fit to play street
soccer.
3. The Amsterdam players aren’t very good at street soccer.
4. How many games did the street legends win in Amsterdam?
5. Edgar David used to play football for the Netherlands.
6. Which city are the Street Legends heading to the next?

SPEAKING
Task 2. Express your opinion about the issue in your card
and give reasons. You have 1 minute to prepare and 1 minute
to talk about it.
Card 1
Tell about an unusual hobby you know.
1. What is the hobby?
2. Why is it unusual for you?
 3. What kind of people might like it?
4. Do you think having a hobby is beneficial to social life?
Card 2
Tell about a hobby that was fashionable in the past.
1. What is the hobby?
2. Do you know any people still doing it?
3. Why is it not fashionable today?
4. Do you think having a hobby is beneficial to social life?
Card 3
Tell about a hobby that is popular among teenagers today.
1. What is the hobby?
2. Why is it popular?
3. Do you know anyone who likes it?
4. Do you think having a hobby is beneficial to social life?
Card 4
Tell about your hobby.
1. What is the hobby?
2. Why do you like it?
3. Do you know anyone who also likes it?
4. Do you think having a hobby is beneficial to social life?
Card 5
Tell about a dangerous hobby.
1. What is the hobby?
2. Why do you think it is dangerous?
3. Why do people like it if it is dangerous?
4. Do you think having a hobby is beneficial to social life?
End Reflection
5 min Self-assessment. KWL
Hometask: WB p.12
Saying goodbye

LESSON 12 School:
Unit : Hobbies and qualities
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Unit Revision

Learning objectives 9.L8 begin to recognise inconsistencies in argument in extended talk

on a growing range of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
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 familiar general and curricular topics
9.UE9 use appropriately an increased variety of active and passive
simple present and past forms and past perfect simple forms in
 narrative and reported speech on a range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Reproduce taught material in listening, speaking, writing.
Most learners will be able to:
Demonstrate learned grammar and vocabulary about hobbies and
qualities with sure.
Some learners will be able to:
Use taught vocabulary and grammar with accuracy.
Criteria Find claim, reasons and evidence in the text to recognise
inconsistencies in argument.
Provide a point of view in conversations and discussions.
Apply the rule for compound adjectives and adjectives as participles in
practice.
Apply correctly active and passive simple present and past forms and
past perfect simple forms in the context.
Descriptor. A learner:
analyses the information in the text and gives the right answers.
presents his/her information to the class.
uses the learned rule and divides adjectives into the right columns.
fills in the sentences according to the grammar rule.
Previous lesson Case study
SA 1
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Greeting.
5 min The teacher greets the students. Then, Teacher shows the PPT slides 1-
lesson and learning objectives. 3
Led-in
Teacher elicits the leisure activities from the sheet and writes
them on the board. Alternatively, teacher could dictate them to
the students.
Outdoor Indoor pastimes Arts and Crafts
activities
Bungee- Card games Cookery
jumping Conjuring Knitting
Canoeing Pool Painting
Gardening Salsa dancing (Watercolours
Golf Webpage design or oils)
Hang-gliding Photography
Kite-flying Playing musical
In-line skating instrument
Skateboarding Pottery
Skiing
 Warm-up
Teacher asks to write down each of the activities in one of the
following categories: Outdoor activities,
Indoor pastimes, Arts and Crafts.
As a whole class, Teacher compares how students classified
the activities and asks them to justify any choices that were
different from suggestions above.
Middle Ex.1 p.18. Word formation activity. Board
30 min Projector
Ex.2 p.18. Odd one out. Internet
Presentation
Ex.3 p.18. Filling in the blanks. Video and
images
Ex.4 p.18. Multiple choice task. Handouts
with task
Ex.5 p.18. Opening the brackets. CD 1.14

Ex.6 p.18. Matching task.

Ex.7 p.18. Focus listening. Justifying true/false statements

with reference to the text.
End Self-assessment.
5 min Pair share
At the end of a lesson learners share with their partner:
Three new things they have learnt:
 What they found easy
 What they found difficult
 Something they would like to learn in the future.
Hometask: SB p.19
Saying goodbye

LESSON 13 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Exercise and sport

Learning objectives 9.L8 begin to recognise inconsistencies in argument in extended talk

on a growing range of general and curricular subjects
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 a wide increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
 curricular topics
Lesson objectives All learners will be able to:
Recognize and use nouns and verbs related to the health benefits of
exercise.
Do a health and exercise quiz.
Produce sentences with could, can, will be able to to talk about ability
in the past, present and future with support.
Most learners will be able to:
Express ideas about exercise and sport.
Produce sentences with could, can, will be able to to talk about ability
and possibility with minimal support.
Some learners will be able to:
Demonstrate the ability to produce sentences with could, can, will be
able to without support.
Criteria Find claim, reasons and evidence in the text to recognise
inconsistencies in argument.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Previous lesson Unit Revision
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Organizational moment Video
15 min The teacher sets the lesson objectives, letting students know http://
what to anticipate from the lesson. www.youtub
e.com/watch?
Warm –up v=xMVAvM
Teacher writes sports personalities, sports teams, and minor 82xdg(How
sports on the board and explains that these phrases are related to Say the
to the topic of the lesson. Names of
Students guess the topic of the lesson. Summer
Teacher introduces the lesson objectives in a simplified Olympic
manner. Sports -
(ESL)
Focus on speaking American
Presentation Pronunciation
Teacher shows a video about How to Say the names of )
Summer Olympic Sports.

Discussion
Teacher asks students some questions:
What are the Summer Olympic Sports in Kazakhstan?
What are they in other countries?
What kinds of sports mentioned in the video are popular
among teenagers of your age?
 Why do you think they are so popular? etc.

Middle Ex.1 p.20. Conveying the meaning of new words. Classifying Board
20 min words. Projector
Internet
Ex.2 p.20. Collocation tables. Presentation
Video and
Ex.3 p.20. Discussing questionnaire. Predicting based on the images
True/False questions. Handouts
Checking SS's answers. with task
CD 1.15
Ex.4 p.21. Matching task. Ranking discussion.

Ex.5 p.21. Substitution drill (Blank-filling).

Ex.6 p.21. Information transfer.

Ex.7 p.21. Structure-based substitution.

Communication drill.
Extra task. Making sentences.

End Reflection
5 min At the end of the lesson, learners reflect on their learning:
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they experienced

Hometask: WB p.14.
Saying goodbye

LESSON 14 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Causes and types of sport injuries

Learning objectives 9.S3 explain and justify their own point of view on a range of general
and curricular topics
9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.UE1 use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
Comprehend the text about exercise as a cure.
 Recognize and use noun suffixes.
Most learners will be able to:
Interpret a text about exercise and health.
Some learners will be able to:
Express their opinions on exercise as an alternative medical treatment
with fluency building extended sentences.
Criteria Provide a point of view in conversations and discussions.
Identify particular information and details in reading passage.
Apply some abstract nouns and complex noun phrases in the context.
Previous lesson Exercise and sport
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining GREETING
5 min A teacher explains the lesson objectives in a simplified form.

Optional lead-in
Ask students what parts of the body can be used as a noun
with ache. Mime and elicit the following sentences.
I have a headache.
I have a stomach-ache.
I have backache.
I have toothache.
I have earache.
Middle Focus on vocabulary Possible
30 min T: Ask students to read about the two situations and work out answers:
the meaning of the highlighted words, then decide which they 1. b;
think is correct answer for each situation 2. c.

Ask students what they think the highlighted words mean, and
explain/ translate/ mime or show from the illustrations.
Nosebleed= blood is coming out of your nose;
Blood pressure= the pressure of blood as it travels round
your body; it can be high or low.
Pinch= take something between your thumb and first finger
and squeeze hard;
Burns= injures by fire;
Hurts= causes physical pain;
Blisters= swellings on the surface of the skin that are filled
with liquid ; e.g. which you often get on your feet if your shoes
are too tight.
Antiseptic cream= cream that helps to prevent infection.

Focus on reading:
Pre-reading
Teacher elicit the meaning of the following words:
 first aid-simple medical treatment that is given to smb. before
a doctor comes;
stuck-being trapped in something;
desperately-in a way that shows despair;
giggle-laugh lightly and repeatedly in a silly way.

Reading:
Divide students into pairs A, B. Ask them to read an article
about two people who found themselves involved in life and
death situations. A read the first article and B read the second

Post-reading:
Students take turn to tell each other their story and explain .
1 what the situation was.
2 what the person who was giving first aid did.

Focus on listening:
Give students listen to track one and ask them if anybody
heard 1. the name of technique Trisha used (the Heimlich
manoeuvre-teacher may need to write it on the board), and
also
2. where Trisha learnt first aid from and what she thinks about
learning first aid.

End REFLECTION
5 min At the end of the lesson, learners reflect on their learning:
3 new words they learnt
1 challenge (difficulty) they experienced

Hometask: Think about the situation you have ever been and
write about your experiences of first aid in 100-120 words.
Saying goodbye

LESSON 15 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Causes and types of sport injuries

Learning objectives 9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
9.5.2.1 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
Lesson objectives All learners will be able to:
revise types of sports for each letter of the alphabet;
 read a text on kids’ types of sports that they most and less like;
differentiate the use of words “go, play and do” which go with sport
types;
write about their own favourite sports and the sports they do not like.
Criteria Reading:
S can fill in the list with appropriate words;
S can define if the sentences are true or false.
Writing:
S uses sport vocabulary;
S writes with grammar accuracy;
S can explain the reason why he/she likes or dislikes some types of
sports.
Previous lesson Causes and types of sport injuries
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Greeting
5 min Setting the aim of the lesson
Warm-up
Vocabulary building https://
Teacher distributes handouts to SS and asks to complete it www.allthing
with sport types. SS work in groups. Teacher explains that all stopics.com/
of the words must begin with the letter of the alphabet given uploads/
and some letters may have many different answers, while 2/3/2/9/23290
others may not have an answer. 220/az-
exercise.pdf
Differentiation:
Less-motivated SS can use dictionaries to complete the chart.
Middle Ex.1 p.22. Predicting based on the title, pictures.
30 min
Ex.2 p.22. Detailed reading.
Completing gapped text with sentences.

Ex.3 p.22. Table completion.

Ex.4 p.22. Word-formation activity. https://
en.islcollectiv
Ex.5 p.22. Speaking in a form of discussion. e.com/
resources/
Wall reading printables/
Put up the 6 different texts up on the walls around the room. worksheets_d
Give each student a worksheet with a task. oc_docx/
Students work alone to complete the table. Students can go to kids_and_spo
any reading. Encourage students to spread out. rts_key/
At the end, the teacher asks random questions about the present-
content to check student understanding. Example: Why does simple-
Sally hate gymnastics? sports/39608
Teacher should check the task of any fast finishers and make
 them correct mistakes. PPT
Task 1. Fill in: go, play or go
Task 2. Tick off – true or false?
Differentiation: Fast finishers are asked to write more
examples to the list of words with “go, play or go”.
Assessment criteria:
S can fill in the list with appropriate words;
S can define if the sentences are true or false.
True/False according to the text. Teacher reads the sentences
if it is True Ss stand up if it is False Ss keep sitting.

Post-reading. Writing
Teacher asks SS to write about their favourite sports and the
sports they don’t like.
Differentiation:
Less-motivated SS are given key words and phrases to follow
in writing task.
Assessment criteria:
S uses sport vocabulary;
S writes with grammar accuracy;
S can explain the reason why he/she likes or dislikes some
types of sports.
Peer assessment. SS evaluate each other’s works according to
the criteria given.
End Feedback
5 min At the end of the lesson, learners reflect on their learning:
What has been learned
What remained unclear
What is necessary to work on
Hometask: WB p.18
Saying goodbye

LESSON 16 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Describing an exercise

Learning objectives 9.1.3.1 respect differing points of view

9.4.9.1 recognise inconsistencies in argument in extended texts on a
range of general and curricular topics
9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics
Lesson objectives Explain and justify their own point of view
Understand strategies to complete the task effectively
 Compare given statements with the fact from the text
Give feedback on their academic performance
Criteria Students achieve the learning objectives if they are able to:
Explain and justify their own point of view
Understand strategies to complete the task effectively
Compare given statements with the fact from the text
Give feedback on their academic performance
Previous lesson Causes and types of sport injuries
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Warm-up: Power Point
5 min Students make a list of benefits of doing sport Slide
Whole class discussion. Teacher write the ideas on the board

Discussion:
Teacher shows a picture of healthy and happy family, students
try to predict the topic of the lesson
Teacher shows the quotation “Healthy and happy parents
make healthy and happy children” (Dr. Miriam Stoppard)
Students answer the questions:
What is the meaning of the quote?
Do you agree or disagree with it? Why?
Middle Pre-reading activity:
30 min Students skim the texts (read the headlines and look through
the texts quickly) and answer the question:
What the text is about?
How does obesity affect posterity’s health?
NOTE: Teacher can support less-abled classes with the list of
unknown words from the text with their definitions.

While-reading activity:
Students complete T/F/NG questions
NOTE: Before starting of reading process teacher can
organize the discussion on this kind of tasks pointing some
tips and strategy of effectiveness.

Possible Strategy:
• Always read the instructions carefully and make sure you
know if it is a TRUE/FALSE/NOT GIVEN or YES/NO/NOT
GIVEN question.
• Read all the statements carefully, trying to understand what
the whole sentence means rather than simply highlighting
keywords. Watch out for qualifying words such as some or
always.
• Try to think of what synonyms might be in the text. This will
help you identify the matching part of the text.
 • Match the statement with the correct part of the text.
• Focus on the statement again and then carefully read the
matching part of the text to establish if it is true or false.
Remember the meaning should exactly match that of the
statement if it is true.
• Underline the words that give you the answer, this will help
you focus and you can check back later. Again, be careful
there are no qualifying words in the text.
• If you can’t find the answer, mark it as ‘not given’ and move
on to the next question.
• If you are really unsure or can’t find the answer, mark it as
‘not given’.
Answers: 1-T, 2-F, 3-F, 4-NG, 5-T, 6-F

Post-reading:
Whole class discussion on the answers. Students prove their
answers.

Students also discuss the following questions:

1) Is obesity a widespread problem in your country?
2) How could dads help prevent diseases such as diabetes and
obesity before the child is born?
3) What solutions can you suggest to prevent obesity of your
future child?
4) What should you do to have healthy generation?

End Feedback
5 min Teacher shows the quotation again, students discuss on its
meaning giving examples from the text

Hometask: write a list of exercises that helps improve health

Saying goodbye

LESSON 17 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Describing an exercise

Learning objectives 9.L5 recognise the opinion of the speaker(s) in unsupported extended
talk on a wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
 9.UE13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Develop their listening skills in the context of people exchanging
opinions.
Recognize key phrases for exchanging opinions.
Use should, must, have to express obligation, advice, prohibition.
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
Perform situations exchanging opinions with other people without
support.
Criteria Identify the position of speakers in an extended talk with some support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Previous lesson Describing an exercise
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Organizational moment
5 min Greet learners and introduce the lesson objectives in a
simplified manner. PPT
Warm-up activity
The following activity is a variation of the well-known
'broken telephone'. Tell students to stand up and make a circle.
Whisper a sentence in English to a student. That student then
whispers it to another and so on until the last student has to
say aloud what was said originally referring to the original
person (teacher).
Example: Mr. Brown said that….
Middle Pre-exercise
30 min Prepare students for the activity by giving them the printed
worksheets. They need to complete the exercises a, b and c
Ask them to make these sentence in a reported speech form:
'It's a marvellous show.' The Daily Mail
'You'll love it.' The Guardian
Checking questions Answer
'It's a marvellous show.' The Daily Mail said it was a
The Daily Mail marvellous show.
'You'll love it.' The The Guardian said people
Guardian would love it.

Exercise:
 Differentiation
Less able students
A, a comedy show called 'Don’t Look Now!' has just closed
after five years in London's West End. Here's what the critics
said when it opened five years ago. Now report what the
critics said.
Example:
The Daily Mail said it was a marvellous show.
The Guardian said people would love it.
More able students
B- Complete each sentence by reporting what was said to you
yesterday. Use 'said’ and change the tense in the reported
speech.

Post-Exercise:
Now, tell students to read their sentence one by one. First, ask
if there are any volunteers who would like to read the first
sentence. If there aren’t any, ask one of the more able students
to start reading. (Check with the answers on the last page of
the worksheet)

Assessment suggestion
Self –assessment
I learnt at least 5 new words and can use them in sentences.
I can use the structure reported speech in speaking as well as
in writing
I can talk about sports at least 3 minutes
End Feedback
5 min At the end of the lesson, learners reflect on their learning:
What has been learned
What remained unclear
What is necessary to work on
Hometask: Make your own personalized version of
the poster for healthy lifestyle.
Saying goodbye

LESSON 18 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Critical analysis of World Sports

Learning objectives 9.2.1.1 Understand the main points in unsupported extended talk on a
wide range of general and curricular topics
9.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general topics, and some curricular topics
Lesson objectives All learners will be able to:
discuss the importance of Olympic Games sport on an individual level
 and in an international context;
identify the meaning and use vocabulary in the context of sport;
narrate about one’s life and achievements;
Criteria Tells the main points of the film;
Uses new vocabulary;
Has clear pronunciation;
Speaks fluently;
Makes a few grammar mistakes.
Previous lesson Describing an exercise
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Setting the lesson objectives https://
5 min Warm up www.youtub
Students do physical exercises accompanied with music. e.com/
Teacher encourages SS to perform the workout correctly. SS watch?
repeat the actions after the teacher and memorise the v=L_A_HjH
vocabulary used. ZxfI&t=725s

Middle Vocabulary consolidation. “One-on-one”

30 min T. sticks the words and their definitions on the backs of
different SS. Their task is to find their pairs. By this way,
Teacher divides them into pairs and checks their vocabulary
comprehension.
Differentiation
Teacher forms mixed-ability pairs

Pre-listening
Teacher holds an open class discussion on the following
questions:
What characteristics does an athlete need to become an
Olympian?
What do you think the life of an Olympian is like?
Afterwards Teacher shows the picture of Usain Bolt and asks
if they know about this sportsman and how many Olympic
medals he won in total?

Listening and speaking. Watching a short film

SS watch a short film based on the life of Usain Bolt called
“The boy who learned to fly”. They should retell the story to
each other.
Differentiation
Less motivated SS are asked to tell the story in details how he
became a great athlete. They are given key words to use in
their speech.
More motivated SS should tell the internal struggle which
Usain experienced and how he overcame his fears.
 Assessment criteria
Tells the main points of the film
Uses new vocabulary
Has clear pronunciation
Speaks fluently
Makes a few grammar mistakes

Mini-project work: Invent an unusual sport

Teacher divides the students into three groups and explains
the instructions of a project work. Students in their groups
create a new sport mixing some other sports and choose the
rules and the equipment for their sport. They fill out the chart
(Handout 2) and make a poster (A3 paper and markers).
Teacher monitors and helps with vocabulary and language.
(differentiation by support)

Presentation of a poster
Each group presents their sport with a poster and convince
other students that it would be a useful and fun sport to try.
Students choose the best sport at the end and give constructive
feedback to each others’ project work. Teacher takes notes of
mostly repeated mistakes (grammar, pronunciation, etc.)
End Exit ticket (reflection)
5 min Before the leaving the class students complete the exit card.
Exit ticket
Three things you have
learnt..................................................
Two things you still want to
know...........................................
One question you still
have .................................................

Hometask: to watch it for home assignment again and write a

summary of the story it tells.
Saying goodbye

LESSON 19 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Critical analysis of World Sports

Learning objectives 9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.R6 recognise the attitude or opinion of the writer in extended texts
on a range of familiar general and curricular topics
9.W5 develop with support coherent arguments supported when
 necessary by examples and reasons for a range of written genres in
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
Lesson objectives All learners will be able to:
Comprehend the general writing structure of a discussion essay.
Recognize and use key phrases for a discussion essay.
Most learners will be able to:
Write a discussion essay using writing guide.
Some learners will be able to:
Express their ideas in writing a a discussion essay without support.
Criteria Use topic appropriate words in justifying their point of view.
Interpret the information to identify the author’s attitude and opinion.
Evolve arguments, reasons, and evidence for a limited range of written
genres. Connect sentences into paragraphs with basic connectors and
linking words.
Previous lesson Critical analysis of World Sports
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining GREETINGS
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
With books closed, write footballer's salaries on the board
and elicit the meaning. Ask: Do you think footballers should
be paid a lot of money for what they do? Elicit some opinions.
Write For and Against on the board and list arguments under
the two headings as SS give them.
Tell SS they are going to learn how to present arguments for
and against in a discussion essay.
Middle Grammar
30 min Teacher explains the structure of Present Simple Passive
“am/is/are+V3/ed” by showing the video about it and then
writes the following example on the board.
I am invited to the party by Tom.
Teacher can ask some Concept Checking Questions to check
if learners could understand how to use the structure
“am/is/are+V3/ed”. Remember, students should answer the questions.
Teacher only asks checking questions.
Checking questions Answer
1 Am I doing something at the No
moment?
2 Did I invite someone? No
3 Did someone invite me? Yes

Writing
 Teacher asks students to write their own composition on a
different sport and gives students subject-specific vocabulary
(slide 8 )
Make students use the steps below to help them:
First 1-2 sentences: Introduce the topic
Main body: Positive and Negative points
Last sentence: Expressing opinion

Descriptors
Write at least 50 words
Use at least 2 new words from
the given vocabulary list
Use 3 sentences with Present
simple passive structure

Differentiation
Able students: they can use 1-2 sentences with Present simple
passive structure
More able students: they’re asked to use linking words in
expressing their opinion.

Ex.2 p.27. Recognizing language structures.

Ex.3 p.27. Transformation exercise.
Table completion task.
Ex.4 p.27. Multiple choice.
Ex.5 p.27. Writing guide.
Questioning in groups.
Sharing ideas.
Structuring.
End REFLECTION
5 min At the end of the lesson, learners reflect on their learning:
3 new words they learnt
2 activities helped the most
1 challenge (difficulty) they experienced
Hometask: WB p.19
Saying goodbye

LESSON 20 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Critical analysis of World Sports
SA 2
Learning objectives 9.4.6.1 Recognise the attitude or opinion of the writer in
extended texts on a range of familiar general and curricular
topics
9.4.9.1 Recognise inconsistencies in argument in extended texts on a
 range of familiar general and curricular topics
9.5.5.1 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
Lesson objectives All learners will be able to:
Comprehend the general writing structure of a discussion essay.
Recognize and use key phrases for a discussion essay.
Most learners will be able to:
Write a discussion essay using writing guide.
Some learners will be able to:
Express their ideas in writing a a discussion essay without support.
Criteria Identify the opinion of the writer in extended texts
Identify inconsistencies in arguments in extended texts
Write coherent paragraphs supported with arguments and reasons
Previous lesson Critical analysis of World Sports
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Organizational moment
5 min Teacher greets learners and introduces the lesson objectives in
a simplified manner.
Teacher sets positive atmosphere by asking some questions.
How are you today?
Did you do your morning exercises today?

Teacher lets students guess what today’s theme might be by

looking at the slide share

2. Warm –up. “Hot potato”

Game play
Teacher arranges students in a circle and gives a small ball,
they throw the ball to each other answering the questions of
the teacher. The player who is holding the “hot potato” more
than 5 seconds leaves the game. The game continues until one
player is left — that player is the winner.

Middle Ex.1 p.28. Building background knowledge.

10 min Ex.2 p.28. Detailed reading. Matching task.
Ex.3 p.28. Table completion.
Word formation activity.
SA READING
20 min Task 1. Read the text. Keep events in order. Number the
statements below 1, 2 and 3 to show the order in which the
events took place.
a. The snow sculptures remain on view as long as the cold
weather lasts.
b. Well-packed blocks of snow the size of a small room are
 ready for each team.
c. Teams of three or four people work day and night to
complete their sculptures in time.

Task 2. Read the text again. Make correct inferences. Two of

the statements below are correct inferences, or reasonable
guesses. They are based on information in the passage. The
other statements are incorrect, or faulty, inference. Label the
statements C for correct inference and F for faulty inference.
Snow sculpturing is mainly an outdoor event.
Fewer artists sculpt with ice than snow.
Ice carving and snow sculpturing contests often are held in the
northern part of the United States.

WRITING
Task 3. Choose ONE of the topics and write an article.
Topic 1. Write an article to a school magazine on “Sport
is one way of keeping fit” using arguments to support your
opinion.
In your article you should answer the following questions:
1. Why do people want to keep fit so much?
2. What sports can help people to keep fit?
3. How do these sports help people?
Topic 2. Write an article to a school magazine on “Doing
sport is a way of staying healthy” using arguments to support
your opinion.
In your article you should answer the following questions:
1. What sports are most common in Kazakhstan?
2. Why are they most common?
3. How do these sports help people to stay healthy?
End REFLECTION
5 min Reflection: “3-3-1”
3 sentences to reflect on the lesson
3 adjectives to describe the lesson
1 word about the lesson
Hometask: SB p.28 ex.6
Saying goodbye
LESSON 21 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: What advantages and disadvantages does involvement in
international events bring to Kazakhstan?
Learning objectives 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 a wide increased range of general and curricular topics
 9.R2 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
Recognize and use vocabulary to do with nutrition and healthy eating.
Develop their reading skills in the context of healthy eating.
Most learners will be able to:
Synthesize the information from the text about healthy eating and use it
as the basis for discussion.
Some learners will be able to:
Express with fluency their ideas about diet and ways it could be
improved.
Criteria Provide a point of view in conversations and discussions.
Use topic appropriate words in justifying their point of view.
Find particular facts and parts in reading passage.
Previous lesson Critical analysis of World Sports
SA 2
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining GREETINGS
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.

Warm up.
With books closed, write An apple a day keeps the doctor
away on the board. Ask SS what the proverb means.
Elicit that the proverb is not meant literally, but suggests that
if we eat healthy foods life fruit, we will or get ill.
Ask SS whether they think their diets are healthy. Do they
think about what they eat?
Elicit examples of healthy and unhealthy foods.
Middle Focus on listening
30 min Pre-listening
Prepare students for the activity by giving them the list of
useful vocabulary. The list of vocabulary is available in
Handout 2.
Students should match the word with the appropriate picture.
Pictures are shown in Slide PPT Slides 6-7.
Students work individually or in pairs to complete matching
exercise. Monitor and then show right answers on
presentation Slide 7.

Listening
Tell students that they are going to listen to the radio
interview and do the exercises to practice their listening skills.
Students work individually. Give out the worksheets, one for
each student.
 Allow time to read the questions and multiple-choice
alternatives.
Answer any questions students may have about vocabulary.
Students answer to the given questions while listening to the
track. Play the track twice if it is necessary.
Show Slide 9 to check the answers.

Grammar (UOE)
Explain the structure of and second conditional with “would
you?” and then write the following example on the board.
Would you play football if it was raining right now?
Ask some Concept Checking Questions to check if learners could
understand how to use the structure of second conditional. Remember,
students should answer the questions.
Checking questions Answer
1 Which conditional is used in Second
the sentence? conditional
2 Is the sentence present which YEs
is impossible?

Post-listening
Create groups and assign each group or pair a side of a
conversation. Use pair work time to allow students to develop
their speech. Ask students to give their opinion stating what
they would ask if they saw a famous sportsman.

Note: Show Slide 6-7 to help less able students to use lesson
vocabulary. Students use second conditional and learnt
vocabulary in their speech. Monitor and helps if necessary.
End Self-assessment.
5 min Students attach their boat in the appropriate area of
the map that reflects their emotions and mood
after the lesson.

Hometask: WB p.20
Saying goodbye

LESSON 22 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: What advantages and disadvantages does involvement in
international events bring to Kazakhstan?
Learning objectives 9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics
9.4.2.1 understand specific information and detail in texts on a range of
 familiar general and curricular topics, including some extended texts
9.5.3.1 write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
Lesson objectives express themselves using subject-specific vocabulary and syntax
brainstorm ideas, as many as possible
organize ideas during interview
Criteria A learner can understand and use new words in their speech
A learner can use subject-specific vocabulary correctly
A learner can organize ideas during interview
Previous lesson What advantages and disadvantages does involvement in international
events bring to Kazakhstan?
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining Organizational moment PPT Slide 2
5 min Teacher greets learners and introduces the lesson objectives in
a simplified manner.
Teacher sets positive atmosphere by asking some questions.
How are you today?
Do you like the weather? Handout 1
2. Warm –up. Comic Strip Descriptions.
Instructions for Comic Strip Descriptions PPT Slide 3
Cut comic strip and give each student a portion of it (Handout
1). Without showing their pictures to one another, the students
should attempt to describe their image, and put the comic strip
into the correct order. After some time, the students can
predict the order. Then show Slide 3 to know if they did it
correctly.
Middle Ask some questions for brainstorming: PPT Slide 4
30 min Do you read, listen to, or watch interviews with famous
people, especially people from the world of sport?
Can you remember any details from any interview of that
kind? Handout 2
Come back to the learning objectives and discusses them with Slide 5-6
students.
Focus on reading
Pre-reading (activity)

Prepare students for the activity by giving them the list of

useful vocabulary. The list of vocabulary with definitions is
available in Handout 2. Help students with the translation if
necessary. Handout 3

Instructions for Hot Potato Slide 7

Take any item which is not heavy or sharp and tell the
students it is a hot potato. Give the hot potato to the first
student. They have 5 seconds to come up with a sentence
 using new vocabulary if not he or she has to throw the potato
to another student. Once the student answers, they then toss https://
the potato to another student. This keeps going on and on until www.youtub
there is only one student remaining. The game should be fast e.com/watch?
and the students cannot repeat a word or sentence that has v=hOoFlstyZ
been said. m0
Video
Reading
Tell students that they are going to read an interview (Handout
3). Students work individually. Give out the worksheets, one
for each student.
Allow time to read the text and true/false questions. Answer
any questions students may have about vocabulary. Students
answer to the given questions. Monitor and help if it is
necessary. Then show answer keys for the text on Slide 7.

Grammar
Explain the structure of “Passive Voice” by showing the video PPT Slide 5-
about and then writes the following example on the board. 6
I am interested in hockey.
Teacher can ask some Concept Checking Questions to check
if learners could understand how to use the structure “Passive
Voice”. Remember, students should answer the questions.
Asks checking questions.

Writing
Ask students to write 3-5 questions for the interview using
only “Passive Voice in Present tenses”. PPT Slide 8
Note: Show Slide 5-6 to help less able students to use lesson
vocabulary. Students use Passive Voice and learnt vocabulary
in their sentences. Monitor and help if necessary.
Split the class into pairs and tell them that they are going to
ask and answer each other those questions. Monitor and help
if it is necessary.
End At the end of the lesson, learners reflect on their learning:
5 min 3 new words they learnt
2 activities helped the most PPT Slide 9
1 challenge (difficulty) they experienced
Hometask: to prepare for the summative assessment.
Saying goodbye

LESSON 23 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Summative control work for the 1st term

Learning objectives 9.2.1.1 Understand the main pointsin unsupported extended talk
on a wide range of general and curricular topics
9.4.1.1 Understand the main points in extended texts on a
range of unfamiliar general and curricular topics
9.5.2.1 Write independently about factual and imaginary
pastevents, activities and experiences on a range of familiar
general and curricular topics 9.5.3.1 Write with moderate
grammatical accuracy on a wide range of familiar general and
curricular topics
9.3.1.1 Use formal and informal registers in their talk on a
range of general and curricular topics
9.6.14.1 Use an increased variety of prepositions
before nouns and adjectives use a growing number of dependent
prepositions following nouns and adjectives and an
increased variety of dependent prepositions following verbs
on a range of familiar general and curricular topics
Lesson objectives Identifies the correct and incorrect information in the talk and answers
the questions. The tasks enable learners to identify the main idea
of the talk. Learners should write a text keeping the layout and
format of a given genre according to the given questions, writing
about real events connecting them into paragraphs and applying
grammar accurately.
Previous lesson What advantages and disadvantages does involvement in international
events bring to Kazakhstan?
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining GREETINGS
2 min The aim of the lesson
SA Task 1. Listen to the Sports news on the radio again and
35 min answer either Yes or No for each question.

1. Did Diego Garcia play well last year?

2. Does Diego Garcia know who he is playing in the final?
3. Was the weather in France nice today?
4. Are foreign players playing in the golf tournament?
5. Will the Jaguar driver start in first position in the race
tomorrow?
6. Did Chicago win today?

READING
Task 1. Read the text and choose the right answer.
1. The sportsman is
A boxer b) a wrestler, c) a runner
2. If you strengthen your legs, you feel as if your body has
become
 a) much lighter b) heavier c) smaller
3. Long distance running is a good relaxation for
Your mind b) the arms and back muscles c) the leg
muscles

Task 2. Insert the words, according to the text.

4. A wrestler must have many qualities to __________ his
rivals.
5. Then I decided to build up my ___________.
6. I weighed a little over 100 kg but ______________ even
those who weighed 120, 150 and 180 kg

WRITING
Choose ONE of the topics and write.
Topic 1. Write an article to a newspaper describing the
most popular hobby in Kazakhstan nowadays using
appropriate grammar. Try to mention these questions:
1. What kind of hobby is very popular among younger
generation in Kazakhstan?
2. Why is it important?
3. Is your own hobby different from the most popular one?
How? Why?

Topic 2. Write a school magazine article about a favourite

sport star using appropriate grammar. Try to mention these
questions:
1. Name / why famous.
2. Appearance / personality.
3. Free-time activities.
4. Writer’s feelings about sport star.

SPEAKING
Task. You are given quetsions to speak about for 2-3
minutes. Before you speak you have one minute to think
about what you are going to say and you can make notes if
you wish.
End Peer-assessment.
3 min Two stars and a wish.
You did a really good job on ...
I really like how you ...
Maybe you could ...
Hometask: revise the words from the units
Saying goodbye

LESSON 24 School:
Unit 2: Exercise and sport
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 9.L2 understand most specific information in unsupported extended

talk on a wide range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have
to express regret and criticism on range of familiar general and
curricular topics
Lesson objectives All learners will be able to:
Reproduce taught material in listening, speaking, writing.
Most learners will be able to:
Demonstrate learned grammar and vocabulary about exercise and sport
in dialogues with sure.
Create their own dialogues based on the given situations.
Some learners will be able to:
Use taught vocabulary and grammar with accuracy.
Provide unprepared speech talking about adventure sports.
Criteria Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Previous lesson Summative control work for the 1st term
Plan
Planned Planned activities (replace the notes below with your Resources
timings planned activities)
Begining GREETINGS
5 min The teacher sets the lesson objectives, letting students know
what to anticipate from the lesson.
Warm up.
Then to create a positive learning environment the teachers
asks students to start the lesson giving each other compliments
about appearance, job performance, talent, etc. and also
practice accepting compliments.
Middle Focus on grammar
30 min Have Ss watch video to revise relative clause.
Divide students into two groups. Give a card with defining
relative clause to one group. And the other group takes a card
with non-defining relative clause. Instruct Ss to read the rules
very attentively and discuss in groups. Point out they should
explain the rule they`ve read to another group.
 Assessment: If all students of another group understand the
rule they`ve explained this group achieves the goal.
Understanding can be checked by asking 2-3 CCQ like
Is there a meaning if we remove a relative clause from the
sentence?
What punctuation separates main clause from the relative
clause?
Have students do the activity. (grammar task for defining,
non-defining relative clauses)

Focus on speaking
Elicit answers to some of the questions given below. Check
correct usage of relative clauses.

Formative assessment
Can you remember ...
A day when you made a big decision?
A person who had a big influence on you as a child?
A place where you learnt something very important?
A time when you had to choose between two important things?
A moment when you felt that history had been made?
A time when you didn’t worry about the future?
A place where you met someone very important to you?

Suggested answer:
I remember the place where I first met a famous football
player very well. It was…

Assessment criteria:
Use the relative adverb where to give additional information
about the place
Use relative pronouns which, who to describe people or things
related to sport
Use relative pronoun when to give information about the time

End REFLECTION
5 min At the end of the lesson, learners reflect on their learning:
What have you remembered on the lesson today?
What was new for you?
What information was interesting for you?
What is the difference of defining and non-defining relative
clauses?
Hometask: revise grammar themes from the units
Saying goodbye