LESSON 29 School:

Unit 3: Earth and our place in it

Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Earth and our place in it

Learning objectives 9.6.1.1- use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, use topic related
vocabulary
Most learners will be able to:
Listen and read for gist, read for specific information, use topic related
vocabulary, get an overview of a module,
Some learners will be able to:
Listen and read for gist, read for specific information, use vocabulary
about city life and country life in different exercises
Criteria Learners have met the learning objective if they can: talk about city life
and country life
Previous lesson Unit revision

Plan
Planned Planned activities Learners’ activities Evaluatio Resources
timings n
Begining GREETINGS Ss to suggest what they Selfassess
5 min The teacher sets the lesson think it means. Go ment
objectives, letting students know through the topic list and
what to anticipate from the lesson. stimulate a discussion to
What’s in this module? prompt Ss’ interest in
Read the title of the module Earth the module.
and our place on it and ask
Find the page numbers for Ss find the page
Ask questions to check Ss’ numbers for the items
understanding. listed.
Middle Vocabulary Learners write their Individual Class CD
30 min The teacher writes the word associations allowing evaluation recording
“environment” on the board, clarifies some time to think
its meaning if necessary and asks the
learners to write their associations
allowing some time for them to think.
Differentiation: To help less able
learners make their contribution,
explain that words like “tree”, “river”
are also connected to the topic.

The teacher presents new words

using the slides. Learners write them
 down in the table.
The teacher asks learners to think of
a solution for each problem and write
it in the same table.
Differentiation: To help less able
learners, show slide 10 for them to
select solutions and match them to
the problems. Mutual
valuation
To practise new vocabulary Suggested answer key
Draw Ss’ attention to the pictures (A- Factory, B. skyscraper,
F) and elicit what they show. Monitor C. Harbour, D. Field, E.
the activity around the class and then Path, F. Shopping mall
ask various Ss to tell the class.

To identify compound nouns.

Elicit the compound nouns from Ex.1
from Ss around the class
Car park, shopping mall, department
store

To personalize the topic Suggested answer key: Verbal

Ask various Ss around the class to
use the words given to describe the
places where they live.
I live in a city. There are evaluation
skyscrapers, shops but
there aren’t any fields,
woods or farms.
I live in a town. There
are shops, squares, parks
and block of flats but
there aren’t any factories
or skyscrapers.
I live in the country.
There are fields, woods
and a river but there
aren’t any shopping
malls or skyscrapers.

Speaking The learners work in

The teacher may focus the discussion pairs and discuss the
either on the issues that are important solutions to the
for Kazakhstan or on international problems.
environmental issues.
End REFLECTION Do this reflection
5 min The teacher throws a ball and
asks learners to share what was
useful, what was difficult, what
is worth remembering.
Hometask: Learners record the
weather for the week. Ask them
to copy a table into their
notebooks (you might want to
put today’s or tomorrow’s day
as the first day)
Saying goodbye
LESSON 30 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Mind mapping software program for English topics
(developing listening skills)
Learning objectives 9.2.5.1- recognize the opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics;
9.4.6.1- recognise the attitude or opinion of the writer in extended texts
on a range of familiar general and curricular topics;
9.4.3.1- understand the detail of an argument in extended texts on a
range of familiar general and curricular topics;
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:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, talk about the
place they live in
Some learners will be able to:
Listen and read for gist, read for specific information, talk about
differences in city life and country life, write a blog entry
Criteria Learners have met the learning objective if they can: talk about life in
the city and in the country
Previous lesson Earth and our place in it
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS Ss say what the Verbal Recording
g The teacher sets the lesson objectives, letting text is about. evaluation Video
students know what to anticipate from the
5 min
lesson.
1 To introduce the topic and topic-related
vocabulary and stimulate interest in the text
Ask Ss to look at the title and key words
Middle 2.To read for specific information. Ss read the text Individual
30 min Allow Ss to read the text again and mark the and choose true evaluation
statements. or false sentences
Check Ss’ answers and elicit the corrections
for the false statements.
Refer Ss to the word list to look up the words
in the Check these words list.
Play the video for Ss and elicit their
comments.
3. To consolidate information in the text. Write sentences
Give Ss time to use the phrases in Ex.1 to about Sauran
write sentences about Sauran. Elicit sentences
from Ss around the class. Answer the
 4.To read for specific information questions
Explain the task and allow Ss three minutes to
prepare their answers. Ss share their answers
Mutual
with their partners. Ask some pairs to report
back to the class. valuation
1) The learners
Listening watch the video,
1) What causes climate change? take notes, and
Why is climate change a problem? answer the
What can we do to prevent it? questions dealing
2) The learners watch the video and answer with the main
questions dealing with the detail of the points of the
arguments. lecture then
Differentiation: More able learners may be watch the video
asked to answer open-ended questions. and answer
questions

Learners work in
Speaking small groups and
The learners work in small groups and discuss discuss the Verbal
the following questions: questions evaluation
Will the actions we take today be enough to
forestall the direct impacts of climate change?
Or is it too little too late?
Will taking action make our lives better or
safer, or will it only make a difference to
future generations?
Given that renewable sources provide only a
small percentage of our energy and that
nuclear power is so expensive, what can we
realistically do to get off fossil fuels as soon
as possible?
Will the remedies to climate change be worse
than the disease? Will it drive more people
into poverty with higher costs?
Teacher may focus the discussion either on
the issues that are important for Kazakhstan
or on international environmental issues.
End Self-assessment. Students express Self-
5 min Green: How can you use today's learning in their attitude to assessment
different subjects? the lesson and
Red: How do you feel about your work today? give self-
White: What have you leant today? assessment using
Black: What were the weaknesses of your the method: “Six
work? thinking hats”:
Blue: How much progress have you made in
this lesson? (Now I can, I still need to work
on, I've improved in, Today I learnt... )
Yellow: What did you like about today's
lesson?
Hometask: Student’s Book: Language review
3a
Workbook: 3a
Saying goodbye
LESSON 31 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number Number absent:
Theme of the present:program for English topics
Mind mapping software
lesson:
Learning 9.4.5.1- deduce meaning from context in extended texts on a range of
objectives familiar general and curricular topics;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics;
9.5.6.1- write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
Use topic related vocabulary to talk about locations.
Most learners will be able to:
Use topic related vocabulary to talk about locations, organise and present
information clearly to others;
Some learners will be able to:
Use appropriate subject-specific vocabulary and syntax to talk about
locations, ask complex questions to get information
Criteria Learners have met the learning objective if they can: talk about the places
they live in
Previous lesson Mind mapping software program for English topics
Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings
Begining GREETINGS Ss work with the set of Self-
5 min The teacher sets the lesson pictures and describe them assessment
objectives, letting students using topic related
know what to anticipate from vocabulary.
the lesson.
Revision of vocabulary
“City/ country life”
Ss may work in groups, pairs
or individually.
Middle Vocabulary Class CD
30 min 1 To present vocabulary Suggested answer key Mutual recording
related to locations. 1.bored 2.fascinating
valuation
Go through the list of words 3.surprised
with Ss and elicit/explain 4. shocked
their meanings. Ss complete 5. confusing
the task. 6. Interesting
Check Ss' answers by asking
various Ss to read the
completed texts aloud.
2 To form -ing/ed
adjectives
Ask Ss to read the theory and
then give them time to
complete the task.
 3. To present and practice Ss make sentences. Individual
compass points. Suggested Answer Key evaluation
Explain the task and elicit Astana is in the north of
the LI equivalents. If there is Kazakhstan.
a map in the classroom, use Semey is in the east of
it to explain the compass Kazakhstan.
points. Almaty is in the south-east
(Ss'own answers) of Kazakhstan.
Ask various Ss around the Kyzylorda is in the south of
class to read out their Kazakhstan.
sentences. Leninsk is in the south-west
of Kazakhstan.
Atyrau is in the west of
Kazakhstan.
Uralsk is in the north-west
of Kazakhstan

4. To personalize the topic. Suggested answer key:

To talk about the place you A: Where do you live? Verbal
live В: I live in Astana. evaluation
Explain the task. Ss A: Where is Astana
complete the task. Check Ss' located?
answers around the class. B: It is in the north of
Ask various Ss around the Kazakhstan.
class to use the words given A: What can someone do
to describe the places where there?
they live. B: It has a lot of attractions
and shops you can visit.
A: What is it like there?
B: It is clean, safe and not
very crowded.
A: What is the nightlife
like?
B: The nightlife is exciting
with a lot of restaurants and
nightclubs. It is a great
5. To complete a place to live and to visit.
paragraph about the place
you live Suggested answer:
Explain the task and tell Ss Kauser lives in Astana. It’s
they can use their answers a lively city. It’s located in
from Ex. 7 to help them the north of Kazakhstan.
complete the task. There are lots of attractions
and shops. It is a clean and
safe place to live with an
exciting nightlife.
End Self-reflection. Complete the table Self-
5 min My My My Valua assessment
partic feelings diff ble
ipatio and icul thoug
n in emotio ties hts
the ns for
lesso during me
n the from
lesson the
lesso
n
Hometask: WB p.26
 Saying goodbye

LESSON 32 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Interpreting data

Learning objectives 9.C7 develop and sustain a consistent argument when speaking or
writing
9.L2 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
Lesson objectives All learners will be able to:
Use Modals in exercises for different functions
Most learners will be able to:
Use Modals in exercises for different functions, show the knowledge of
different forms of the modal verbs
Some learners will be able to:
Use a variety of modal forms for different functions and in different
exercises,
work with the tasks on modals independently
Criteria Learners have met the learning objective if they can use Modals
correctly in different types of exercises
Previous lesson Mind mapping software program for English topics
Plan
Planned Planned activities Learners’ activities Evaluation Resources
timings
Beginin GREETINGS Ss answer the questions Verbal
g The teacher sets the lesson evaluation
5 min objectives, letting students
know what to anticipate
from the lesson.
Warm up.
With books close, ask:
Would you like to be the
president of Kazakhstan?
Why? Elicit some ideas.
Ask: What things would you
change to help the
environment? Why? Elicit
some ideas. Don't worry at
this stage if SS don't use the
correct verb forms, but just
 concentrate on encouraging
them to think of ideas.

Middle 1.To revise Modal verbs Ss read the sentences

30 min and identify their uses match the modals in Mutual
Ask Ss to read the sentences bold to their uses valuation
(1-12) and match the modals
in bold to their uses (A-L).
Read out the Note. Individual
2 To practise the modals Ss complete the evaluation
Explain the task and give Ss sentences
time to complete it. Then
check Ss’ answers around
the class.
3 To practise past modals
Give Ss time to complete
the sentences.
Check Ss' answers around
the class.
1 Had to
2.didn’t have to
3.could
4.were able to Answer Key
4. To practise modals mustn't/con't enter this area Verbal
1.Give Ss time to complete should try the new Thai evaluation
the task and then check their restaurant might/may be
open on Sundays don't have
answers. to hire a car can repair his
Explain the task and give Ss car himself have to show
time to complete it. their passports at reception
Check Ss' answers and elicit can't/mustn't take photos
which sentences refer to the here
past. had to show his ID to visit
the excavation should buy
Explain the task and give Ss tickets in advance 10 didn't
time to read the text and have to leave so early
complete it.
5. To consolidate the
rules on modals and
modals of deduction.
Ask various Ss around the
class to make up sentences
on the situations on the
pictures using the modals.
End Self-assessment. If children liked something Self-
5 min Plus Minus Interesting at the lesson they put it into assessment
the column “plus”, if they
didn’t like or were bored
Hometask: WB p.24. during some part of the
Saying goodbye
lesson, they can use the
column “minus”, the section
 “interesting” is for those
activities which were
interesting during the lesson.

LESSON 33 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Climate change

Learning objectives 9.2.6.1- deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics;
9.4.5.1- deduce meaning from context in extended texts on a range of
familiar general and curricular topics;
9.6.1.13 - use a variety of modal forms for different functions and a
limited number of past modal forms including should/ shouldn’t have to
express regret and criticism on range of familiar general and curricular
topics
9.3.8.1- recount extended stories and events on a range of general and
curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
express regret
Most learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
express regret, roleplay a dialogue
Some learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
express regret, make up own dialogue
Criteria Learners have met the learning objective if they can: express regret and
use the situational language with the correct intonation in the dialogues
Previous lesson Interpreting data
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
1 To practise pronunciation of Ss listen and
situational language; to identify repeat
phrases which express/ask for chorally Verbal
opinions and/or evaluation
Play the recording. Pay attention to Ss’ individually
pronunciation and intonation and correct
 as necessary. Then elicit which of the
items ask for an opinion or express a
positive/negative opinion and ask Ss to
mark them accordingly. Check Ss’
answers.
Middle 2 To listen and read for specific Ss listen and Mutual
30 min information follow the valuation
Direct Ss' attention to the sentences in dialogue in
Ex. 1 again. their books
Elicit Ss' guesses as to what the dialogue and check if
may be about. their guesses
Play the recording. were correct.
Answer Key Read out the
The dialogue is about two friends talking about questions.
a holiday one of them had.
3. To learn synonymous phrases and Ss learn
consolidate situational language synonymous
through translation phrases and
Elicit the LI equivalents for the consolidate Individual
sentences in Ex. 1 from various Ss situational evaluation
around the class. language
Refer Ss back to the dialogue and elicit through
the synonymous phrases from various Ss translation
around the class.
Answer Key
I'd like to hear all about it. - So, tell me
everything. I bet it is really nice there. - It must
be a lovely place. We enjoyed ourselves so
much that we would like to go on holiday there
again. - We had such a wonderful time that we
want to go again next year. Ss complete
4 To practise role-playing the task in Mutual
Explain the situation and ask Ss to work pairs. valuation
in pairs and act out a dialogue.
Remind Ss that they can use the dialogue
in Ex. 2 as a model as well as any ideas
of their own to complete the task. To Ss can refer
help Ss, draw the following diagram on to the
the board and elicit appropriate phrases diagram
Ss should use. Write them on the board. while doing
5 To pronounce sounds correctly the task.
Play the recording with pauses for Ss to
repeat chorally and/or individually.
1 though 2 thorough 3 laugh
End Plenary Ss answer the Self-
5 min Ask the following questions: questions assessment
- What things were completely new
for you?
- What things do you consider
 useful?
- Will you use them somehow in
life?
Hometask: Make up your dialogue.
Saying goodbye

LESSON 34 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Climate change

Learning objectives 9.2.6.1- deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics;
9.4.5.1- deduce meaning from context in extended texts on a range of
familiar general and curricular topics;
9.5.6.1- write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics;
9.6.7.1- use a variety of simple perfect forms including some passive
forms, including time adverbials on a range of familiar general and
curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, present two
rivers
Some learners will be able to:
Listen and read for gist, read for specific information, present two
rivers, write about a river of Kazakhstan or the world
Criteria Learners have met the learning objective if they can: present and write
about the river
Previous lesson Climate change
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS Recording
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.

1 To introduce the topic; to listen Ss listen and Verbal

and read for specific information follow the text evaluation
Direct Ss’ attention to the pictures and in their books
elicit what rivers they show and what, to find out.
if anything, they know about them.
 Play the recording.

Answer Key The River Thames and

the Esil River. The River Thames is in
London and the Esil River is in Astana.
The Esil River is longer.

Middle 2 To read for specific information Ss read the Verbal

30 min Read the questions aloud one at a time texts again and evaluation
and ask. Check Ss’ answers answer them

3 To complete a table and present Ss read the

two rivers texts again and Mutual
Ask Ss to copy the table into their then complete valuation
notebooks. Give Ss time to read the the table.
texts again and then complete the table.
Ask various Ss to use the table to
present the rivers to the class.

Suggested Answer Key

River Thames Esil River
length 346 km 2,450 km
capital city it London Astana
flows through
riverside the London the Astana
attractions Eye, Baiterek
Big Ben, Tower, the
the Houses of National
Parliament, Archive, the
the Tower of Nur-Astana
activities stroll along the walk or jog
people can do Southbank, ride along the
there a cable car, go banks, take a
on a river boat trip, visit
cruise, the artificial
try a speedboat beach,
4 To write a short text about the
river Ss write a Individual
Explain the task and ask Ss to work in short text evaluation
small groups and collect information about the river
from the Internet about any in their
country or in the world and make notes.
Then ask Ss to use their notes to write a
short text. Ask various Ss to read their
text to the class.
End Self-reflection. Learners Self-
5 min Most ……. thing answer assessment
Ask learners what was the most, e.g.
useful, interesting, surprising, etc. thing
 they learned today. 

Hometask: WB p.27
Saying goodbye

LESSON 35 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Environmental problems

Learning objectives 9.2.7.1- recognize typical features at word, sentence and text level of a
wide range of spoken genres;
9.6.4.1- use a wide variety of determiners and pre-determiner structures
on a range of familiar general and curricular topics;
9.6.3.1- use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree
on a range of familiar general and curricular topics;
9.1.6.1- organise and present information clearly to others;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, read for order
Some learners will be able to:
Listen and read for gist, read for specific information, read for order,
present a monologue
Criteria Learners have met the learning objective if they can: present a
monologue
Previous lesson Climate change
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Verbal
То introduce the topic and talk about Ss talk evaluation
the importance of mountains about the
Initiate a discussion about why mountains importance
are important and encourage a wide range of
of answers. Make sure all the examples mountains
are covered.
Suggested Answer Key
 Mountains are important because they are
the source of all fresh water. They ore a
naturol barrier and offer protection from
the weather and invasion. They are also
home to many different types of animals
and plants.

Middle To read for cohesion and coherence Ss read the Self-

30 min Give Ss time to read the text and think of text and assessment
an appropriate word to fill each gap in the think of an
text. Then play the recording for Ss to appropriate
listen and check their answers. word to fill
Answer Key each gap in
1ever 3 when 5 of 7like the text
2up 4each 6 both 8
from

To consolidate new vocabulary Ss complete Individual

Give Ss time to complete the phrases with the phrases evaluation
the words in the list and then give them with the
time to use them in sentences about words in the
different types of mountains. list
Elicit answers from Ss around the class.
Answer Key
1.against 2. fold 3.against 4. rock
Ss prepare a Verbal
4 To prepare a monologue; to monologue evaluation
consolidate information from a text
Explain the task and divide Ss into small
groups and give them time to research
online about mountain formation and
collect more information. Ask them to
draw diagrams that show how the types of
mountains in the text are formed. Then
ask various groups to present the three
types of mountains to the class.
Ss do the Mutual
Sequencing words. task valuation
Writing practice. Creative exercise.
End REFLECTION Students Self-
5 min “Cinquain” is a five-line poem based on answer assessment
the content of the material under the
study.
Line 1 – One-word title (Kazakhstan).
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.6 p.40

Saying goodbye

LESSON 36 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Environmental problems

Learning objectives 9.4.3.1- understand the detail of an argument in extended texts on a

range of familiar general and curricular topics;
9.6.3.1- use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree
on a range of familiar general and curricular topics;
9.5.3.1- write with moderate grammatical accuracy on a wide range of
familiar general and curricular topics;
9.5.1.1- plan, write, edit and proofread work at text level with little or
no support on a range of general and curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for cohesion and coherence
Some learners will be able to:
Listen and read for gist, read for cohesion and coherence, write an
article about the place they live in
Criteria Learners have met the learning objective if they can: write an article
about the place they live in
Previous lesson Environmental problems
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Warm up.
With books closed, ask: Is there anything Students Verbal
you would like to change about your answer evaluation
school? Elicit some ideas and then ask:
What can you do to make your school
change?
Middle To present and classify new vocabulary
30 min Explain the task. Write the headings Ss describe Mutual
Positive/ Negative on the board and then their valuation
elicit which words/ phrases go under town/village
which headings from Ss around the class. .
Ask various Ss around the class to use
some of them to describe their
town/village.
Answer Key
Positive: excellent public transport
system, fast pace of life, everything close
at hand, good chance of getting a job,
cheap shops, lots of restaurants and clubs,
relaxed pace of life, safe, peaceful life,
helpful neighbours, dean air, beautiful
views, never feel bored, hustle and bustle
Negative: crowded, noisy streets, traffic
noise, polluted, fast pace of life,
unfriendly people, feel isolated, hustle
and bustle

Suggested Answer Key

My town has got an excellent public transport
system and everything is close at hand. There are
lots of restaurants and clubs and I never feel
bored.
Ask Ss to use the Word List to look up
the meanings of the words in the Check
these words box.

To complete an article Verbal

Ss complete evaluation
Ss do the task. Check Ss' answers around
an article
the class.
Suggested Answer Key
excellent public transport system
good chance of getting a job
everything close at hand
hustle and bustle/fast pace of life
polluted
traffic noise

4. To write an article about the place Individual

where you live Ss write evaluation
Explain the task and give Ss time to write their articles
their articles using the plan to help them. using the
Remind Ss to use the article in Ex. 1 as a plan
model and to use appropriate adjectives.
Remind Ss to check their piece of writing
and edit it. Check Ss' answers.
End Self-assessment. Ss do the Self-
5 min At the end of a lesson learners share with task assessment
 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: WB p.28
Saying goodbye

LESSON 37 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Academic language

SA 1
Learning objectives 9.2.3.1- understand most of the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics;
9.2.5.1 Recognise the opinion of the speaker`s in unsupported extended
talk on a wide range of general and curricular topics
9.2.7.1 Recognise typical features at word, sentence and text level of a
range of spoken genres
9.3.8.1 Recount extended stories and events on a range of general and
curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, learn about
values
Most learners will be able to:
Listen and read for gist, read for specific information, learn about
values, do a quiz
Some learners will be able to:
Listen and read for gist, read for specific information, learn about
values, do a quiz, write a quiz
Criteria Learners have met the learning objective if they can: discuss the values

Previous lesson Academic language

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Warm up.
Ask SS if they know of any community Ss answer Verbal
projects near where they live. evaluation
 Ask them what the projects do and if
they know of what they have achieved.
Middle Ex.1 p.43. Prediction based on the Illustration. Mutual
10 min slogan, pictures. valuation
Ex.2 p.43. Skimming. Matching Giving
headings with sections. presentation.

Ex.3 p.43. Brainstorming. Generating Feedback on

ideas. the project.
SA LISTENING Ss listen to Individual
20 min Global warming (1) problem in the the short talk evaluation
world today. Everyone knows about it about global
but not everyone is trying to stop it. warming and
Many world leaders are more interested fill in the
in blaming other countries for the gaps.
crisis. Countries like China, India and
Russia say they will (2) America takes
more action. America says it will not
act until other countries take more
action. It seems a little childish that
leaders are acting (3). The future of our
world is at risk and governments can
only argue with each other. Many
presidents and prime ministers tell us
that technology is the answer. They say
future scientists will find solutions to
(4). This is a big gamble. I hope they
are right. I don’t believe them, so I’ll
continue switching off (5).

SPEAKING Ss present
The following questions will help you ideas on the
organize your conversation. topic.
 What do you do in your life to
care for the Earth? Ss use 1-2
 What natural hazards are there arguments
on Earth? Do they affect you? with
 What will happen to the Earth if examples
all humans disappear from it? based on your
 What are your feelings towards experience to
the Earth? support your
 What are the main factors that speech.
influence Climate change?

End Self-assessment. Ss do the task Self-
5 min “Five”. Children draw a picture of their assessment
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.29
Saying goodbye

LESSON 38 School:
Unit 3: Earth and our place in it
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Unit revision

Learning objectives 9.5.1.1plan, write, edit and proofread work at text level with minimal
teacher support on a range of general and curricular topics
9.6.3.1use a variety of compound adjectives and adjectives as
participles and a variety of comparative structures to indicate degree on
a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
understand the general writing structure
Most learners will be able to:
write an introduction of their article
Some learners will be able to:
plan their article;
apply a variety of compound adjectives and adjectives as participles in
their article
Criteria To review vocabulary
Previous lesson Academic language
SA 1
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
Vocabulary practice. Ss complete Verbal
(TASK 1). Teacher tells them to guess the sentences, evaluation
unknown words and to use dictionaries using the
to check, if they have time. Check words in the
answers. Then teacher says the words box
and asks students to repeat them.
Middle 2. Pre-writing Ss listen to
30 min Teacher explains to students the the teacher
structure of article writing.
A realistic article should consists of:
An eye-catching title which attracts the reader’s
attention and suggests the theme of the article.
(Articles can also have subheadings before
each paragraph.)
An introduction which clearly defines the topic
to be covered and keeps the reader’s attention.
The main body of two to five paragraphs in
which the topic is further developed in detail.
The conclusion- summarizing the topic or a
final opinion, recommendation or comment.
Remember. Before you begin writing it is
important to consider:
where is the article going to appear- in a
magazine or newspaper?
who are the intended readers- a specific group
such as students or teenagers, or adults in
general?
what is the aim of the article- to advise,
suggest, inform, compare and contrast,
describe, etc?

Introduction Before
Water is the precious gift of God on the earth. students write
Life exists on the earth because of the
the
availability of water. Itself being tasteless,
odorless and colorless, it adds taste, color and Introduction
nice smell in the life of living beings on the part of their
earth. It is found everywhere and known as life. article the
It takes nothing from us but gives life to us. It teacher
has no shape but takes the shape of container shows a
we store it. We find it everywhere in rivers,
sample
seas, tanks, wells, ponds, etc but we lack clean
drinking water. Three-fourth part of the earth is introduction
full of water however we need to conserve
water as there is very less percentage of clean
water.

3. Writing . Individual
Teacher asks students to choose one of Ss write the evaluation
the following topics to write an article
introduction part of the article:
“Save your Mother Earth”
Water scarcity
Water pollution- Having Access to
potable water is going to be thing of the
past.
Global Warming
Free topics (Students have a choice of
choosing their own topic based on the
unit “Earth and our place in it”
 End Plenary Ss do the task Self-
5 min Today the most important thing I have assessment
learnt is...
One thing I need to remember from
today’s lesson is...
One thing I have found hard today is...
Hometask: Announce students their
home task. Students have to learn new
words from the lesson.
Saying goodbye

LESSON 39 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Charitable organisations around the world and what they do?

Learning objectives 9.2.5.1 - recognize the opinion of the speaker(s) in unsupported

extended talk on a wide range of general and curricular topics;
9.1.1.1- use speaking and listening skills to solve problems creatively
and cooperatively in groups;
9.6.8.1 - use a variety of future forms, including some passives, on a
range of familiar general and curricular topics;
9.1.2.1- use speaking and listening skills to provide sensitive feedback
to peers;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, use topic related
vocabulary
Most learners will be able to:
Listen and read for gist, read for specific information, use topic related
vocabulary, get an overview of a module,
Some learners will be able to:
Listen and read for gist, read for specific information, use vocabulary
about charities and conflicts in different exercises
Criteria Learners have met the learning objective if they can: talk about
charities and conflicts
Previous lesson Unit revision
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson Ss answer Verbal
5 min objectives, letting students know evaluation
what to anticipate from the lesson.
 What’s in this module?
Read the title of the module
Charities and Conflicts and ask Ss
to suggest what they think it means.
Go through the topic list and
stimulate a discussion to prompt Ss’
interest in the module.
Find the page numbers for
Explain/Elicit the meaning of any
unknown words, then Ss find the
page numbers for the items listed.
Ask questions to check Ss’
understanding.
Middle Vocabulary Students are
30 min To present vocabulary related to given slips of Individual
social problems paper with evaluation
Direct Ss to the pictures. Play the phrases
recording. Ss listen and repeat describing
chorally and/or individually. different people’s
1. While students are at work, the actions, they
teacher monitors, asks questions, should separate
drives to discussion within the good one from
group
To volunteer
To back (help,support)
Give someone a hand
To collaborate( work together)
To pollute
To mistrust
Be half-hearted
To persuade
Sign leaflets
Be suspicious
To fulfil the task
To raise money
To hand out leaflets
To achieve the goal
To show off
To bully
To tease
Drop litter
To poach
Make difference
2. Teacher monitors, asks guiding When finished,
questions students go from
Differentiation: more- able students one group to
could give examples and lead the another and
group; less- able students get support compare their
from the teacher with understanding own results. bad.
of unknown words. .
Ss listen and
 To practise new vocabulary identify which Verbal
Draw Ss’ attention to the pictures (1- social problem evaluation
8) and elicit what they show. each person feels
Monitor the activity around the class is the most
and then ask various Ss to tell the serious.
class.
End Self-reflection. Ss do the task Self-
5 min Most ……. thing assessment
Ask learners what was the most, e.g.
useful, interesting, surprising, etc.
thing they learned today. 
Hometask: WB p.30
Saying goodbye

LESSON 40 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Charitable organisations around the world and what they do?

Learning objectives 9.1.9.1- use imagination to express thoughts, ideas, experiences and
feelings;
9.3.3.1 - explain and justify their own point of view on a range of
general and curricular topics;
9.2.6.1 - deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics;
9.4.2.1 - understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information,
Most learners will be able to:
Listen and read for gist, read for specific information, talk about the
social problems and charities
Some learners will be able to:
Listen and read for gist, read for specific information, talk about the
social problems and charities, write a blog entry
Criteria Learners have met the learning objective if they can: talk about the
social problems and charities in the world

Previous lesson Charitable organisations around the world and what they do?
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Recording
5 min The teacher sets the lesson objectives, Video
 letting students know what to
anticipate from the lesson. Ss produce
1 To introduce the topic and topic- the topic Verbal
related vocabulary and stimulate through a evaluation
interest in the text quotation
Direct Ss' attention to the quote and
explain/elicit the meaning of any
unknown words. Then elicit what Ss
think it means.
Middle 2. To predict the content of the text Ss listen and
30 min and listen and read for gist follow the Mutual
Direct Ss' attention to the picture and text in their valuation
the title of the text. books to find
Elicit how the quote may be related to out.
the text.
Play the recording.

3.To read for specific information. Ss read the Individual

Check Ss’ answers and elicit the text again and evaluation
corrections for the false statements. mark the
Refer Ss to the word list to look up statements.
the words in the Check these words
list.
Play the video for Ss and elicit their
comments.
Ss match the Verbal
4. To consolidate information in the headings to evaluation
text. the entries
Read for key information
(matching headings)
Go through the headings and
explain/elicit the meaning of any
unknown words.
Then give Ss time to read the text
again and match the headings to the
entries.
Answer Key
Katie - 1, Rowing for Water, 2, Girl
Raises Record Amount for Charity
Chris - A, Reaching the Sky for
Others, S, Mountain Adventure
Luke - 3, Crossing the Channel for
Charity Ss share their
answers with
5.To read for specific information their partners
Explain the task and allow Ss three
minutes to prepare their answers.. Ask
some pairs to report back to the class.
 6. Provide Ss with background
information about the geographical
points mentioned in the text.
Ss share the information they know
about the countries of Africa and
South America.

End Reflection: “3-3-1” Ss do the task Self-

5 min 3 sentences to reflect on the lesson assessment
3 adjectives to describe the lesson
1 word about the lesson

Hometask: to retell the text

Saying goodbye

LESSON 41 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Charities that work in areas of conflict

Learning objectives 9.6.9.1 - use appropriately an increased variety of active and passive
simple present and past forms and past perfect simple forms in
narrative and reported speech on a range of familiar general and
curricular topics;
9.6.8.1 - use a variety of future forms, including some passives, on a
range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
Use Conditionals in grammar exercises
Most learners will be able to:
Use Conditionals in grammar exercises, show the knowledge of
different forms of the verbs in Conditional sentences
Some learners will be able to:
Use a variety of verb forms in different grammar exercises,
work with the tasks on conditionals independently
Criteria Learners have met the learning objective if they can use conditionals
correctly in different types of exercises
Previous lesson Charitable organisations around the world and what they do?
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
 from the lesson.
Ss read the Verbal
1.To revise verb forms in different sentences evaluation
tenses and identify their uses and match
Ask Ss to read the sentences from the the verb
board and match the verb forms with the forms with
names of the tenses the names of
Check Ss' answers. the tenses
Middle 2 To present/revise conditionals
30 min Read through the theory and explain that Ss read out Verbal
we form a type 1 conditional with if/wfien the evaluation
+ present simple + will/сап + infinitive examples
without to and that we use it to talk about and explain
a situation that is possible in the future. the use of
Point out that 'unless' means 'if not'. the comma.
Explain that we form a type 2 conditional
with if/when + past simple + would +
infinitive without to and that we use it to
talk about an unreal situation in the
present/future.
Explain that we form a type 3 conditional
with if/when + post perfect + would have
+ past participle and that we use it to talk
about an unreal situation in the past.
3.To practise conditionals Ss complete
Explain the task and ask two Ss to model the task in Mutual
the example. closed pairs. valuation
Monitor the activity around the class and
then ask some pairs to ask and answer in
front of the class.
Suggested Answer Key
A: What will happen if the factory closes down?
B: If the factory closes down, 300 people will
lose their jobs.
A: What will happen if we vaccinate all the
children? B: If we vaccinate all the children,
they won't get
sick.
A: What will happen if someone gives her a job?
B: If someone gives her a job, she won't be
homeless.
4. To practise conditionals Ss put the
Give Ss time to put the verbs in brackets verbs in Individual
into the correct tense to complete the brackets evaluation
conditional sentences. into the
Check Ss' answers around the class. correct tense
Answer Key to complete
1 has 5 would have the
raised conditional
2 don't find 6 will be sentences.
 3 would volunteer 7 won’t learn
4 wouldn't have realised 8 will become
Elicit what type of conditional each
sentence is and whether it needs a comma
or not. Ss complete
5.To practise conditionals with if the task.
/unless
Ask Ss to read out the example. Explain
that we can use unless instead of if... not
in conditional sentences and that the verb
is always in the affirmative after unless.
End REFLECTION Ss do the Self-
5 min Learners stand in a circle, they are given a task assessment
ball to throw it to each other and share
their opinions about today’s lesson.
Hometask: to make up 5 sentences on the
situations on the pictures using the
conditionals
Saying goodbye

LESSON 42 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Academic language: Interpreting data

Learning objectives 9.1.10.1- use talk or writing as a means of reflecting on and exploring a
range of perspectives on the world
9.3.6.1 - link comments with growing flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges
9.2.3.1 - understand most of the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics;
9.4.4.1- read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
9.4.2.1 - understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, describe the
various types of charities
Some learners will be able to:
Listen and read for gist, read for specific information, describe the
various types of charities, present the Borgen Project
Criteria Learners have met the learning objective if they can: talk about
charities and the Borgen project
Previous lesson Charities that work in areas of conflict
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
To introduce the topic and topic Ss answer the Verbal
vocabulary questions evaluation
Draw Ss' attention to the questions
in the rubric and the list.
Initiate a class discussion about
charities and elicit how many, if
any Ss know about and what kind
of help they give.
Middle To introduce the topic of the Ss prepare their Mutual
30 min text; to listen and read for gist answers to the valuation
Elicit what, if anything, Ss know questions in the
about The Borgen Project. rubric
Ask Ss to read the first sentence of
each paragraph and then elicit
answers to the questions in the
rubric from Ss around the class.
Play the recording. Ss listen and
follow the text in their books to
find out.
Suggested answer
The Borgen project is a non- profit
organization set up by Gint Borgen that
works to reduce extreme poverty. It
supports projects such as digging wells,
building medical centres and
vaccinating babies and children. It also
campaigns for sustainable development.

To read for specific information Ss read the text

Ask Ss to read the questions (1-3) again and Individual
and the possible answers, and then answer the evaluation
give them time to read the text questions
again and answer them.
Check Ss' answers.
Then, give Ss time to look up the Answer Key
meaning of the words in bold in IB 2В ЗА
the text using their dictionaries as
necessary.
Suggested Answer Key
realise (v) = to come to know come up
with (phr v) = to think of support (v) - fo
 help financially shining (adj) = being
brilliant at sth prosperous (adj) =
rich/wealthy
Ss discuss
To discuss Gint Borgen’s Verbal
personality evaluation
Explain the task. Tell Ss to work
in small groups and think of their
attitude to this person. Ask
various Ss to present their ideas.
End REFLECTION Ss do the task Self-
5 min “Cinquain” is a five-line poem assessment
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: to retell the text
Saying goodbye

LESSON 43 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Fundraising

Learning objectives 9.6.10.1 - use present continuous forms and past continuous, including
a growing variety of passive forms, on a range of familiar general and
curricular topics;
9.2.6.1 - deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics;
9.3.1.1 - use formal and informal registers in their talk on a range of
general and curricular topics;
9.6.9.1 - use appropriately an increased variety of active and passive
simple present and past forms and past perfect simple forms in
narrative and reported speech on a range of familiar general and
curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
call the emergency services
Most learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
call the emergency services, roleplay a dialogue
Some learners will be able to:
Listen and read for gist, read for specific information, learn phrases to
call the emergency services, make up own dialogue
Criteria Learners have met the learning objective if they can: use the situational
language with the correct intonation in the dialogues
Previous lesson Academic language: Interpreting data
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
5 min The teacher sets the lesson
objectives, letting students know
what to anticipate from the lesson.
Ss match the
1. То present emergency services Verbal
items.
Read out the services 1 -4 and the evaluation
emergencies A-D and explain/elicit
the meaning of any unknown words.
Read out the example.
Middle 2. To listen and read for specific Ss listen and
30 min information follow the Individual
Play the recording. Ss listen and dialogue evaluation
follow the dialogue and find out
which emergency service the call is
to Ss listen and Mutual
3. To act out a dialogue then take valuation
Play the recording again. roles and act
Monitor the activity around the class out the
and then ask various pairs to act out dialogue in
the dialogue in front of the class. closed pairs.

Ss complete
Individual
the task in
4. To practise reported speech evaluation
their
Explain the task. Remind Ss that
notebooks.
reported speech is the exact meaning
of what someone said, but not the
exact words and we do not use
quotations. Ss listen and
tick the
5. To pronounce sounds correctly correct boxes
Model the sounds
Play the recording.
Play the recording again with pauses
for Ss to repeat chorally or
Ss refer to the
individually
diagram
Verbal
6.To practice role playing. while doing
evaluation
Explain the situation and ask Ss to the task
work in pairs and act out a dialogue.
Remind Ss to use phrases from the
dialogue to help them complete the
 task.
To help Ss draw the diagram on the
board and elicit appropriate phrases
Ss should use.
Write them on the board,
Monitor the activity around the class
and then ask various pairs to act out
their dialogues in front of the class.

End REFLECTION Ss do the task Self-

5 min Self-assessment. How well do I assessment
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: Make up your dialogue.

Saying goodbye

LESSON 44 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Fundraising

Learning objectives 9.4.1.1 Understand the main points in extended texts on a range of
unfamiliar general and curricular topics
9.5.3.1 Write with moderate grammatical accuracy on a growing range
of familiar general and curricular topics
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, present two
organizations
Some learners will be able to:
Listen and read for gist, read for specific information, present two
organizations, write about volunteering organizations
Criteria Identify the main points in the text
Develop coherent paragraphs using various connectors
Previous lesson Fundraising
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Ss listen and
1 To introduce the topic; to listen and Verbal
follow the
read for specific information evaluation
text in their
Direct Ss’ attention to the pictures and the
books to
title and what, if anything, they know
find out.
about them. Play the recording.
Middle 2 To read for specific information Ss read the Individual
30 min Read the statements aloud one at a time texts and evaluation
and ask Ss to read the texts again and mark them.
mark them. Check Ss’ answers
Ask Ss to use the Word List to look up
the meanings of the words in the Check
these words box. Play the video for Ss
and elicit their comments Ss read the
3 To complete a poster and present a texts and Mutual
place and an organization from the text complete valuation
Ask Ss to work in small groups. Give Ss the poster
time to read the texts again and then
complete the poster. Ss write a
Ask various Ss to use the posters to short text Individual
present them to the class. about the evaluation
4 To write a short text about the places of
places of wildlife in our country wildlife in
Explain the task and ask Ss to work in our country
small groups and collect information from
the Internet about any place in their
country or in the world and make notes.
Then ask Ss to use their notes to write a
short text. Ask various Ss to read their
text to the class.
Read the text and choose TRUE or Ss read the Individual
FALSE statements. text and evaluation
1. Malala Yousafzai was the only choose true
Nobel laureate to be declared or false
winner recently. statements
2. Malala started to fight for the girls’
rights to get an education after the
tragedy that happened with her.
3. She is not the first Pakistani to earn
the award.
4. Malala’s nickname “pride of
Pakistan” was given by Nawaz
Sharif, the Nobel Committee
 member.
5. According to Mr Satyarthi, The
Nobel Peace Prize is the award that
unites people of different religions
and countries in an endeavor for Ss write a
education. letter

Write a letter to a sponsor on behalf of

All Hands Volunteers asking for help
after a natural disaster.
Think about:
Main information about your charity
organization.
Activities your organization is involved
in.
Problem your organization is faced.
What help you need and give your
reasons.
End REFLECTION Ss do the Self-
5 min Today the most important thing I have reflection assessment
learnt is...
One thing I need to remember from
today’s lesson is...
One thing I have found hard today is...
Hometask: to revise grammar theme
Saying goodbye

LESSON 45 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Nobel Peace Prize

Learning objectives 9.4.4.1- read a range of extended fiction and non-fiction texts on
familiar and unfamiliar general and curricular topics;
9.2.1.1- understand the main points in unsupported extended talk on a
wide range of general and curricular topics;
9.6.1.1 - use a growing variety of abstract compound nouns and
complex noun phrases on a range of familiar general and curricular
topics;
9.3.1.1 - use formal and informal registers in their talk on a range of
general and curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
Most learners will be able to:
Listen and read for gist, read for specific information, read for order
Some learners will be able to:
 Listen and read for gist, read for specific information, read for order,
present a monologue
Criteria Learners have met the learning objective if they can: present a
monologue
Previous lesson Fundraising
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
Ss talk
То introduce the topic and talk about Verbal
about the
the importance of fighting for people’s evaluation
importance
rights
of fighting
Initiate a discussion about why fighting for
for
people’s rights is important and encourage
people’s
a wide range of answers. Make sure all the
rights
examples are covered.
Elicit various answers from Ss around the
class.
Read the title aloud and elicit what Ss
think it means and what, if anything, they
know about UNESCO.
Elicit a variety of questions from Ss around
the class and write the three best ones on
the board
Suggested Answer Key
It's an international organisation connected to the
United Nations. I think it protects historic sites
and helps to solve social problems.
Middle To read for gist and specific information Ss listen Individual
30 min Play the recording. Ss listen and follow the and follow evaluation
text in their books and see if their the text in
questions are answered. their books
Refer Ss to the Word List to look up the Ss answer Mutual
words in the Check these words box. Play the valuation
the video and elicit Ss’ comments. question
Give Ss time to read the text again and
answer the questions.
Answer Key
It was created by the United Nations.
UNESCO was created to improve education after
the war.
UNESCO's main objectives are to help build
peace, wipe out poverty and help countries to
develop and communicate through education, the
sciences and culture.
A It has founded and funded many cultural
 projects and helped protect historic monuments
and natural habitats.
S For UNESCO, the key to human development is
education.
Ss collect
To prepare a monologue; to consolidate informatio
information from a text n and write
Explain the task and divide Ss into small their Individual
groups and give them time to research presentatio evaluation
online about volunteering organizations ns, using
and collect more information. Direct Ss to the present
the Internet, to look at the website given perfect
and/or any other websites or sources of active or
information to find out more information passive
about what UNESCO does. forms
Ss can also find videos on YouTube.
Give Ss time to
End REFLECTION Ss do the Self-
5 min Self-assessment. task 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: make the presentations by
theme of the lesson
Saying goodbye

LESSON 46 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Nobel Peace Prize

Learning objectives 9. 4.2.1 - understand specific information and detail in texts on a range
of familiar general and curricular topics, including some extended
texts;
9.4.6.1 - recognise the attitude or opinion of the writer in extended texts
on a range of familiar general and curricular topics;
9.5.1.1 - plan, write, edit and proofread work at text level with little or
no support on a range of general and curricular topics;
9.5.3.1 - write with moderate grammatical accuracy on a wide range of
familiar general and curricular topics;
9.5.6.1 - write coherently at text level using a variety of connectors on
a growing range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
Listen and read for gist, read for specific information
 Most learners will be able to:
Listen and read for gist, read for cohesion and coherence
Some learners will be able to:
Listen and read for gist, read for cohesion and coherence, write a blog
entry about volunteering
Criteria Learners have met the learning objective if they can: write a blog entry
about volunteering
Previous lesson Nobel Peace Prize
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson. Ss read the
1 To read for specific information blog entry Verbal
Ask Ss to read the blog entry and then and answer evaluation
elicit answer to the question. the question
Answer Key
John is going to Madagascar during his
summer holidays. He's going to
volunteer at the Marine Research
programme with Volunteer the World.
He's going to collect data, assess the
risks to sea creatures and help to map
the sea bed and monitor populations of
fish, dolphins and whales. He is very
excited and can't wait for the summer
holidays to come.
Middle 2 To read for structure Ss do the Mutual
30 min Ask Ss to identify the function of each task valuation
paragraph.
Check Ss' answers around the class.
Answer Key
describe his duties- paragraph В
express his feelings and ask readers to
leave a comment-paragraph C
greet the readers and introduce the topic
of his blog- paragraph A
Refer Ss to the Word List to look up the
words in the Check these words box.
Ask Ss to use the Word List to look up
the meanings of the words in the Check
these words box.

Ask Ss to consolidate the information Ss write a

from the text to express an opinion blog
 comment
4. To write a blog comment Individual
Tell Ss to use the advert, the plan and evaluation
the blog entry in Ex. 1 as a model to
help them complete the task.
Remind them to use the phrases from the
Useful Language box.
Give Ss time to write their blog
comment and then check Ss' answers.

Alternatively, assign the task as HW and

check Ss answers in the next lesson

End REFLECTION Ss do the Self-

5 min “Cinquain” is a five-line poem based task assessment
on the content of the material under the
study.
Line 1 – One-word title (Kazakhstan).
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: to finish your writing

Saying goodbye

LESSON 47 School:
Unit 4: Charities and Conflict
Date: Teacher name:
Grade: 9 Number present: Number absent:
Theme of the lesson: Summative control work for the 2nd term

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
9.5.6.1 Write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics
9.3.3.1 Explain and justify their own point of view on a range of
general and curricular topics
Criteria Identify the correct and incorrect information in the dialogue.
Read a text and choose the right answer according to the text.
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
Choose a card and prepare an individual speech providing unprepared
speech to answer a variety of questions and applying a variety of
grammar accurately.
Previous lesson Nobel Peace Prize
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS
2 min The aims of the lesson.
SA LISTENING Ss listen to Individual
35 min Task 1. Listen to the dialogue and the dialogue evaluation
choose TRUE or FALSE statements. and choose
1. Ben needs someone to help with the TRUE or
cooking. FALSE
2. The show is going to take place in the statements
park.
3. Kathy likes Graham's jokes.
4. Somebody from Kathy's family has
already volunteered to help.
5. Ben doesn't think Kathy's card tricks
will work.
6. Kathy can't dance very well. Ss read the
text and
READING choose the
Task 2. Read the text and choose the right
right answer. answer
The end of life on Earth? Ss choose
Choose the best option to complete the best
these sentences. option to
1. The damage caused by the Russian complete
meteorite ___. these
could have been much worse sentences
2. The Siberian meteorite ___.
damaged trees when it exploded
3. On the same day as the meteorite
exploded over Chelyabinsk, ___.
there was another, unrelated, asteroid
event
4. The Russian meteorite ___.
came as a surprise
5. Experts say that comets and asteroids
could ___.
put an end to all plant and animal life on
Earth
6. Earth has been relatively safe thanks
 to ___.
luck and the protective force of another
planet from our solar system

WRITING Ss write a
Task 3. Imagine you wanted to have a story about
rest but the weather was terrible. an
You should use:Connectors: and, so, unpleasant
because, for, or, yet, fortunately, case
however, moreover, thankfully.
Phrases: take a trip out of the city; tires
got stuck in the snow; snow covered a
car; to be in trouble; to feel relieved, to
survive.
Ss speak
SPEAKING
Task 4. You are given a card with a
topic and questions to speak about
for 2-3 minutes. Before you speak you
have one minute to think about what
you are going to say and you can make
notes if you wish.
End Self-reflection. Ss answer Self-
3 min Most ……. thing assessment
Ask learners what was the most, e.g.
useful, interesting, surprising, etc. thing
they learned today. 
Hometask: revise the words from the
units
Saying goodbye

LESSON 48 School:
Unit 4: Charities and Conflict
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.W2 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
9.UE11 use an increased variety of reported speech forms for
 statements, questions and commands: including indirect and embedded
questions with know, wonder 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 charities and
conflict 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 charities and conflict.
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.
Write sentences about real and imaginary past events, activities and
experiences connecting sentences into paragraphs.
Apply the rule for reported speech forms for statements in the context.
Previous lesson Summative control work for the 2nd term
Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Beginin GREETINGS
g Warm up.
5 min Then to create a positive learning Ss revise the Verbal
environment the teachers asks students to grammar evaluation
start the lesson giving each other and
compliments about appearance, job vocabulary
performance, talent, etc. and also practice points of the
accepting compliments. Module.
Middle To test knowledge learnt in this Ss read the Individual
30 min module/to do a quiz. statements evaluation
Explain the task. Allow Ss some time to and mark
read the statements and mark them as true them as true
or false. or false
Tell Ss they can review the module and
find the relevant information to help them
if necessary.
Check Ss' answers.
Ss write a
To consolidate vocabulary learnt in the quiz Mutual
module/to write a quiz valuation
Explain the task and give Ss time to work
in pairs and look through the module and
think of quiz questions.
Tell Ss they can use the quiz in the
 previous task as a model.
Ss can swap their quiz with another pair
and do it and then report back to the class. Ss do the
task
Ex.2 p.54. Blank-filling. Individual
evaluation
Ex.3 p.54. Multiple choice.

Ex.4 p.54. Opening the brackets.

Ex.5 p.54. Transformation exercise.

Ex.6 p.54. Choose the best answer, a, b or

c.

Ex.1 p.55. Talking about pictures related

to the topic.

Ex.2 p.55. Gist listening. Comprehension

questions.

Ex.4-5 p.55. Iimprovising a conversation.

End Peer-assessment. Ss do the Self-

5 min Two stars and a wish. task assessment
You did a really good job on ...
I really like how you ...
Maybe you could ...
Hometask: revise grammar themes from
the units
Saying goodbye