Unit 3.

Lesson 27 Earth and our place in it

Teacher’s name: Zhunusova K.M.
Date: 08.11.2022 year
Grade: 9 a Number present: absent:
Theme of the lesson: Reading. Amazing animals
Learning objective (s) 9.3.2.1  ask complex questions to get information on a range of general and
that this lesson is curricular topics;
contributing to 9.3.7.1  use appropriate subject-specific vocabulary and syntax  to talk about an
increased range of general and curricular topics;
9.5.8.1  spell most high-frequency vocabulary accurately for a wide range of
familiar general and curricular topics
Lesson objectives Make up and ask complex questions to get information with support
Use topic related vocabulary in one more sentences
Write most high- frequency vocabulary
Plan

Stages of the
Teacher’s actions Learners’ actions Assessment Resources
lesson
Teacher greets students. Students respond to
Beginning
Good morning, boys and girls! greetings.
5 mins
Learners answer the
• Draw Ss’ attention to the title of the
module and the picture on the page. teacher’s questions
• Ask Ss what they can see (a forest). There are actually quite a
Help Ss deduce that the phrase earth few. Global warming,
and our place in it refers to deforestation, the rise in
understanding what our position on sea level as well as land, Teacher assess
the planet and in its natural sea and air pollution are learners’
environment is. just a few of the serious answers by cards
Lead-in: Discuss environmental issues that smiles
our planet is facing today.
1.Do you like spending time in nature? They are all important
Why? Why not? because all aspects of the
2.What do you think are the most natural environment are
important environmental issues our interlinked, which means
planet is facing today? that when one area is
affected so are the others.
Phrases with ‘nature’ Learners introduce with
Middle
Help Ss deduce the meaning of the the new vocabulary
35 mins Slides
expressions in bold from the context
of the respective sentences. Teacher assess
Task 1. Find mistakes in learners’
matching  the definition with works by
phrases points.
1. go back to nature = sth that Learners write the
pictures
you do very easily and naturally definitions on their
because it is part of your character or exercise books.
 you have done it many times
2. come as second nature = to return
to a simple kind of life in the country,
away from cities
3. It’s only human nature = in a way
that is typical of human behaviour,
feelings and thoughts
4. be in one’s nature = pleasant and
friendly
5. good-natured (person) = the usual
way that a person behaves that is part
of their character
6. the forces of nature = the need
to use the toilet
7. answer the call of nature = the Learners read the text and
way that things happen in the physical do exercise
world when it is not controlled by
people.
Task 2. Pre-reading task
Discuss. Are there any animals that you
would consider intelligent? Why?
What characteristics make humans
different from animals?
While-reading task «Skimming»
1-group «Big love»
2-group «Clever crows»
3-group «Dolphin to the rescue»
After –reading task
Exercise C. p. 68
End Giving the home task. Self-assessment. How
5 mins Exercise D. p. 68 well do I understand?
Learn expressions concerning to the 4 - I can do this and “Ladder of
word “nature” explain it to someone else.
success”
3 - I understand and can
do this by myself.
2 - I need more practice.
1 - I don't understand this
yet.

Checked _____________
Unit 3. Lesson 28 Earth and our place in it
Teacher’s name: Zhunusova K.M.
Date: 10.11.2022 year
Grade: 9 a Number present: absent:
Theme of the lesson: Full infinitive / Bare infinitive
9.5.5.1 develop with support coherent arguments supported when necessary by
Learning objective (s)
examples and reasons for a range of written genres in familiar general and
that this lesson is curricular topics
contributing to 9.6.15.1 use infinitive forms after a growing number of adjectives and verbs, use
gerund forms after a growing variety of verbs and prepositions, use an increased
variety of prepositional verbs and phrasal verbs on a range of familiar general and
curricular topics
Lesson objectives Make up and ask complex questions to get information with support
Use bare and full infinitives in one more sentences
Use topic related vocabulary in speech appropriately arranging words and
phrases into well-formed sentences on different topics
Plan

Stages of the
Teacher’s actions Learners’ actions Assessment Resources
lesson
Teacher greets students;
Beginning Good morning, boys and girls!
Answer the questions: Students respond to
5 mins
Task 1. greetings.
Teacher assess
Do you know of any other amazing facts
about animals? learners’
Do you know of any other stories similar to Learners answer the answers by cards
these? smiles
Amazing animals teacher’s questions
«Big love» .
«Clever crows»
«Dolphin to the rescue»
Middle Full Infinitive is used: Learners introduce with Slides
35 mins 1. to express purpose: She went to the the new grammar rules.
baker’s to buy some bread.
2. would love, would like, would prefer:
 I’d love to see the Taj Mahal one day;
3. After adjectives: glad, happy, difficult,
sorry, willing, eager, etc.:
We are happy to help them;
4. After verbs: advise, agree, appear,
decide, expect, hope, learn, manage, offer,
promise, refuse, seem, teach, want etc.: Learners write the rules
I want to help you. on their exercise books.
We decided to rest.
He offered to give me a lift;
5. Сөз тіркестерінде: to tell (you) the
truth, to begin with, to be honest, to start
 with, to sum up etc.:
To be honest, I dislike doing nothing;
6. too и enough:
This book is too difficult for me to read in
the original.
You are not strong enough to carry this
bag;
7. what, where, why etc
 I don’t know what to do.
The Bare infinitive is the infinitive
without to.
The bare infinitive is used:
1. after modal verbs (can, should, must,
etc.). You should apologize to your boss. Learners do the task
2.after the verbs let/ make/ see/ hear/ feel + Answer key:
object .My dad lets me use his laptop. 1. to see
3.after had better (… лучше бы) 2. to help, to call, to say
and would rather (… бы, 3. staying, helping
пожалуй), cannot but (не могу не …). 4. to do, feeding
You had better see a doctor. 5. shouting
I can't but think about it. 6. lose, going
He said he would rather stay at home. 7. leave
Task 2. P. 69 Complete with the correct
form of the verbs in brackets. Answer key:
Task 3. Exercise on bridging Learning
1. to Teacher assess
Gaps - Олқылықтарды жоюға
арналған тапсырма: 2. to learners’
1. I’ve decided ... (start) a new project. 3. – works by
2. She is trying ... (learn) Italian. 4. to points.
3. Can you ... (lend) me your dictionary, 5. –
please? 6. to
4. Mother forgot ... (book) the tickets.
5.You shouldn’t ... (argue) with your father.
6. Henry promised ... (help) her.
Giving the home task
Learn the rules of bare and full infinitive Self-feedback
End and Gerund
5 mins Self-feedback must be
taught explicitly to
Cards
ensure students have the
skills to apply this to
their own work.

Reflection

Checked _____________
Unit 3. Lesson 28 Earth and our place in it
Teacher’s name: Zhunusova K.M.
Date: 11.11.2022 year
Grade: 9 a Number present: absent:
Vocabulary: Using collective nouns to group animals
Theme of the lesson:
Listening: Information about a country in South America
Learning objective (s) 9.6.1.1 use a growing variety of abstract compound nouns and complex noun
that this lesson is phrases on a range of familiar general and curricular topics;
contributing to 9.6.15.1 use infinitive forms after a growing number of adjectives and verbs, use
gerund forms after a growing variety of verbs and prepositions, use an increased
variety of prepositional verbs and phrasal verbs on a range of familiar general and
curricular topics
Lesson objectives Apply a range of abstract compound nouns and complex noun phrases on different
topics
Use prepositional verbs and phrasal verbs on familiar topic with support
Plan

Stages of the
Teacher’s actions Learners’ actions Assessment Resources
lesson
Students respond to
Beginning Teacher greets students;
greetings.
7 mins Good morning, boys and girls!
Task 1.
• Draw a circle on the board and write Learners answer the
the phrase collective nouns in the teacher’s questions
centre. Learners write the rules on
• Draw Ss’ attention to the word their exercise books. Teacher assess
collective and have them figure out the Groups of animals learners’
meaning of collective nouns (words A herd of – стадо, табын answers by cards
that refer to groups of people, animals,
A flock of- стая, топ smiles
places, and things).
Write the word team as an example on A school of- класс, косяк,
the board and have Ss think of other үйір
examples of collective nouns. Write A pack of- стая, свора,
their answers on the board. Allow the топ
use of L1 and write the English A swarm of – рой, омарта
equivalent on the board.
Draw Ss’ attention to the activity. Tell
them that they are going to learn a herd of cows, deer,
collective nouns referring to groups of elephants
animals. a flock of birds, sheep,
Middle goats
33 mins Task 2. Exercise A. p. 70 a school of fish, dolphins, cards
• Ask them to read through the two whales
columns. Point out that the nouns fish, a pack of dogs, wolves
sheep and deer are the same in the a swarm of bees, ants
singular and the plural form.
 Task 3. Pair work Exercise B. p. 70
Learners introduce with
Phrasal verbs with “up”
• Have Ss do the activity and compare the new grammar rules.
their answers with their partners’.
Provide Ss with any further New words
explanations. 1. end up-аяқтау
2. give up-бас тарту,
Ask Ss to read through the sentences 1-
көну
6 and draw their attention to the phrasal
verbs in bold. 3. make sth up- істеу
• Point out to Ss that these are some 4. pick sb/sth up-жеткізу Teacher assess
phrasal verbs with up. 5. turn up-пайда болу learners’ pictures
• Ask Ss to read through the meanings 6. use up-жұмсау works by
a-f and check understanding. points.
KEY
• Help Ss deduce the meaning of the 1. d 2. a 3. b 4. f 5. e 6. c
phrasal verbs in bold from the context
of the respective sentences. Descriptor
Have Ss do the activity. Learner
Check the answers with the class. -Identifies the meaning of
Ask Ss to produce their own sentences words
using the phrasal verbs presented here. -Makes up sentences with
structural accuracy
Giving the home task
Exercise B. p. 72 Listen to the rest of
the radio programme and complete the
sentence.
End Reflection Peer feedback
5 mins
Peer feedback occurs
when students offer each Cards
other advice and
suggestions in relation to
each other’s work.

Checked _____________
Unit 3 Earth and our place in it
Teacher’s name: Zhunusova K.M.
Date: 15.11.2022 year
Grade: 9 a Number present: absent:
Theme of the lesson: Reading. Keep it green!
Learning objective (s) 9.5.1.1 plan, write, edit and proofread work at text level with little or no support on
that this lesson is a range of general and curricular topics;
9.4.3.1 understand the detail of an argument in extended texts on a range of
contributing to
familiar general and curricular topics;
Lesson objectives Identify inconsistencies in argument in extended text
Deduce meaning from context in extended texts with support
Plan

Stages of the
Teacher’s actions Learners’ actions Assessment Resources
lesson
Teacher greets students
Good morning, boys and girls!

Students respond to
Beginning greetings.
5 mins
Learners answer the
teacher’s questions Teacher assess
learners’ works
Suggested answers by writing
• I recycle, I don’t drop comments.
litter in streets/parks, I
turn of the lights when I You are right!
leave the house/a room, I Very good!
Good job! cards
don’t leave the water
Excellent!
Lead-in: Discuss. running while I am taking Try again!
• What do you do to protect the a shower/brushing my You’ve
environment? teeth. improved a lot!
• What more could you do? • I could try to recycle
more materials,
• Ask Ss to look at the three pictures like batteries. I could
accompanying the texts and tell you avoid buying
what they show. plastic which is hard to
• Draw Ss’ attention to the main title recycle..
and to the background picture and help
them deduce that green refers to the
protection of the environment.

Middle Pre –reading task Learners read the text and

35 mins Exercise B. Read the text quickly and do exercise Teacher assess
decide which of the two headings, a or learners’
b, is more suitable for each of the
KEY 1. b 2. b 3. a works by
paragraphs 1-3.
Exercise C. Answers points.
While-reading task. Scanning.
1. from the water used
 Read the text “Keep it green!” while having a shower
• Ask Ss to read through the two given 2. An indicator glows red.
3. Consumers/People tend Pictures
headings for each text and check
understanding. to throw them out and buy
• Check the answers with the class. Ask the latest model.
Ss to provide justification for their 4. You plant it.
answers. 5. From the side of roads
After-reading task or from junk yards.
Exercise C. p. 76 6. By sending your own
worksheets
• Ask Ss to read through the questions old number plate to be
1-6 and check understanding. turned into a handbag.
• Have Ss do the activity. Ex.D KEY
• Check the answers with the class. 1. dispose of
Exercise D. p. 76 2. power
• Ask Ss to read through the definitions 3. frequently
1-5 and check understanding. 4. hazardous
• Have Ss do the activity. 5. junkyard
• Check the answers with the class.
Giving the home task. Formative Assessment
Exercise E. p. 76 Which of these products
would you most like to Teacher writes
Feedback
have? Why? comments in the
End • Do you know of any of learners’ dairies.
5 mins the eco-friendly products?

Checked ________________

Unit 3 Earth and our place in it

Teacher’s name: Zhunusova K.M.
Date: 17.11.2022 year
Grade: 9 a Number present: absent:
Theme of the lesson: Present Perfect simple and Past simple
Learning objective (s) 9.6.3.1 use a variety of compound adjectives and adjectives as participles and a
that this lesson is variety of comparative structures to indicate degree on a range of familiar general
contributing to and curricular topics;

Lesson objectives Apply the present perfect forms in simple sentences and in general and curricular
topics
Plan

Stages of the
Teacher’s actions Learners’ actions Assessment Resources
lesson
Teacher greets students
Good morning, boys and girls!

Teacher assess
learners’ works
Beginning by writing
5 mins comments.

Learners respond to
greetings.
They read formal and
informal greetings.
Lead-in:
Mind Map
Past Simple Present Perfect
cards
Learners introduces with
the new grammar rules
You are right!
Very good!
Good job!
Excellent!
Try again!
You’ve
improved a lot!

.
 Present Perfect Simple vs Past Simple
A: Have you read this article yet?
B: Yes, I read it yesterday.
Present Perfect Simple - Present
Middle Perfect Continuous
35 mins Julia has been watching documentaries
all morning.
She has watched three animal
documentaries so far.
Present Perfect Simple vs Past Simple Learners complete the
• Ask Ss to read the example in the sentences
grammar box.
• Draw Ss’ attention to the verbs in bold
and ask them what the difference Pictures
between the Present Perfect Simple and Teacher
the Past Simple is. assess
learners’
works by
points.
worksheets

Refer Ss to the reading text and ask

them to find examples of the two tenses
(…has reached…, …have created… , …
noticed...). Present Perfect Simple -
Present Perfect Continuous
• Ask Ss to read the examples in the
grammar box.
Refer Ss to the Grammar Section in the
Workbook.
Giving the home task. Learners reflect their work
Teacher writes
comments in
End the learners’
dairies.
5 mins

Checked _________________
Unit 3 Earth and our place in it
Teacher’s name: Zhunusova K.M.
Date: 18.11.2022 year
Grade: 9 a Number present: absent:
Theme of the lesson: Vocabulary
Learning objective (s) 9.4.5.1 deduce meaning from context in extended texts on a range of familiar
that this lesson is general and curricular topics;
9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range
contributing to
of familiar general and curricular topics;
Lesson objectives Use topic related words with some correct spelling control
Form and use the adjectives on a range of familiar topics with support
Plan

Stages of the
Teacher’s actions Learners’ actions Assessment Resources
lesson
Greeting. Teacher greets students
Good morning! How are you?
What date is it today?
What day is it today?
Who is on duty today? Learners respond to
Beginning What is the weather like today? greetings.
5 mins Vocabulary p.78
They answer teacher’s
questions. Teacher assess
learners’ works
by writing
comments.

Learners introduces with You are right!

the new words. Very good!
Good job! cards
Excellent!
1.Smog Try again!
2.Acid rain You’ve
3.Oil spill improved a lot!
4.Toxic waste
5.Fossil fuels
6.Alternative energy

Match the words with their

definitions.

Middle Task 1. Exercise B.p. 78 KEY

35 mins Complete the sentences with the words 1. b 2. d 3. a 4. e 5. f 6. c g Teacher
in the boxes. assess
 junk waste rubbish litter
device appliances machine tool
Task 2. Exercise C
NOTE: A lot of adjectives are formed by
adding a suffix to a verb or noun.
learners’
• Draw Ss’ attention to the NOTE and
explain it by referring Ss to the example. works by
• Ask Ss to read through the rest of the Learners complete the points.
adjectives, check understanding and
sentences
have
Ss do the activity.
1.nature (noun)+al
2. attract (verb) + ive
3. hazard (noun) + ous Pictures
4. surprise (noun/verb) + ing
5. power (noun/verb) + ful
6. recycle (verb) + able
• Ask Ss to read through the set of
sentences and check understanding. KEY
Now form adjectives to complete the 1. rubbish
sentences. Use the words in 2. junk worksheets
capitals. 3. waste
1. The cafe looked warm ________and , 4. litter
so we INVITE 5. machine
decided to go and have some coffee. 6. appliance
2. In the middle of the town, there was 7. tool(s) Descriptor
an_________________ 8. device
Learner
building with a tall tower. IMPRESS Forms
3. Some gases which are produced by adjectives
cars are extremely__________ correctly
. POISON Uses the
4. Mr and Mrs Davidson enjoyed words in
a______ PEACE capitals
afternoon walking by the river.
5. After the earthquake, all the_____
areas COAST
were warned to prepare for a tsunami.
6. This book contains____ information
VALUE
Giving the home task. Learners reflect their work Teacher writes
End comments in
the learners’
5 mins dairies.

Checked _______________