Hobbies and Qualities

Short-term plan unit: 1

Date: 04.09.23

Grade: 9 Number present:6 absent:

Theme of the lesson: Popular hobbies in Kazakhstan

Learning 9.L2 understand most specific information in unsupported extended talk on

objectives(s) a wide range of general and curricular topics
that this 9.S1 use formal and informal registers in their talk on a growing range of
lesson is general and curricular topics
contributing 9.S3 explain and justify their own point of view on a range of general and
to curricular topics
Lesson All learners will be able to
objectives  describe their own feelings by adjectives
 use correct timeline to full fill their answers
 justify their predictions/analyses on hobbies and personality

Planned Teachers’ action Pupils’ action assessment Resources

timings
PPT
Start Teacher greets Ss and make Students greets 7 hobbies that
them acquainted with the will make you
topic. Teacher introduces smarter
lesson objectives.

Pre-watching task.
Teacher asks students:
“what are hobbies that Handout 1
make us smarter?”
After, teacher shows the They answer the feedback
video called “7 hobbies that questions
make you smarter”.
Teacher asks students
whether they do any of the
hobbies mentioned in the
Middle video.
Students try to
Vocabulary. Teacher define given hobby
distributes handouts words and make
hobbies list. some sentences
using them Handout 2
1.What is the origin of the
word “hobby”?
2.How can we classify Students read the Self –
hobbies according to the text “What is a assessment
 text ? hobby?” about
3.What is the most popular of origin and history
all hobby groups? of the word
4.Give an example of going in “hobby” and
for sports on a regular basis answer the
according to the text. questions.
5.What is one of the oldest of
man’s hobbies?
6.Why are people fond of
travelling?
7.What famous and well-
known personalities were
most famous hobby painters?
8.What do people usually
collect?
Listen to Mark and Kate
talking about their hobbies
and match the phrases with
Handout 3
the correct speaker.
Pair
Answers: 1.M, 2.K, 3.K,
assessment
4.M, 5.K, 6.K
Mini-discussion
Students are given
questions to discuss in
pairs. After they have done They discuss
it, the whole class listens to
several students’ answers to
some questions. Teacher
selects students to speak.
End Feedback
Ss are asked to say some one by one new words/things that they learnt from
the lesson
Home task: Hobbies in KZ

Тексерілді ДОІЖО О.Ж.Жумаханов

9.1AHobbies and Qualities School:Darbazakum
(Language with content)
Term 1 Unit 1
Lesson:Case study: Jane Goodall

Date: 02.09.2021 Teacher name:Medetova.R

Grade:9 Number present:5 absent:
Learning 9.2.2.1understand most specific information in unsupported extended talk on a
objectives(s) wide range of general and curricular topics
that this 9.3.1.1use formal and informal registers in their talk on a growing range of
lesson is general and curricular topics
contributing 9.3.1.1 explain and justify their own point of view on a range of general and
to curricular topics
Lesson All learners will be able to:
objectives  develop listening through understanding specific information
 discover a research of the well-known scientist
 discuss the importance of wildlife

Planned Teachers’ action Pupils’ action assessment Resources

timings
Beginnin Greetings Greetings
g Warm-up In this Memory Memory games
Before playing a game game with 36 cards
talk to students about differents http://
memory problems people pictures www.memozor.
might have and their with faces from Well done! com/memory-
solutions. differents game-online-
free/for-
peoples (1st
If you have a bad memory seniors/difficult-
for faces, this game can game), white or memory/face-
help you to improve it. The black people, memory
game is connected with man or woman,
Jane Goodall case who had young or 20 cards
problems with recognising elderly...Long http://
people’s faces, and blond hair www.memozor.
Games are given by the or short and com/memory-
difficulties according to the curly ones, game-online-
levels, so choose one you smiling faces or free/for-
think will be ok for your rather serious seniors/
students. faces, endless medium-
Teacher introduces a topic possibility in difficult-
of the lesson and its this game! memory/green-
objectives. plants

Middle Lead –in

Show students the pictures
of Jane Goodall and ask if https://
they have ever seen her. www.youtube.c
- Who is the woman
 in the photograph? They answer om/watch?
What is her job? the questions v=EOor39GgR
There is a video with the Tc
real story and the voice of
Jane Goodall describing video “Jane
her life and intentions. Goodall”
Peer-
Watch it with students then
assesmment
ask them what they’ve
known about her.
- Why did she decide
to work for the
Natural World? Track 12
Listening Appendix 1
Explain to students that
they will hear an extract
from a press interview with
Dr Jane Goodall, a famous
authority in Chimpanzees.
She has researched their
behavior over 40 years, PPT Slide 5
living with the chimps at
Gombe Game Reserve in
Africa. She still goes there Students
often, as well as travelling discuss Jane
the world to promote Goodall’s
wildlife protection. quotes in pairs,
After they finish, tell then as a whole
students to swap their class.
papers to check each
others. Formative
Speaking assessment
• “What you do
makes a difference,
and you have to
decide what kind of
difference you want
to make.” 
― Jane Goodall
• “The greatest
danger to our future
is apathy.” 
― Jane Goodall
• “You cannot get
through a single
day without having
an impact on the
world around you.
What you do makes
a difference, and
you have to decide
what kind of
difference you want
 to make.” 
― Jane Goodall
• “We have the
choice to use the
gift of our life to
make the world a
better place--or not
to bother” 
― Jane Goodall
• “Only if we
understand, can we
care. Only if we
care, we will help.
Only if we help, we
shall be saved.” 
―  Jane Goodall:
40 Years at
Gombe
• “The least I can do
is speak out for
those who cannot
speak for
themselves.” 
― Jane Goodall

End Reflection
- What has been learned? PPT
- What remained unclear?
- What is necessary to work on?