9 Класс 4 Четверть

LESSON 79 School: Stavropolka Secondary School
Unit 8: Travel and tourism

Date: Teacher name: Rogova V.V.
Grade: 9 Number present: Number absent:
Theme of the lesson: Travel: Does travel broaden the mind?
Learning objectives 9.3.4.1 - respond with growing flexibility at both sentence and
discourse level to unexpected comments on a 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;
Lesson objectives All learners will be able to
use some target language correctly in response to speaking and writing
task prompts and in exchanges
Most learners will be able to
use a range of target language correctly in response to speaking and
writing task prompts and in exchanges
Some learners will be able to
use a range of target language correctly in response to a wider range of
speaking and writing task prompts and in exchanges
Criteria Ss can present an advert about using animals in tourism in Kazakhstan

Previous lesson Unit revision
Plan
Planned Planned activities Learners’ Evaluation Resources
timings activities
Begining GREETINGS Greeting Verbal
5 min The teacher sets the lesson evaluation P 87 ex1
objectives, letting students know
what to anticipate from the lesson.
What’s in this module? Learners
 Read the title of the module” discuss
Travel and tourism ”
 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
 Ss find the page numbers for
the items listed.
 Ask questions to check Ss’
understanding.

Middle To introduce the topic Learners P87ex 2
30 min  Brainstorm with the class for introduce the
as many means of transport as topic
they can think of
 Write them on the board
 Ask Ss to copy them down
into their notebooks
 Elicit which are various Ss’
favourite ones and why
VOCABULARY Learners Mutual

look at the avaluation
Travel words
Students look at the words and put words and
them into right categories put them
(accommodation, sights, travel into right
accessories). categories
Describing a trip Learners

Then they look at the places with study the
partners and using hypothetical words and
structure they describe what would it add any
be like to visit each of these places? other
They should use the new vocabulary. adjectives
for
Phrases for describing travel description
destination of a trip.
Individual
. They go through the answers and avaluation
clarify meaning. Learners
Thereafter they make 9 sentences work
using the phrases and pictures (cities individually
and countries from the PPT, slide 6). and check in
pairs
To read for gist
Ask Ss to read the advert
Elicit the answers from Ss around Learners
the class. Play the video for Ss and make
elicit their comments sentences
following
the example
End REFLECTION Self-
5 min - What are the most useful three assessment
things you have learnt
- What two things do you still want
to know?
- What one question do you still
have?
Home task: to write 10 sentences
about “Travel and tourism” using the
new words.
Saying goodbye

Theme of the lesson: Travel and transport (London)
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;
9.2.7.1 -recognize typical features at word, sentence and text level of a
wide range of spoken genres
9.5.3.1 - write with moderate grammatical accuracy on a wide range of
identify some specific information and key ideas in texts and use some
target language to express views and comment on some views of others
with support
identify most specific information and key ideas in texts and use a
range of target language to express views and comment on some views
of others with support
identify all specific information and most key ideas in texts and use a
range of target language to express views and comment on views of
others with little support
Criteria Ss can fill the table about the places of interest in Astana and their
activities
Previous lesson Travel: Does travel broaden the mind?
Plan
timings activities
5 min The teacher sets the lesson evaluation
To introduce the topic Learners

 Elicit what, Ss know about introduce the
Astana topic
 Ask Ss name adjectives to
characterize it
 Elicit answers from Ss
around the class
Middle To listen and read for gist Learners Individual P 88

30 min Read out the questions listen, read avaluation
Play the recording and find out
Refer Ss to Word List to look up the answer
the meanings of the words in the
Check these words box
Formative assessment
a)To read for specific Learners do
information the
Ask Ss to read the sentence stems1- instructions
6
Give Ss time to read the text again
and then complete them
Check Ss’ answers around the class
Learners look
b)To consolidate new vocabulary
up the
Give Ss time to look up the
meanings of
meanings of the words in bold in
the words in
their dictionaries
bold in their
Elicit explanations from Ss around
dictionaries
the class
Learners
To consolidate new vocabulary
complete the
a)Ask Ss to read the words in the
phrases
list
Use them to complete the phrases
1-10
Learners
To listen for specific information
listen and fill
( gap fill)
the
Ask Ss to look at the bar chart
percentage
Play the recording
Ask various Ss to present the
information in the chart to the class
Mutual
CRITICAL THINKING Learners avaluation
To express an opinion express an
Ask Ss to read the text if necessary opinion
Give Ss time to consider their
answers
Ask various Ss to share their
opinions with the class
End Learners stand in a circle, they are Self-
5 min given a ball to throw it to each assessment
other and share their opinions about
today’s lesson.
Hometask: to learn new vocabulary
Saying goodbye

Theme of the lesson: Travel and transport (London)
Learning objectives 9.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics;
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;
with support
Criteria Ss can make up 4 or more sentences with phrasal verb to take
Previous lesson Travel and transport (London)
Plan
timings activities
To match the picture of a Learners Cards,
sightseeing in Astana with its match the pictures
name picture of a
Explain the task and ask Ss to sightseeing in
complete it. Check Ss’ answers Astana with its
around the class name
Middle To revise adverbs- order of Learners Individual P 90
30 min adverbs revise adverbs- avaluation
Go through the theory and revise order of
adverbs and order of adverbs and adverbs
explain when and how we use them
Explain any point Ss are unsure of
Give them time to form correct
sentences with the prompts
To practise adverbs
Give Ss time to complete the task Learners Mutual
avaluation
and then check Ss’ answers around complete the
the class task and then
answers
around the
To practise adverbs class
Explain the task and give Ssthem
time to complete it
Explain the task and elicit answers Learners
from Ss around the class complete the
task
Speaking
Play the video for Ss and then have
them make notes under the
headings provided in their Learners
notebooks present the
Ask various Ss around the class to places to the
present the places to the class as if class as if they
they were a travel agent were a travel
agent
To learn phrasal verbs with take
Ask Ss to read the box and then Learners learn
give them time to choose correct phrasal verbs
particles in the sentences
Check Ss’ answers
End REFLECTION
5 min Self-assessment. How well do I Self-
understand? assessment
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: Ex.5p.94 (w), My trip
(composition)
Saying goodbye

Theme of the lesson: Natural wonders
Learning objectives 9.1.4.1 - evaluate and respond constructively to feedback from others;
9.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics;
9.6.14.1 - use an increased variety of prepositions before nouns and
adjectives; use a growing number of dependent prepositions following
nouns, adjectives and verbs on a range of familiar general and
curricular topics;
with support
Criteria Ss can write their letters of request using the information in ex.7
Previous lesson Travel and transport (London)
Plan
timings activities
Begining GREETINGS Greetings Individual
5 min The teacher sets the lesson avaluation P 92
To introduce new vocabulary

Ask Ss to read the words in the list Learners listen
Explain/elicit the meanings of any and pronounce
unknown ones. Give Ss time to
look at the pictures and fill in the
correct words. Tell Ss they can use
their dictionaries to help them .
Play the recording, Ss listen and
check their answers
Middle To listen and read for gist Learners Verbal
30 min Elicit Ss’ guesses in answer to the listen and read evaluation
questions. Play the recording to find out
To read for specific information

( multiple choice)
Explain the task
Give Ss time to read the text and Learners read
complete the task. Check Ss’ the questions
answers. Refer Ss to Word List to and the answer
look up the words in the choices
Check these words box
Play the video for Ss and elicit
their comments
CRITICAL THINKING
To create an alternate ending to Learners Mutual
a story create an avaluation
Give Ss time to consider their alternate
answers. ending to a
Elicit various answers from Ss story
around the class
To form adjectives from verbs Learners Individual

Ask Ss to read the theory box complete the avaluation
Give Ss time to complete the sentences with
sentences with adjectives formed adjectives
from the verbs in brackets
To listen for specific information Learners

Explain the task. Ask Ss to read listen for
the gapped advert. Play the specific
recording information
Ss listen and complete the gaps
Creativity/Projects Learners do a
Give Ss time to think of their own projects
story about seven brothers and the
lake and write it.
Ask various Ss to read their story
to the class.
End Reflection: “3-3-1” Self-
5 min 3 sentences to reflect on the lesson assessment
3 adjectives to describe the lesson
1 word about the lesson
Home task: P 92ex 9 to write a
letter of request
Saying goodbye

Theme of the lesson: Natural wonders
Learning objectives 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;
9.6.4.1 - use a wide variety of determiners and pre-determiner
structures on a range of familiar general and curricular topics;
with support
Criteria Ss can evaluate Ss’ short messages using determiners or pre-
determiners
Previous lesson Natural wonders
Plan
timings activities
Begining GREETINGS Greeting Verbal A poster,
5 min The teacher sets the lesson objectives, evaluation stickers
letting students know what to
anticipate from the lesson.
Add activities to Bayanaul Tour Learners

 Elicit what Ss know about write their
Bayanaul proposals and
 Give Ss time to write their stick on the
proposals and stick on the poster
poster
Middle To present /practise determiners/ Learners Individual P 91

30 min pre-determiners complete the avaluation
Ask Ss to read the theory box task
Explain the task. Give Ss time to
complete the task and then ask Ss’
around the class to share their
sentences with the rest of the class
To present/ practise determiners/ Learners

pre-determiners follow the
Explain the task and give Ss time to instructions
complete it
Ask Ss to read the theory box
Ask various Ss to tell the class how
we use the determiners
Check Ss’ answers
To write short message from Learners

Astana write short
Explain the task and give Ss time to message from
complete it using the prompts Astana
provided
Ask various Ss around the class to
read out their note to the rest of the
class Mutual
avaluation
Learners
Evalute Ss’ short messages using complete the
determiners or pre-determiners task
Explain the task
Give Ss time to complete the task
End Reflection Self-

5 min Students express their attitude to the assessment
lesson and give self-assessment using
the method: “Six thinking hats”:
 Green: How can you use today's
learning in different subjects?
 Red: How do you feel about your
work today?
 White: What have you leant today?
 Black: What were the weaknesses of
your work?
 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: W.B. p.65.
Saying goodbye

Theme of the lesson: Travel and transport
Learning objectives 9.2.6.1 - deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics
with support
Criteria Ss can choose the words with the same sounds from a list of the words
Previous lesson Natural wonders

Plan
timings activities
Begining GREETINGS Greeting Individual
5 min The teacher sets the lesson objectives, avaluation
Then to create a positive learning Learners

environment the teachers asks create a
students to start the lesson giving positive
each other compliments about learning
appearance, job performance, talent, environment
etc. and also practice
accepting compliments.
Watching the pictures, the learners

are asked to predict the topic of the
lesson.
Learners
Warm up answer the
People like travelling. But how can questions
they find out the information about
the places to visit?
What do people usually do?
Did you travel a long way?
Middle To present a situational language P 94
30 min Play the recording with pauses Learners Verbal
evaluation
Ss listen and repeat chorally or listen and
individually pronounce
Check Ss’ pronunciation, intonation
To listen and read for specific

information
Play the recording. Ss listen and Learners
follow the dialogue in their books to listen and Mutual
avaluation
find out follow the
Refer Ss to Word List to look up the dialogue
words in the Check these words box
Learners
To identify synonymous phrases in identify Individual
a situational language synonymous avaluation
Read out the phrases phrases in a
Give Ss time to find the alternative situational
phrases in the dialogue that have a language
similar meaning
Learners Mutual
To act out a dialogue listen and avaluation
Play the recording again then take
Monitor the activity around the class roles and act
Ask various pairs to act out the out the
dialogue in front of the class dialogue in
closed pairs.
To pronounce images Learners do

Model the sounds. Play the recording the task
againwith pauses for Ss to repeat
chorally or individually
Check Ss’pronunciation and
intonation
Elicit more words with the same
sounds
5 min Name 3 things: assessment
-you learnt;
-that were difficult;
-that you want to know.
Hometask: Ex 6(w). p.98 St.B., W.B.
p.65 (one ex.).
Saying goodbye

Theme of the lesson: Travel and transport
Learning objectives 9.C4 evaluate and respond constructively to feedback from others
9.R7 recognise typical features at word, sentence and text level in a
limited range of written genres
9.W1 plan, write, edit and proofread work at text level independently
on a range of general and curricular topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk
about a limited range of general topics and curricular topics
Lesson objectives All learners will be able to:
*develop speaking skills through communication about the city;
*write an email about a visit using the right grammar.
Most learners will be able to:
*select, compile, and synthesize information from the reading passage
for an oral presentation.
*apply, pronounce and spell most target vocabulary accurately in
production tasks and integrate with some success in extended writing
task
Some learners will be able to:
*respond to and discuss the reading passage using interpretive,
evaluative and creative thinking skills.
*demonstrate the ability to find correct information without any
mistakes;
*apply topic related vocabulary in speech with grammar accuracies;
*offer constructive peer-feedback using rubric.
Criteria Ss can choose the words with the same sounds from a list of the words
Previous lesson Travel and transport

Plan
timings activities
Beginin GREETINGS Greeting Mutual
g The teacher sets the lesson objectives, avaluation
5 min letting students know what to
Warm up.
Free talk about your city or a town. Learners
Do you like your city? Why? What's answer the
your favourite place in the town? questions
Why? The teacher asks Sts. in pairs
make a list of favourite places in the
town.What are you going to show to
your guests from other cities?
Middle Main part Learners Verbal

30 min Describe your county and its sights. describe evaluation
Describe your county and London.
Group Work.
Pre-reading stage.
Predicting and guessing. What is
written in the email? Learners
Individual
Students move their eyes over the text follow the avaluation
"My Day" quickly (1 minute). Then instructions
they close the book. After that
students call out words, phrases they
remember from the text, note them.
Students work in pairs (1 minute)
discuss what the text is about or
(create a text using some of the
previous written words).
Students express their ideas (1
minute). Ex.1 -2.
While-reading stage.
Make a plan of their trip to Oxford. Learners make
Post-reading stage. a plan of trip
Next, students complete peer-
evaluation forms. What linkers are
used in the text? Ex.1 - 3 p.99.
Look at the email and fill in a table.
Ex. 4. p.99
Learners write
in pairs the
plan to show
your country
to your friend.
Use Writing Guide on p.99.

End REFLECTION
5 min Students express their attitude to the Self-
lesson and give self-assessment using assessment
the method:
“Six
thinking
hats”:
Hometask: W.B. p.67

Saying goodbye

Theme of the lesson: Tourism and economics
Learning objectives 9.1.4.1 - evaluate and respond constructively to feedback from others;
9.3.4.1 - respond with growing flexibility at both sentence and
curricular topics;
9.5.1.1 - plan, write, edit and proofread work at text level with little or
target language to express views and comment on some views of
others with support
range of target language to express views and comment on some
views of others with support
Criteria Ss can present the notes about a famous building in Kazakhstan
Previous lesson Travel and transport

Plan
Planned Planned activities Learners’ Evaluatio Resources
timings activities n
Begining GREETINGS Greeting
5 min The teacher sets the lesson objectives,
letting students know what to anticipate
from the lesson.
To introduce the topic Learners

Elicit what, if anything, Ss know about introduce
UNESCO the topic
Explain the meanings of this abbrivation
Middle To understand cultural heritage and Learners Verbal P 95
30 min its importance, to introduce the topic understand evaluation
andlisten and read for gist cultural
Direct Ss’ attention to the definition. heritage
Play the recording and its
Ss listen and follow the text in their importance
books to find out how the places are
UNESCO World Heritage Sites
To read for specific information

(multiple matching) Learners Individual
Ask Ss to read the sentences 1-5 read the avaluation
Give Ss time to text again
Check Ss’ answer and mark
Refer Ss to Word List to look up the the
meanings of the words in the Check statements
these words box
Play the video for Ss and elicit for their
comments
CRITICAL THINKING
To compare and contrast two Mutual
buildings Learners avaluation
Give Ss time to complete the task in complete
closed pairs. Elicit comparisons from Ss the task
around the class
Activity 1: Read and listen to the text. Learners

Ex.2 read and
Speak about ten reasons to visit listen to
Kazakhstan. Each group will take 2 the text
reasons and give the commentary.
(5 groups).
Activity 2: Work with the adverbs. Learners
Ex.4 -5.Activity make a
Activity 3: make a brochure to visit a brochure
hometown. to visit a
Make an advertisement of one sight in hometown
your city. .
End Self-assessment.
5 min “Five”. Children draw a picture of their Self-
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: P 95 ex4 To write a text
about a famous building
Saying goodbye

Theme of the lesson: Tourism and economics
Learning objectives 9.R5 deduce meaning from context in extended texts on a wide range
of familiar general and curricular topics, and some unfamiliar topics
9.R6 recognise the attitude or opinion of the writer in extended texts on
a
9.S5 keep interaction going in basic exchanges on a growing range of
general and curricular topics
9.C6 organise and present information clearly to others
Identify the theme, new grammar material, active vocabulary and use
them as the basis for discussion.
Transfer information from the reading passage about a rule into a
graphic organizer.
Offer constructive peer-feedback using rubric.
Select, compile, and synthesize informationfor an oral presentation.
Respond to and discuss the topic using interpretive, evaluative and
creative thinking skills and right forms of the Grammar Tenses
describing pictures.
Criteria Ss can present their projects about the most famous Man-made
masterpieces around the world
Previous lesson Tourism and economics
Plan
timings activities
Begining GREETINGS Greeting Verbal A world
5 min The teacher sets the lesson objectives, evaluation map,
letting students know what to stickers
Warm-up
Teacher suggests singing a fun song Learners
for the start of the lesson.(" Stevie give the
Wonder I Just Called To Say I Love definitions
You"). to the new
Learners are informed about the words
lesson objectives. The teacher asks the
students to give the definitions to the
words:
Volunteer/ community service/ gap
year/ volunteer tourism/ short – term
volunteer holidays.
Middle Main part Learners Mutual
30 min Do you go on holidays with your answer the avaluation A Table
family? questions
What are advantages and disadvantages of
tourism?
advantages of disadvantages of
tourism tourism
Write down your ideas. Work in

groups of four, please! Pictures
PPT
Have you ever thought that some Learners Individual Maps
people don’t like to travel? They follow the avaluation
prefer to stay at home. They say instructions
that traveling has many
disadvantages.
You are divided into 2 teams. The
first team will put on a black hat. It
means that you should think of
disadvantages.
Ex.1 p.101. Look at the photos and
speak about the people’s work.
READING AND DISCUSSING

THE TEXT: Volunteer Family
Holidays. Learners
Voluntourism {give associations discuss
with this word.
The teacher asks students to discuss
and decide the most desirable role for
each member of the group: volunteer,
a parent, a critic, journalist,
correspondent, and narrator.
Next, the teacher and students review
the criteria for each role.
After reviewing criteria, students are
informed that they will be filling out a
peer-evaluation.
Then students can have a discussion
to represent all the roles. (2 min per
student).
End Self-assessment. Self-
5 min Three new things they have learnt: assessment
 What they found easy
 What they found difficult
 Something they would like to
learn in the future.
Home task: Presentation or retelling
p.101
Saying goodbye
Theme of the lesson: Tourism in Kazakhstan: advantages and disadvantages of increasing
tourism in Kazakhstan
Learning objectives 9.S1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.L4 understand the main points of supported extended talk on a range
of general and curricular topics
9.R5 deduce meaning from context in short texts on a limited range of
familiar general and curricular topics
9.W5 link without support sentences using basic coordinating
connectors
Lesson objectives Write sentences about future plans and intentions connecting them into
paragraphs;
demonstrate respect to people’s opinions using lexical units of topic
vocabulary;
analyse given feedback; form opinion and give constructive answers to
feedback.
Criteria Ss can share the information about the Silk Road and its importance
Previous lesson Tourism and economics
Plan
timings activities
Begining GREETINGS Greeting and
5 min The teacher sets the lesson discussing
Teacher informs learners that the
aims of this lesson are to revise the
material that was taught in this unit
and make a project about tourism in
Kazakhstan.
Middle Revision. Consolidation. Learners play Mutual
30 min Rules for Jeopardy game Jeopardy avaluation
There are 2 kinds of games. Teacher game
can feel free to choose any or play
during the whole lesson.
1. Students play jeopardy in groups.
2. They have to choose a category
and a point value.
3. Teacher clicks on the chosen box
for the question.
(The teacher may want to set a time
limit for answering the question)
4. To see if a student or group is
correct, click again for the answer.
5. Click the Back to Board button on
the slide to return to the main board.
5. If the student or team is correct,
they are awarded the point value of
the question
6. Continue until all questions have
been answered. The team with the
most points wins.
Revision of Grammar. Future

Action. Correct form of expressing Learners
future actions. learn new Verbal
Ex. 4 - 5 ( do ex. individually) theme evaluation
Do this task in a table: Ex. 4 p.90
Will To be To be + V/Vs
+v going to Ving or es
Can you imagine what life is without
travelling? Is it possible?
Let’s make up cinquains about Learners Individual
travelling. Do you remember what is make up avaluation
it? It is a kind of poem consisting of cinquains
5 lines (a general word. two about
adjectives on the topic. three verbs. travelling
the main idea of your “poem” (it
must consist of 3-4 words) and a
synonym of the general word. Make
up as many cinquains as you can. All
your cinquains will be different.
Read them aloud when you are
ready.
5 min Before the leaving the class students complete assessment
the exit card.
Exit ticket
Three things you have
learnt.............................................
Two things you still want to
know...........................................
One question you still
have ..............................................
...
Hometask: to finish your wtiting
Saying goodbye

Theme of the lesson: Tourism in Kazakhstan: advantages and disadvantages of increasing
SA
Learning objectives 9.2.2.1 Understand most specific information in unsupported
extended talk on a wide range of general and curricular topics
9.3.7.1 Use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
Lesson objectives Identify specific information in extended talks
Use subject-specific vocabulary and syntax to express their opinion
Previous lesson Tourism in Kazakhstan: advantages and disadvantages of increasing
Plan
timings activities
Begining GREETINGS
5 min The teacher sets the lesson objectives,
from the lesson.
Middle Speaking Task. Ex.4-5. Speak about Learners Verbal
15 min the city of Bath/ Cambridge/ Oxford. evaluation
make a
What are you planning to do there? tourist
leaflet for a
holiday
destination
using a plan
of Ex.6.
p.103.
Tourist Leaflets
In the 'Tourist Leaflet' section
remember to draw a text box first and
write only within that. You will be Learners Mutual
marked for creating text box. Within discuss avaluation
the text box write only in bullet points.
Visit a Historical Place :

Daulatabad
Location: It is situated 13 kms.away
from Aurangabad.
Distance: 413 kms away from
Mumbai.
How to reach: Nearest airport and
Railway Station is Aurangabad. S. T.
buses from Aurangabad.
When to Visit: Best time for visit
throughout the year.
Where to stay: Private hotels, MTDC
hotels, Rest house.
What to See. : Chandminar Tower,
Maze, Heavy
Cannon, Bibi-ka Makbara.Nearby
Ajanta and Ellora
SA LISTENING Learners Individual
15min Task 1. Listen and complete the gaps listen and avaluation
with the correct place from the box. complete
1. Listening A the gaps
2. Listening B with the
3. Listening C correct
4. Listening D place
5. Listening E
The speaker wants to go to _______

The train is going to _________
The passengers want to go to _____
SPEAKING
Task 2. Choose ONE card and
answer the questions. Learners
You have 1 minute to prepare and 1-2 choose ONE
minutes to talk about it to your partner. card and
Your partner will assess your speaking answer the
using the following criteria: questions.

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

Theme of the lesson: Unit revision
Learning objectives 9.3.4.1 - respond with growing flexibility at both sentence and
curricular topics;
9.5.1.1 - plan, write, edit and proofread work at text level with little or
9.6.17.1 - use if only /wish [that] clauses [past reference]; use a variety
of relative clauses including prepositions from where, to whom on a
range of familiar general and curricular topics
identify some speaker attitudes and opinions in listening and reading
text and use some target language to express some views in speaking
and writing with support
identify most speaker attitudes and opinions in listening text and use a
range of target language to express some views in speaking and writing
with support
identify most speaker attitudes and opinions in listening text and use a
range of target language to express a range of views in speaking and
writing with little support
Criteria Ss can finish the sentence where they will spend their most exciting
holiday in their life and why
Previous lesson Tourism in Kazakhstan: advantages and disadvantages of increasing
SA 1
Plan
timings activities
Beginin GREETINGS Greeting
g The teacher sets the lesson objectives,
5 min letting students know what to anticipate
from the lesson.
To determine specific features
relating to stories Learners
Ask Ss to think of stories they have read determine
Elicit answers to the questions from Ss specific
around the class features
SuggestedAnswer Key relating to
Romance, horror, thriller, true story stories
Middle To listen to sounds to predict a story, Learners Verbal
30 min to read for gist listen to evaluation
Play the recording sounds to
Ss listen and identify the sounds predict a
Elicit a number of possible storylines story, to
from Ss around the class read for gist
Give Ss time to read the story to check
if their guesses were correct
To read for order of events Learners Individual

Read out the Study skills box and read the avaluation
explain that this tip will help Ss to events and
complete the writing task successfully put them in
Give Ss time to read the story again the correct
Check Ss’ answers order
To identify and practise linking words Learners

Explain the task and give Ss time to complete
complete it the task
Elicit from Ss around the class
To practise wishes
 Explain the task and read out the Learners Mutual
examples avaluation
practise
 Give Ss time to think of wishes wishes
people in the story could say as in
the example
 Elicit answers from Ss around the
class
To write a story
 Explain the situation Learners
 Give Ss time to write their stories write their
using the plan and the story in stories using
ex.2 as a model the plan and
 Remind them to include some of the story in
the linkers from ex.4 ex.2 as a
 Check Ss’ answers model
End Peer-assessment.
5 min Two stars and a wish. Self-
You did a really good job on ... assessment
I really like how you ...
Maybe you could ...
Hometask: revise the words from the
units
Saying goodbye

Unit 9: Science and Technology
Theme of the lesson: Space and the NASA website
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.C1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.C3 respect differing points of view
9.C7 develop and sustain a consistent argument when speaking or
writing
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
identify some specific information from the text and use some target
vocabulary to describe social media and people’s communication
accurately in response to prompts and in production tasks.
Select, compile, and synthesize information from the reading passage
"My morning online" for an oral presentation.
Respond to and discuss the reading passage using interpretive,
Make an online interview.
Previous lesson Unit revision
Plan
timings activities
objectives, letting students know what
to anticipate from the lesson.
Warm up.
Free talk about using mass media. Learners
By the way, do you have your mobile read the
phones with you? Please, show it to sentences
us. Do you often use it? How often do and
you use it? When was it invented? complete
(1983).What century is it? (The 20th the last one.
century)
Look at the blackboard, there are
three sentences but one of it is not
completed.
On the board:
The Medieval time is famous for
inquisition and conquests.
The Renaissance is famous for its so
called “golden” age of art.
The 20th century is famous for...
(developing science and technology)
So, the theme of our lesson is Science
and Technology.
Middle Main part Learners Individual
30 min When you hear these words, Science one by one avaluation
and Technology, what associations go to the
you have connected to these words? board and
What words do occur to your mind? write one
One by one go to the board and write word
one word.
Working with the text. Lexical

Work. Ex.1.p.104
What computer words are mentioned in the Mutual
text? Give definitions to each word in blue. In Learners avaluation
pairs, make a conceptual table.
make a
Leona’s My morning
conceptual
morning online online
table.
Make a conclusion about today’s

modern devices.
Speak about the life

With social Without social
media media
Learners
speak about
the life

5 min At the end of the lesson, students assessment
reflect on:
- what they learned
- what remained unclear for them
- what they need to continue working
on by the "Traffic lights"
Hometask: W.B.p.70 – p.71
Saying goodbye
Theme of the lesson: Space and the NASA website
Learning objectives 9.C1 use speaking and listening skills to solve problems creatively and
9.C9 use imagination to express thoughts, ideas, experiences and
feelings
9.L2 understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.UE8 use a variety of future active and passive and future continuous
forms range of familiar general and curricular topics
Identify the theme, be able to speak about the psychology of “yes” for
general meaning and specific information, give a short information
about the active and passive approach to life;
Transfer information from the reading passage into a graphic organizer.
for an oral presentation;
* Respond to and discuss the reading passage"The psychology of
"Yes"using interpretive, evaluative and creative thinking skills.
* Offer constructive peer-feedback using rubric.
Previous lesson Space and the NASA website
Plan
Beginin GREETINGS Greeting Verbal
g The teacher sets the lesson objectives, evaluation
from the lesson.
Warm up.
Free talk about pictures with a word Learners
“yes”. How often do you say it? Is it discuss
possible to say “yes” more often than
“no”. The teacher gives Sts.
background information about Danny
Wallace
30 min The teacher asks Students to watch a watch a video avaluation
video on You Tube “How to Make on You Tube
People Say Yes” and speak about “How to Make
technique to persuade people to say People Say
“yes”. Yes” and
One St. make a conclusion about the speak about
ways of saying yes. technique to
persuade
people to say
PRE - READING EXERCISE: “yes”.
The teacher shows the headline of the Mutual
avaluation
text to students and asks them to speak Learners
about the problem. Ex.1 answer the
Sts. read the questions to the text to questions
prepare the answers after reading.
WHILE - Reading exercise:Ex.2
p.106: give the right answers. (Pair Learners
work). speak about
How will you react if a girlfriend or a optimistic and
boyfriend leaves you? pessimistic
In groups, speak about optimistic and people
pessimistic people.
The teacher monitors students' progress
and offer support where necessary.
Then students can have a discussion to
represent all the roles. (2 min per
student).
Role-cards.
Discussion Director(Interpersonal
Intelligence).
Task: Lead the discussion. Prepare 3
open-ended and thought-provoking Learners
questions about the story that your discuss
group might want to discuss. Help
others talk about the main idea, help
them share their thoughts and feelings.
Descriptors:
1. Write 2 open-ended questions.
2. Write your responses to these
questions.
3. Keep the discussion going.
End Self-assessment. How well do I Self-
5 min understand? assessment
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: W.B. p.72, Ex.6 p.106
retell
Saying goodbye
Theme of the lesson: Focus on Kazakhstan: space exploration in Kazakhstan
Learning objectives 9.L6 deduce meaning from context in unsupported extended talk on a
9.L8 recognise inconsistencies in argument in extended talk on a range
of general and curricular subjects
writing
9.UE17 use if / if only in third conditional structures
Identify the theme, give the examples of the third conditional, use
active vocabulary speaking about the positive look at life;
Transfer information from the book about grammar into a graphic
organizer.
for an oral presentation, usethird conditional sentences clearly and in
the correct form.
Respond to and discuss the reading rules and texts using interpretive,
Apply third conditional sentences to express their own opinions and
answer third conditional questions about their own lives.
Previous lesson Space and the NASA website
Plan
timings activities
Beginin GREETINGS Greeting
from the lesson.
Warm up.
Free talk about the last topic. The Learners
teacher asks Sts. in pairs find sentences Sts. in pairs
with the third conditional. find
Tell the students about why you decided sentences
to become a teacher, and about another with the
possibility you had at that time. third
For example: ‘I decided to become an conditional
English teacher when I was 23, because
I wanted to be able to travel around the
world and work at the same time giving
knowledge to students.
If I hadn’t become an English teacher,
I would have visited London.’
Middle Main part Learners
30 min Look at the rule and do Ex. 1 - 2 p.107. start to learn
While doing Ex.1. the Sts. will pay theme
attention to the facts from the life of
Danny.
IF + PAST PERFECT (had +V3) –
main clause SHOULD/
WOULD/COULD+ have +V3.
Grammar drill exercises:

Conditional sentences type 3 Learners Verbal
Panic at the bank revise evaluation
It was a quiet morning at the bank in Little grammar
Rissington. The cashiers were counting money, theme avaluation
there were two customers in the bank and the
manager was having a cup of coffee.
Suddenly a robber ran in. He was carrying a
gun. One of the customers, an old lady,
screamed and tried to run out of the bank. She
slipped and fell over. The other customer tried
to pull the robber to the floor. A cashier rang
the alarm bell.
The manager telephoned the police. The robber
panicked and jumped out of the window.
A policeman arrived. First he helped the old
lady and then he chased the robber. The robber
escaped.
What would/wouldn’t you have done if you
had been the following people?
Rewrite the sentences using the third
conditional Ex.3 p.107
(Explain the importance of putting a comma
after if when it comes before the main clause)!
If Hayley hadn’t been tired, she would
have gone.
Ex.4 p.107. Complete the sentences:
Pair Work.
Creative Exercises.
Optional Activity: language focus.
End Reflection: “3-3-1” Self-
5 min 3 sentences to reflect on the lesson assessment
1 word about the lesson Hometask:
W.B. p.73, Ex.4 p.107 write
Saying goodbye

Theme of the lesson: Medicine
Learning objectives 9.L1 understand a sequence of supported classroom instructions

9.C2 use speaking and listening skills to provide sensitive feedback to
peers
9.S1 provide basic information about themselves and others at sentence
9.W1 plan, write, edit and proofread work at text level with support on
a limited range of general and curricular topics
Identify the theme, plot, new words in the reading passage and use
them as the basis for discussion.
Listen to the passage and mark sentences concerning phobias;
Listen to the passage and fill inmissing words;
Provide unprepared speech to answer a variety of questions at sentence
level and in conversations with some flexibility;
Respond to and discuss the reading using interpretive, evaluative and
creative thinking skills and make a mini – dialogue with new words.
Previous lesson Focus on Kazakhstan: space exploration in Kazakhstan
Plan
timings activities
Beginin GREETINGS Greeting Verbal
g The teacher sets the lesson objectives, evaluation
from the lesson.
Then to create a positive learning
environment the teachers asks students
to start the lesson giving each other
compliments about appearance, job
performance, talent, etc. and also
practice accepting compliments.
Watching the words on the board, the Learners try

learners are asked to predict the topic to guess
of the lesson.
PHOBIA/ FEAR/ IRRITATION/
NERVOUS/ FRIGHT/ HORROR
Warm up.
Free talk about phobia.What is it? Who
has got such illness in class?
Phobia
plural noun: phobias
an extreme or irrational fear of or aversion to
something.
"she suffered from a phobia about birds";
Synonyms:
fear, dread, horror, terror, dislike, hatred, loat
hing, distaste, revulsion, repulsion.
When a person has a phobia, they will often
shape their lives to avoid what they consider
to be dangerous. The imagined threat is
greater than any actual threat posed by the
cause of terror.
Phobias are diagnosable mental disorders.
The person will experience intense distress
when faced with the source of their phobia.
This can prevent them from functioning
normally and sometimes leads to panic
attacks.
In the United States, approximately 19 million
people have phobias.

30 min Ex.1 - 3 p.108. Work with complete the avaluation
abbreviations to know if the students table of word
understand parts of speech. Complete – formation.
the table of word – formation.
Listen to the radio programme about
phobias and speak about this illness.
Ex.4 - 5.
What things do the speaker’s mention? Learners Mutual
Speak about them in groups of 3. listen to the avaluation
Ex.6 -7 are connected with a test: All radio
about me. Is there something which programme
terrifies you? Every student writes this about phobias
task individually on a piece of paper. and speak
The teacher asks the students to name about this
as many phobias as possible especially illness
among teenagers.
End REFLECTION
5 min Name 3 things: Self-
-you learnt; assessment
-that were difficult;
-that you want to know.
Hometask: W.B. p.74(a table)
Saying goodbye
Theme of the lesson: Medicine
Learning objectives 9.C1 use speaking and listening skills to solve problems creatively and
9.L5 recognise the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics,
including talk on a limited range of unfamiliar topics
9.S8 recount extended stories and events on a wide range of general
and curricular topics
9.R3 understand the detail of an argument- both explicitly stated and
implied - in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
Identify the difference between the sentences with who, where, why
and which.
Produce the sentences with who, where, why and which.
* Respond to and discuss the reading rules and texts using interpretive,
evaluative and creative thinking skills;
* Apply the sentences with who, where, why and which fluently.
Previous lesson Medicine
Plan
timings activities
Begining GREETINGS Greeting Individual
5 min The teacher sets the lesson objectives, avaluation
from the lesson.
Warm up. Learners do
Ex.1 p.109. Recognition exercise the
connected with “All about me”. instructions
Middle Main part Learners

30 min Relative clauses add extra information to a learn and
sentence by defining a noun. They are usually revise
divided into two types – defining relative
grammar
clauses and non-defining relative clauses.
Non-defining relative clauses
Look at this sentence.
My grandfather, who is 87, goes swimming
every day.
‘who is 87’ is a non-defining relative clause.
It adds extra information to the sentence. If
we take the clause out of the sentence, the
sentence still has the same meaning.
Look at some more examples.
My eldest son, whose work takes him all over
the world, is in Hong Kong at the moment.
The film, which stars Tom Carter, is released
on Friday.
The car, which can reach speeds of over
300km/ph, costs over $500,000.
B. Rule II.
Remember that defining relative clauses are
used to add important information. The
sentence would have a different meaning
without the defining relative clause.
I’m going to wear the skirt that I bought in
London.
The skirt, which is a lovely dark blue colour,
only cost £10.
The first sentence with a defining relative
clause tells us which skirt. The second
sentence, with a non-defining relative clause,
doesn’t tell us which skirt – it gives us more
information about the skirt. The context
(which is missing here) makes it clear which
skirt is being talked about.
Non-defining relative clauses can use most
relative pronouns (which, whose etc,) but
they CAN’T use ‘that’ and the relative
pronoun can never be omitted.
Grammar Drill Exercises: Verbal

Ex.2 p.109. Join the sentences halves Learners
evaluation
with relative pronouns: follow the
Ex.3 p.109. Make sentences using the instructions
phrases in the chat. Students do this
task in pairs.
Ex.4 – 5 p.109. What is the difference Mutual
between defining and non –defining avaluation
relative clauses?
Find this difference in the sentences
and explain the rule.
Extra task. Creative exercise.Ex.6.
5 min “Cinquain” is a five-line poem based assessment
on the content of the material under the
study.
Hometask: W.B. p.77 Ex.5 -7
Saying goodbye

Theme of the lesson: Academic language: Text types (academic writing skills)
Learning objectives 9.L6 deduce meaning from context in unsupported extended talk on a
writing
9.UE17 use if / if only in third conditional structures.
Understand a dialogue in which people sympathize with someone;
Recognize key phrases for sympathizing with someone.
Ask for and give advice to people who you sympathize with some
support.
Create and act out their own dialogues on the topic.
Previous lesson Medicine
Plan
timings activities
5 min The teacher sets the lesson objectives, evaluation
Warm up.
Free talk about the reaction to Learners
different news. discuss
A PROBLEM SHARED IS A
PROBLEN HALVED.
The teacher asks students who they
talk to when they are feeling upset or
worried.
30 min Ex.1 p.110. Identifying the feelings of answer the avaluation
a girl. Predicting based on the picture. questions
Answer:
They are chatting and Marie doesn’t
feel happy.
Ex.2 p.110. Gist listening. Is Dan Learners

optimistic or pessimistic about discuss
Marie’s situation? Pay attention to
useful speech phrases: It isn’t the end
of the world. Don’t take it too
badly. It is not worth worrying
about. Cheer up!
Dan is optimistic. Prove it.
Sentence completion task. Role-play.
Learners Individual
Ex.3. Listen to the key - phrases and complete avaluation
complete the dialogue: the dialogue
What will you advise to do? How will
you sympathize people?
Learners
Ex.4 p.110. Sentence completion task. speak about
Role-play. Pronunciation practice. conditions
Learners
Ex.5 - 6 p.110. Do this exercise in make new
pairs. In pairs, make new mini- mini-
dialogues using active words dialogues
combinations and key - phrases.
5 min “Five”. Children draw a picture of assessment
their hand and write the most
important things about the lesson on
each finger. The thumb - something
interesting, the index finger -
something difficult, the middle one -
something that was not enough, the
ring finger - the mood, the little finger
- the suggestions.
Hometask: St.B. Ex.6p.110(w)
Saying goodbye

Theme of the lesson: Academic language: Text types (academic writing skills)
Learning objectives 9.C7 develop and sustain a consistent argument when speaking or
writing
9.L4 understand implied meaning in unsupported extended talk on a
9.R5 deduce meaning from context in extended texts on a wide range
of familiar general and curricular topics, and some unfamiliar topics
genres, including some which focus on unfamiliar topics
9.W1 plan, write, edit and proofread work at text level with minimal
teacher support on a range of general and curricular topics
* Develop speaking skills through communication about a personal
experience;
* Improve reading skills through recognising typical features at word;
* Understand the general writing structure of a model opinion essay.
Use key phrases for an opinion essay.
*Select, compile, and synthesize information from the reading
passage for an oral presentation.
*Use key phrases for writing a story with some support.
* Respond to and discuss the reading passage using interpretive,
*Write an opinion essay building extensive sentences.
Previous lesson Academic language: Text types (academic writing skills)
Plan
from the lesson.
Then to create a positive learning
environment the teachers asks students
to start the lesson giving each other
compliments about appearance, job
performance, talent, etc. and also
practice accepting compliments.
Watching the words on the board, the
learners are asked to predict the topic of
the lesson.
ROBOTICS/ Science Exam/ Fail/
feed up/ Robotics competition.
Warm up.
Free talk about the theme, the problems Learners
of a boy, his feelings and emotions. In discuss
pairs, Sts. speak about this headline and
give their versions.
30 min Sts. read the text and make a mind - read the text avaluation
map: “Personal Experience". Ex.1 and make a
p.111. mind – map
Activity 2: Read the model text again

and answer the questions. Ex.2. p.111.
Learners
Activity 3: The Sts. Are going to work work with
with the words and key – phrases and in the words
groups speak about a happy ending. and key –
Language point: Modifying phrases
comparatives.
Order the words: Ex.3. Optional
Activity: Language Focus.
Creative exercise. Activate. Write a
story with a title “A happy ending”. Learners
write text Individual
Write text about a science about a avaluation
centre/museum science
Tell Ss to research online and collect centre/
information about a science centre or museum
museum in their country or another
country.
Ask them to use the headings in Ex. A
and makes notes under them.
Then Ss use their notes to write a short
text about it.
Check Ss' answers.
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: W.B. p.75, A composition”
A happy ending”.
Saying goodbye

Theme of the lesson: Air and space travel
Learning objectives 9.4.5.1 Deduce meaning from context in extended texts on a range of
9.5.6.1 Write coherently at text level using a variety of connectors on
a growing range of familiar general and curricular topics
9.5.7.1 Use independently appropriate layout at text level on a
growing range of general and curricular topics
Lesson objectives Identify the meaning and details of the reading texts on familiar
topics and draw conclusion by reasoning
Develop coherent paragraphs at text level using a variety of
connectors
Use an appropriate layout in writing
Previous lesson Academic language: Text types (academic writing skills)
Plan
timings activities
5 min The teacher sets the lesson
To introduce the topic

Direct Ss' attention to the picture Learners to
and elicit answers to the questions listen and
in the rubric. Play the recording. read for gist
Ss listen and follow the text in their
books and find out.
Middle To read for specific information Learners read Verbal
10 min Give Ss time to read the text again the text again evaluation
Mutual
and answer the comprehension and answer avaluation
questions. the Self-
Check Ss' answers. comprehensi assessment
Refer Ss to the Word List to look on questions.
up the words in the Check these
words box. Ask various Ss around
the class to present a computer's
hardware using the diagram and the
information in the text.
FA READING Learners Individual

20 min Task 1. Read the text. Write Do if identify what avaluation
you should and Don`t if you we should
shouldn`t do the actions in and should
statements 1-6. not do when
1. Use inverted commas in a search. we search
2. Use words like ‘a’ or ‘the’ in a something on
search. the Internet.
3. Check the spelling of every
word.
4. Believe all the information you
see on the Internet Learners
Task 2. Paraphrase the given paraphrase
sentences so it has similar the given
meaning. Use the given sentences so
beginnings of sentences. it has similar
Example, Several keywords will meaning.
help to find better results.
Better results
Answer, Better results can be found
by using several keywords.
1. Remove unwanted results by
adding a minus symbol (-).
2. Check your information on other
websites before accepting it.
Information
WRITING
Task 2. Write an essay on the
following topic: Learners
Do you think modern technology write an
has made life easier and safer? Or essay on the
do you think that modern topic
technology has made life more
difficult and more dangerous? What
are the advantages and
disadvantages of modern
technologies?
End REFLECTION
5 min Self-assessment.
“Five”. Children draw a picture of
their hand and write the most
important things about the lesson
on each finger. The thumb -
something interesting, the index
finger - something difficult, the
middle one - something that was
not enough, the ring finger - the
mood, the little finger - the
suggestions.
Hometask: to revise grammar
theme
Saying goodbye
Theme of the lesson: Air and space travel
Learning objectives 9.L1 understand a sequence of supported classroom instructions

9.C2 use speaking and listening skills to provide sensitive feedback to
peers
9.S1 provide basic information about themselves and others at sentence
Develop speaking skills through communication about future cities;
Understand a text about future cities and improve reading skills
through recognising typical features at word;
Write some ideas about future life.
Demonstrate the ability to find correct information without any
mistakes;
Apply topic related vocabulary in speech with grammar accuracies.
Previous lesson Air and space travel
Plan
timings activities
Beginin GREETINGS Greeting Mutual
g The teacher sets the lesson objectives, avaluation
from the lesson.
Warm up.
Free talk about future cities. The teacher Learners
asks Sts. in pairs to speak about changes speak about
in new cities. Use a Venn’s Diagram for changes in
this task: new cities.
Compare cities: in the past/ nowadays/
in the future.

30 min Look at these words and give give avaluation
definitions and define parts of speech. definitions
Ex.1 – 2 p.112. What can you say about and define
cities of future? Listen and read the text parts of
"Cities of the future". While listening to speech
the text, complete it with the missing
sentences.
Creative Exercise.
Planning an expedition to a future city. Learners Verbal
Work in groups of 3; make a design of a make a evaluation
city in 2050. picture of
the place
Ex.4 – 5 p.112. you are
Today, cities are overshadowed by multiple going to
threats: climate change, overpopulation, social visit.
division, and urban warfare all endanger our
way of life in urban areas. The fundamental
way in which we make sense of these uncertain
futures is through the imagination. Architects,
artists, filmmakers and fiction writers have
long been inspired to imagine cities of the
future, but their work tends to be based on
scientific predictions that separate hard
evidence from flights of fancy. In a digital age
when the real and the virtual exist together, it is
important to know how the two are entangled,
and how together they may help us to think of
the future.
Exploring a breathtaking range of imagined
cities – submerged, floating, flying, vertical,
underground, ruined and salvaged.
End REFLECTION Learners Self-
5 min 3 new words they learnt reflect on assessment
2 activities helped the most their
1 challenge (difficulty) they experienced learning
Hometask: St.B. p.112 Ex.5 A Kazakh
Scientist (topic)
W.B. p.76
Saying goodbye

Theme of the lesson: Technology Case Study: Linux
Learning objectives 9.C3 respect differing points of view

writing
9.S3 explain and justify their own and others’ point of view on a range
wide range of written genres, including some which focus on
unfamiliar topics
Identify the theme, plot, and new words in the reading passage "Out of
this world" and use them as the basis for discussion.
Transfer information from the reading passage into a graphic organizer.
Select, compile, and synthesize information from the reading
passage"Out of this world" for an oral presentation.
Respond to and discuss the reading passage"Out of this world"using
interpretive, evaluative and creative thinking skills.
Previous lesson Air and space travel
Plan
timings activities
Begining GREETINGS Verbal
Learners
speak about
films about
Warm up.Free talk about space and space and
space travel. The teacher asks Sts. in space
pairs to speak about films about space explorations
and space explorations and make a list and make a
of films. list of films.
What do you know about space?
Middle Main part Learners find Individual
30 min Look at these words, give out avaluation
definitions and do matching compound
exercise. words
Ex.1 – 2 p.112. Ask the students to
find out compound words.
Listen and read the text "Out of this
world". While listening to the text,
complete it with the missing words.
Mutual
Activity 2. Answering true/false Learners avaluation
questions.Ex.3 choose true
or false
Brainstorming. sentences
The students are given dates of
figures. In the groups of 4, they try to Learners
give the event of great importance. discuss
The winning team will be rewarded.
1957, 3000, 1990s, 200000$, $35mln,
Gagarin, Armstrong.
Discussion :
Task: Lead the discussion about the Learners
popularity of space tourism. Prepare 5 write 5 open-
open-ended and thought-provoking ended
questions about the story that your questions.
group might want to discuss. Help and
others talk about the main idea, help responses to
them share their thoughts and these
feelings. questions.
Descriptors:
1. Write 5 open-ended questions.
2. Write your responses to these
questions.
3. Keep the discussion going.
Learners
Speak about Kazakh scientist. speak about
(Presentation of groups). Kazakh
scientist
5 min Reflection: “3-3-1” assessment
3 sentences to reflect on the lesson
1 word about the lesson
Hometask: W.B. p.77
Saying goodbye

Theme of the lesson: Summative control work for the 4th term
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
9.4.5.1 Deduce meaning from context in extended texts on a range
of familiar general and curricular topics
9.5.8.1 Spell most high-frequency vocabulary accurately for a
wide range of familiar general and curricular topics
9.3.8.1 Recount extended stories and events on a range of 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 Learners should listen to the recording twice, having chance to
look through the questions before the recording starts.
Learners should be able to recognise typical features at text level.
Learners should choose one task on the topics «Travel and
Tourism» and «Science and Technology».
Learners should prepare for 1 minute and talk 2-3 minutes. Teacher
can ask supporting questions if necessary to help learners.
Previous lesson Technology Case Study: Linux
Plan
Beginin GREETINGS
from the lesson.
SA LISTENING Learners Individual
35 min Task. Listen to two people talking about match the avaluation
why they visited or moved to a sentences
particular place. with their
There are TWO extra options. opinion
CD3 Tapescript4
1. According to Speaker 1 the only thing
he could not do was …
2. Speaker 2 was a bit nervous because she
had to …
A. being at the wedding party.

B. move to a different city on her own.
C. seeing a kangaroo in the wild.
D. go out of the town to get inspiration.
Task. Listen to the Speaker 3. Replace Learners
the underlined words in the sentences replace the
1-3 with the words from the recording. underlined
Write ONE WORD ONLY for each words
case. Use the correct part of speech.
3. The professor Harold Johns was a
popular person. 4. The man wanted to
persuade the Professor to allow him as his
team-member.
5. The professor was surprised by his
resume. 6. The man was very thankful for
this chance
READING
Task 2. Read the text and circle the
word that can replace the underlined Learners
word in the text without changing the read the
meaning. text and
Example: (0) average greed indicate circle the
way r i ght
1.empty give pay waste word
2.current immediate present
soluble
3.continue final past spread
Task. Match paragraphs A – E to the
topic sentences below. Learners
4. Our responsibility when choosing to use match
modern technology. paragraphs
5. The impact of modern technology on to the topic
everyday life over the past century. sentences
6. The effect of modern technology on below.
young people.
WRITING
Choose ONE of the topics and write an Learners
essay. choose
Topic 1. Travelling has become popular in ONE of the
recent years. What are the advantages and topics and
disadvantages of travelling? write an
Topic 2. Technologies are changing the essay.
way we live. What are the advantages and
disadvantages of advanced technologies? Learners
SPEAKING discuss
Task. You are given a card with a topic
and questions to speak about for 2-3
minutes.
End Peer-assessment.
2 min Two stars and a wish. Self-
You did a really good job on ... assessment
I really like how you ...
Maybe you could ...
Hometask: revise the words from the units
Saying goodbye
Theme of the lesson: Unit revision
9.S3 give an opinion at sentence level on a limited range of general and
curricular topics
9.L4 understand the main points of supported extended talk on a range
9.R5 deduce meaning from context in short texts on a limited range of
9.W5 link without support sentences using basic coordinating
connectors
Recognize and use vocabulary about the robots;
Identify the meaning of the text about robots;
Understand the general writing structure.
Provide unprepared speech to answer a variety of questions at sentence
level and in conversations with some flexibility;
Create a project with minimal support.
Respond to and discuss the reading using interpretive, evaluative and
creative thinking skills and make a project without support.
Previous lesson Summative control work for the 4th term
Plan
timings activities
5 min Teacher organizes a warm-up activity
for a start of the lesson. Learners look Learners do
at the names of different things which the
are on the classroom walls. They instructions
choose the things they like and go to
that place.
Warm up. Learners Verbal
Free talk about the robots. Where can make a list evaluation
of books or
you see robots and what their functions films with
are.The teacher asks Sts. in pairs to robots
make a list of books or films with
robots.(we can assume that a lot of
what people know about robots comes
from films. This activity gives students
a chance to talk about films they have
seen with robots in and to discuss
whether they believe any aspects of
these films may one day become a
reality.
30 min The teacher asks the students to listen listen to a avaluation
to a short text and speak about the short text
robot’s activity. and speak
A long time ago, robots belonged to science about the
fiction. Children loved looking at movies with robot’s
robots. Today, robots are real, and they are
activity.
helping us. In the future, we will all have
robots. They will vacuum the floor, wash the
dishes, and perhaps even drive our cars. I
even think one day we’ll have robot friends.
In Japan today, robot engineers are making
robots to help old people and to keep them
company. It’s still early days. I’d say we are
another 20 to 30 years away from robots
being everywhere in our lives. What will
happen to us when the world is full of robots?
There’ll be no jobs. McDonalds will be full of
smiling robots. Maybe one day we won’t be
able to tell robots and humans apart. Maybe
they’ll take over the world.
What do you think about robots? Would you
like to have robots as teachers? The teacher
asks students to speak about I. Asimov and
his books about robots.
Isaac Asimov was an American writer and
professor of biochemistry at Boston
University. He was known for his works of
science fiction and popular science. Asimov
was a prolific writer who wrote or edited
more than 500 books and an estimated 90,000
letters and postcards.
Individual
Discussion of the text” Robots”. Ex.1 Learners avaluation
p.115 write a short
They also have to think about the article about
headline of the article. 2 students have robots.
to choose one book of I. Asimov and
write a blurb of it.
5 min Students express their attitude to the assessment
lesson and give self-assessment using
the method: “Six thinking hats”:
Saying goodbye

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LESSON 79 School: Stavropolka Secondary School

Unit 8: Travel and tourism

Criteria Ss can present an advert about using animals in tourism in Kazakhstan

VOCABULARY Learners Mutual

Describing a trip Learners

LESSON 80 School: Stavropolka Secondary School

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

To introduce the topic Learners

Middle To listen and read for gist Learners Individual P 88

LESSON 81 School: Stavropolka Secondary School

LESSON 82 School: Stavropolka Secondary School

To introduce new vocabulary

To read for specific information

To form adjectives from verbs Learners Individual

To listen for specific information Learners

LESSON 83 School: Stavropolka Secondary School

Add activities to Bayanaul Tour Learners

Middle To present /practise determiners/ Learners Individual P 91

To present/ practise determiners/ Learners

To write short message from Learners

End Reflection Self-

LESSON 84 School: Stavropolka Secondary School

Previous lesson Natural wonders

Then to create a positive learning Learners

Watching the pictures, the learners

To listen and read for specific

To pronounce images Learners do

LESSON 85 School: Stavropolka Secondary School

Previous lesson Travel and transport

Middle Main part Learners Verbal

Use Writing Guide on p.99.

Hometask: W.B. p.67

LESSON 86 School: Stavropolka Secondary School

Previous lesson Travel and transport

To introduce the topic Learners

To read for specific information

Activity 1: Read and listen to the text. Learners

LESSON 87 School: Stavropolka Secondary School

Write down your ideas. Work in

READING AND DISCUSSING

Revision of Grammar. Future

LESSON 89 School: Stavropolka Secondary School

Visit a Historical Place :

The speaker wants to go to _______

End REFLECTION Self-

LESSON 90 School: Stavropolka Secondary School

To read for order of events Learners Individual

To identify and practise linking words Learners

LESSON 91 School: Stavropolka Secondary School

Working with the text. Lexical

Make a conclusion about today’s

Speak about the life

End REFLECTION Self-

Grammar drill exercises:

LESSON 94 School: Stavropolka Secondary School

Learning objectives 9.L1 understand a sequence of supported classroom instructions

Watching the words on the board, the Learners try

Middle Main part Learners Individual

Middle Main part Learners