English Plus 9 Кл 1 Четв Поурочки

Short term plan 1
Тексерілді: Қ. Байсеитов
Term 1 School: By name S. Erubaev

Unit 1 "Hobbies and qualities"
Date: 02.09.22 Teacher name: M. Endibaeva

Grade: 9 Number present: absent:
Lesson title Vocabulary and language focus: Attributes and personality.
Learning objectives 9.3.3.1 explain and justify their own point of view on a range of general
and curricular topics
9.6.3.1 use a variety of compound adjectives and adjectives as participles
and a variety of comparative structures to indicate degree on a range of
familiar general and curricular topics
9.6.12.1 use an increased variety of comparative degree adverb structures with
regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position
adverbs on a range of familiar general and curricular topics
Lesson objectives Learners will be able to:
 Recognize and use nouns and adjectives of attributes and
personality.
 Make adverbs from adjectives.
 Construct the sentences using comparative and superlative
adjectives and adverbs with some support
 Comprehend comparisons to compare and contrast people and
the things they do.
 Produce a clear, coherent description of a person they know.
Plan
Stages / Teachers’ actions Students’ actions Assessment Resources

Time criteria
Organization moment At the

Start Good afternoon, dear students and organization
guests! Welcome to our English Students respond to moment T tries
lesson greetings. to award active Pictures
The teacher sets the lesson Ss.
objectives, letting students know «The praise»
what to anticipate from the lesson. method is used
Warm-up 3-4 minutes to evaluate Ss PPT
Describe the (imaginary) Picture\ with phrases
With books closed, ask: How would Describe your like:
you describe your personality? personality “Good job!
Elicit a few ideas from individual Well done!”
students. Students express their
• Put students into pairs to write ideas
down as many words they can think Formative
of associated with personality. The aim: Assessment
• Write attributes on the board To develop Ss speaking
and ask students if they think skills and create friendly
people with certain attributes are atmosphere
suited to particular hobbies.
Ask: What kind of people are suited
to playing chess? Accept all
answers.
ANSWERS
Good job!
Lead - In 1 Students’ own
1 What are you passionate answers.
about? 2 An attribute is a
2 What are attributes? quality or characteristic
3 Who was famous in the of someone.
1960s? 3 Students’ own
answers.
Main Pre-text discussion (pairwork!): Students express their
part consider letting the students share ideas
previous experiences in similar
situation.
Exercise 1
• In a weaker class, ask for
translations. In a stronger class,
encourage students to put the
words into sentences to show
understanding. Assessment
ANSWERS 1 generous 2 passion 3 Students complete the criteria Cards
moody 4 anxious 5 pessimistic 6 table. Which adjectives - Recognize and
optimism 7 responsibility 8 respect are negative? use nouns and Student’s
9 enthusiasm 10 confidence 11 Negative adjectives: adjectives of book
frustrated moody, anxious, attributes and
Differentiation: pessimistic, frustrated personality.
«Verbal support» method is used Descriptor:
to help Students use new words in - recognize the
the text. nouns
Exercise 2 - Can use an
• In a weaker class, you could adjectives
Total: 1 point
help students to prepare for the
task by deciding together Students complete the Worksheets
whether the missing words are sentences with your
Assessment
adjectives or nouns. own ideas using words
criteria:
• In a stronger class, ask in exercise 1.
- Make adverbs
students to give reasons and
from adjectives.
justify their opinion. ANSWERS
• Ask some students to Students’ own answers
compare their answers and
-Make CCQ
report back to the class on how
questions
similar or different they and
their partner are Descriptor:
Differentiation:Support; learners Student’s
- can use
are arranged to interact in mixed book
adverbs from
groups. Topic vocabulary is used
adjectives
while responding to the given
questions
Home task: The Ladder method was Students use Poster

End Ex: 2 P:6 used as a reflection. their stickers to Success
Complete the definitions with the Teacher asks students to show their Ladder.
words in the box. stick their stickers to the knowledge
Success Ladder. according to the
lesson.
Short term plan 2

Term 1 School: By name S. Erubayev

Date: 05.09.22 Teacher name: S. Murataliyeva

Lesson title Comparing adjectives and adverbs
Learning objectives 9.4.9.1 recognise inconsistencies in argument in extended texts on a range of general
9.6.14.1 use an increased variety of prepositions before nouns and adjectives use a
growing number of dependent prepositions following nouns and adjectives and an
increased variety of dependent prepositions following verbs on a range of familiar
general and curricular topics
 Construct the sentences using comparative and superlative
adjectives and adverbs with some support
 Comprehend comparisons to compare and contrast people and
the things they do.
 Produce a clear, coherent description of a person they know.
Plan

Time criteria
1.Greeting.
Start Ask about the weather.
The aim: To develop Ss At the
Warm-up speaking skills and
Pantomime: 'What do you like? organization Pictures
create friendly
Play the game in 2 groups. One atmosphere moment T tries
pupil from each group comes to the Efficiency: By telling the to award active
board and mimes a hobby. The wishes they show their Ss.
other group tries to guess the appreciations . «The praise» PPT
hobby. If they guess correctly, they method is used
win one point. At the end of the to evaluate Ss
game, the group with the most with phrases
points is the winner. like:
Lead - In “Good job!
Write on the board: In life, it’s best Well done!”
not to act too … Elicit possible
endings for the sentence (quickly, Good job!
carefully, etc.).
In differentiation part«Think and
share» method was used to check
up student’s vocabulary
knowledge.
After that T introduces the aim and
theme of the lesson.
Exercise 4 Students complete the Assessment

Main examples and the rules criteria
part in the table - Recognize and
use nouns and
adjectives of
attributes and Cards
personality.
Differentiation: Descriptor: Student’s
«Verbal support» method is used - recognize the book
to help Students use new words. nouns
- Can use an
Exercise 5 adjectives
• In a weaker class, allow students
to work in pairs to write their Students write six Worksheets
sentences. sentences describing Assessment
• Ask some students to write some how you do different criteria:
of their sentences on the board. things. Use the verbs in - Make adverbs
Discuss if they are logical and the first box and adverbs from adjectives.
correctly formed. formed from the Student’s
Differentiation:Support; learners adjectives in the second book
are arranged to interact in mixed box. -Make CCQ
groups. Topic vocabulary is used questions
while responding to the given
questions Descriptor:
- can use
Exercise 6 Students complete the adverbs from
• Focus on the example and elicit table with the words in adjectives
one or two more examples from blue
the class. Check answers. Make
sure students understand we use
less, the least, more, the most to
form comparative and superlative
forms of adverbs.
Home task: Peer-assessment. Two Students use Poster

End WB p.6, ex.1-3 p.7 stars and a wish. their stickers to Success
 You did a really show their
good job on ... knowledge
 I really like how according to the
you ... lesson.
Maybe you could ...
Short term plan 3


Lesson title Reading: Comparing generations.
Learning objectives 9.4.2.1 understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts
9.6.14.1 use an increased variety of prepositions before nouns and
adjectives use a growing number of dependent prepositions following
nouns and adjectives and an increased variety of dependent prepositions
following verbs on a range of familiar general and curricular topics
9.W3 write with moderate grammatical accuracy on a wide range of familiar general
 Synthesize information from the reading passage about life in the
1950s.
 Demonstrate the correct use of adjectives + prepositions.
 Interpret a text comparing past and present generations.
Express their opinions about different generations building
extended sentences.
Plan

Time criteria
1.Greeting.
Start Ask about the weather. At the
Pre-teaching vocabulary organization
The aim: To develop Ss
Warm-up moment T tries Pictures
speaking skills and
create friendly to award active
1/ Describe the given picture. Ss.
atmosphere
2/ What is the message conveyed «The praise»
Efficiency: By telling the
by it? wishes they show their method is used PPT
• With books closed, ask students if appreciations . to evaluate Ss
they have seen photographs of with phrases
their parents and grandparents like:
when they were young. “Good job!
Lead – In Well done!”
What do you think life was like in
the 1950s? Good job!
Which of these things do you think
were common in the 1950s?
Which are common now?
knowledge. .
Main Pre- Reading Activity. Predictions.

part Elicitation
Predicting and guessing. Students express their
Students skimming the text "My ideas
generation" quickly
Students express their ideas
Differentiation:
«Verbal support» method is used
to help Students ue new words in Assessment
the text. criteria
While-reading - understand Cards
Exercise 1 Students read, listen and specific
• Read through the items in the list compare their answers information and Student’s
with the class and check that with the text. detail in texts book
students understand them. Descriptor:
In a weaker class, allow students to ANSWERS -finds necessary
use dictionaries More common in the information in
In a stronger class, elicit 1950s ballrooms, big the text and
suggestions and guesses for bands, black-and-white completes the Worksheets
unfamiliar vocabulary, and then TV More common now task.
discuss again after the first reading, mobile phones,
encouraging students to use computers, jobs for
context to work out the meaning. women, discos, bad
language Assessment Student’s
Exercise 2 criteria: book
-In a weaker class, encourage -Identify
students to underline the parts of Students read the text particular
the text where they found the again. Write true or information and
answers. In a stronger class, false. Correct the false details in
encourage students to identify the sentences reading
false sentences and correct them ANSWERS passage.
from memory. Then they should 1 False. The cinema was
read again and confirm popular in the fifties. 2 -Make CCQ
Exercise 3 False. A family in her questions
Ask students to complete the street bought a TV.
sentences with the correct 3 True. Descriptor:
prepositions 4 False. She really likes - analyses the
Peer testing. the fashions. information in
Students work in pairs or groups 5 True. the text and
They have to prepare questions 6 True gives the right
about the text they have just read. answers.
The members of each pair or each
group will have to answer.
Peer-assessment. Two Students use Poster

End Giving the hometask. WB p.10 stars and a wish. their stickers to Success
Self-reflection  You did a really show their
you ... lesson.
Maybe you could ...
Short term plan 4



Lesson title Past perfect and past simple
Learning objectives 9.5.3.1 write with moderate grammatical accuracy on a wide range of familiar
9.6.9.1 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and
reported speech on a range of familiar general and curricular topics
 Identify the difference between the past perfect and past simple.
 Construct the sentences using past perfect and past simple with
support.
minimal support.
 Apply past perfect and past simple to talk about events at different
times in the past without support.
Plan

Time criteria
1.Greeting.
Warm-up At the
organization Pictures
With books close, ask the SS what speaking skills and
create friendly moment T tries
they remember about the reading
atmosphere to award active
text from last lesson. Write on the
Efficiency: By telling the Ss.
board the example I visited my gran
wishes they show their «The praise» PPT
last weekend and she'd found some
appreciations . method is used
of her old photos.
to evaluate Ss
Underline she'd found. Ask: When
with phrases
did I visit my gran? (last weekend).
like:
When did she find the photos,
“Good job!
before or after I visited? (before I
Well done!”
visited).
Tell SS that this tense is called the
Good job!
past perfect.
Lead – In Students write down the

rules
Main Exercise 1 Assessment

part • Ask students to open their books Students write the criteria
and look at the timeline. Tell them events in the correct - Apply correctly
to read the sentence again and place on the timeline active and
match the events to the diagram. passive simple
• Ask students to translate the ANSWERS present and
examples into their own language. Recent past: I visited my past forms and
Discuss how the equivalent tense is gran Earlier past: she’d past perfect
formed in the students’ own found some of her old simple forms in
language, and whether this is photos Rules: a before b the context.
similar to English past simple c had Cards
Differentiation: Descriptor:
«Verbal support» method is used - uses tense Student’s
to help Students use new words in forms correctly; book
the text.
Exercise 2
• Read the example with the class Students complete the
and ask: Which action happened sentences. Use the past Assessment
first? (I saw the film) perfect and the past criteria: Worksheets
Focus on the next sentence and ask simple in each sentence -Demonstrate
Which action happened first? (Alice the ability to
didn’t have many hobbies when ANSWERS write
she was a child). Elicit which verb 1 told, hadn’t had grammatically
should be in the past perfect (have) 2 got, went, hadn’t seen correct Student’s
and which in the past simple (tell). 3 hadn’t invented, was sentences on book
Exercise 3 4 was, had left, had familiar topics.
Ask students to complete the found
sentences with the correct 5 hadn’t started, arrived
prepositions 6 wanted, had had -Make CCQ
explain that prepositions are words questions
like in, from, to, in front of, at and
on, which are usually used before a Descriptor:
noun or pronoun to show place -fills in the
sentences
according to the
grammar rule.
Self-assessment. How Students use Poster
End Giving the hometask. WB ex.4-5 p.7 well do I understand? their stickers to Success
4 - I can do this and show their
explain it to someone knowledge
else. according to the
3 - I understand and can lesson.
do this by myself.
2 - I need more practice.
1 - I don't understand
this yet.
Short term plan 5



Lesson title Past perfect and past simple
Diagnostic test
Learning objectives 9.5.3.1 write with moderate grammatical accuracy on a wide range of familiar
 Identify the difference between the past perfect and past simple.
support.
minimal support.
 Apply past perfect and past simple to talk about events at different
times in the past without support.
Plan

Time criteria
1.Greeting.
Warm-up At the
With books close, ask the SS what speaking skills and
moment T tries
they remember about the reading create friendly
text from last lesson. Write on the Efficiency: By telling the Ss.
board the example I visited my gran wishes they show their «The praise» PPT
last weekend and she'd found some appreciations . method is used
of her old photos. to evaluate Ss
Lead – In with phrases
like:
“Good job!
Well done!”
Good job!
Students write down the

rules
Main Exercise 4 Assessment

part Remind students to use the both Students work in pairs. criteria
the positive and the negative – to Find out what your - Apply correctly
talk about things they had and had partner had or hadn’t active and
not done. done before arriving at passive simple
• In a weaker class, allow students school today present and
time to prepare some notes and ANSWERS past forms and
questions individually, then ask and Students’ own answers past perfect
answer their questions in pairs. In a simple forms in
stronger class, encourage students the context.
to ask and answer spontaneously. Cards
«Verbal support» method is used - uses tense Student’s
to help Students use new words in forms correctly; book
the text.
Students complete the

sentences. Use the past Assessment
perfect and the past criteria: Worksheets
simple in each sentence -Demonstrate
the ability to
ANSWERS write
1 told, hadn’t had grammatically
2 got, went, hadn’t seen correct Student’s
3 hadn’t invented, was sentences on book
4 was, had left, had familiar topics.
found
5 hadn’t started, arrived
6 wanted, had had -Make CCQ
questions
Descriptor:
-fills in the
sentences
according to the
grammar rule.
End Giving the hometask. WB ex.4-5 p.7 well do I understand? their stickers to Success
4 - I can do this and show their
else. according to the
3 - I understand and can lesson.
do this by myself.
this yet.
Short term plan 6



Lesson title Uses of get
Learning objectives 9.2.2.1 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics
9.3.5.1 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.6.1.1 use a growing variety of abstract compound nouns and complex
noun phrases on a range of familiar general and curricular topics
 Ask and answer the questions using collocations with make, do,
collect and write.
 Identify the meaning of the dialogues "People talking about the
past".
 Synthesize information from the dialogues and use it as the basis
for discussion.
 Produce a clear, coherent description of their memories.
Plan

Time criteria
1.Greeting.
At the
Warm-up The aim: To develop Ss organization Pictures
speaking skills and moment T
Write make, do, collect and write create friendly
on the board as headings. With tries to award
atmosphere
books closed, students work in active Ss.
pairs and brainstorm words you use wishes they show their «The praise» PPT
with each appreciations . method is
Lead – In used to
evaluate Ss
with phrases
like:
“Good job!
Well done!”
Good job!
Students write down the

rules
Main Exercise 1 Students complete the Assessment

part • In a weaker class, elicit diagram with the words criteria
translations of the collocations and
in the box -Identify
make example sentences as a class.
ANSWERS facts and
In a stronger class, encourage 1 model planes details in
students to record the new phrases
2 clothes extended
in their own example sentences. 3 music talkswith
• Point out that students can use
4 puzzles little
diagrams like these to record other
5 woodwork support.
collocations. They could also turn6 sports Descriptor: Cards
the diagrams into spidergrams if 7 badges - can make
they prefer 8 stamps collocations Student’s
Differentiation: 9 football cards -can classifying book
«Verbal support» method is used 10 blogs words
to help Students use new words in11 poetry Assessment
the text. 12 short stories criteria:
Exercise 2 Students choose the - Demonstrate
• Students complete the questions
correct words to the ability to Worksheets
individually complete the questions. participate in a
In differentiation part Then ask and answer in conversation.
«Discussion» method was used to pairs -Make CCQ
check up student’s vocabulary ANSWERS questions
knowledge. 1 collect 2 write 3 make Descriptor: Student’s
Exercise 3 4 make 5 written 6 do 7 - asks complex book
Students listen and match the do, make questions to
words with the people. Students’ own answers. get
Differentiation: Students listen to the information
«Verbal support» method is used dialogues. Match two
to help Ss use new words in the words with each of the
sentences. people in the photos 1–4
ANSWERS
Exercise 4 1 Michael: money, test 2
Allow students time to read the Maxine: uniform, upset
questions. Encourage them to 3 Clare: party, married 4
make notes from the first listening, Joey: uncle, tickets
which they can confirm when Students listen again
listening again. and choose the correct
answers
ANSWERS
1c2a3b4c5a

End Giving the hometask. WB p.8. well do I understand? their stickers Success
4 - I can do this and to show their
else. according to
3 - I understand and can the lesson.
do this by myself.
this yet.
Short term plan 7



Lesson title Past simple and continuous
Learning objectives 9.3.5.1 interact with peers to negotiate, agree and organise priorities and
plans for completing classroom tasks
9.5.2.1 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
 Identify the difference between past simple and continuous.
 Construct the sentences using past simple and continuous with
support.
minimal support.
 Apply past simple and continuous to talk about past events and
memories without support.
Plan

Time criteria
1.Greeting.
Warm-up At the
Refer students back to the photos organization Pictures
speaking skills and
on page 12. Ask What was Clare create friendly moment T
doing when she first heard the atmosphere tries to award
music? Efficiency: By telling the active Ss.
• Elicit the answer (she was wishes they show their «The praise» PPT
dancing) and write the sentence on appreciations . method is
the board: She was dancing when used to
she heard the music. evaluate Ss
Students write down the with phrases
• Underline the verbs and elicit
that they are in the past continuous rules like:
and past simple. “Good job!
• Ask: Which action happened Well done!”
first? (she was dancing); Did she
continue dancing when she heard Good job!
it? (yes)
Lead – In
Ask questions
Main Exercise 1 Students match Assessment

part Students work in pairs to study the sentences 1–3 from the criteria
sentences and match them to the listening on page 12 - Demonstrate
descriptions. with descriptions a–c. the ability to
• Check answers with the class. Which tenses do we use participate in a
Elicit which tenses are used in each sentence? conversation.
ANSWERS
Differentiation: b (past continuous) Descriptor:
«Verbal support» method is used 2 c (past continuous and -discusses Cards
to help Students use new words in past simple) questions and
the text. 3 a (past simple) answers the Student’s
Exercise 3 Students complete the questions -can book
Students continue writing their questions in the History classifying
questions individually. Check quiz with a past simple words
answers as a class and a past continuous Assessment
form criteria:
Differentiation: ANSWERS -Write Worksheets
«Verbal support» method is usedWhat new invention was sentences
to help Ss use new words in the Alexander Bell using about real and
sentences.
when he said, ‘Mr imaginary past
Watson, come here. I events
Exercise 4
want to see you’? (the connecting Student’s
Students complete the questions
telephone) them into book
individually or in pairs
paragraphs.
Students complete the .
questions using the -Make CCQ
correct form of the questions
verbs in the box. Descriptor:
ANSWERS - writes about
1 did, do 4 were, past activities
thinking, got 2 did, meet
5 were, doing 3 did, use
6 did, do

End Giving the hometask. WB p.9 well do I understand? their stickers Success
4 - I can do this and to show their
else. according to
3 - I understand and can the lesson.
do this by myself.
this yet.
Short term plan 8


Lesson title Talking about past events
Learning objectives 9.2.1.1 understand with little or no support the main points in extended
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
about a wide increased range of general and curricular topics
9.4.5.1 deduce meaning from context in extended texts on a range of
 Develop their listening skills for gist and specific information in the
context of talking about past events.
 Recognize and use key phrases for talking about events in the
past..
 Perform situations talking about events in the past without
support
Plan

Time criteria
1.Greeting.
Warm-up At the
With books closed, ask students speaking skills and
what important days they can
remember from the past.
• Elicit some answers, e.g. the first
day at a new school, a holiday,
Christmas day, etc. Ask students to
to evaluate Ss
describe what they remember and
with phrases
how they felt
like:
Lead – In
“Good job!
Look at the photo. What do you
Well done!”
think the relationship between
Colin and Dean is? What are they
Good job!
looking at?

knowledge.
Main
part Differentiation:
«Verbal support» method is used Students express their
to help Students ue new words in ideas
the text.
Exercise 2
Tell students they are going to hear Students listen to the Assessment
parts of a dialogue, and they must dialogue. Which part of criteria
choose the most appropriate the festival did Colin - Identify the
responses. Students listen and enjoy most? main idea in
answer individually. extended talk. Cards
• Play the CD again and elicit the ANSWERS
answers The end of the last day Descriptor: Student’s
- gives an book
Exercise 4 appropri
• In a weaker class, encourage Students listen and ate
students to underline the parts of choose the correct answer.
the text where they found the answers.
answers. In a stronger class, ANSWERS Worksheets
encourage students to identify the 1b2b3a4b
false sentences and correct them
from memory. Then they should Assessment
read again and confirm criteria:
Exercise 3 - Demonstrate Student’s
Ask students to complete the the ability to book
sentences with the correct participate in a
prepositions conversation.
explain that prepositions are words
like in, from, to, in front of, at and -Make CCQ
on, which are usually used before a questions
noun or pronoun to show place
Descriptor:
 - discusses
questions and
answers the
questions.

you ... lesson.
Maybe you could ...
Short term plan 9


Lesson title Describing a decade p.15
Learning objectives 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk
9.5.2.1 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
• Study a model account of a decade.
• Learn key phrases for writing about a decade.
• Learn about giving examples.
• Write an account of a decade.
Plan

Time criteria
1.Greeting.
Warm-up At the
Ask students what they think all speaking skills and
these events have in common. If
necessary, tell them that they all
Ss.
happened in the same decade and
invite students to guess which one.
Confirm that it is the 1960s
to evaluate Ss
with phrases
Lead – In
like:
Answer the questions Students express their “Good job!
Why do people remember the ideas Well done!” CD1
seventies?
What were the memorable events?
Good job!
What music, films and fashions
were popular
Do you like or dislike anything from
the seventies?

knowledge.
Main Exercise 1
part Read through the questions and Students rad the model Assessment
make sure everyone understands. text and answer the criteria Cards
In a weaker class, students can questions. -. Study a model
compare answers in pairs before account of a Student’s
checking as a class. ANSWERS decade. book
In a stronger class, set a short time 1a
limit and tell students to skim read 2 Paragraph 2 Descriptor:
the text for the information in the 3 Paragraph 4
questions -read the model
Differentiation: text Worksheets
«Verbal support» method is used
to help Students ue new words in Students study the key Assessment
the text. phrases. Which phrases criteria:
Exercise 2 introduce the - Learn key
• Read through the key phrases paragraphs in the text? phrases for Student’s
with the class. • Ask students to writing about a book
find the key phrases in the model ANSWERS decade.
text and translate them into their Paragraph 1: The … was
own language a decade which … -Make CCQ
Exercise 3 Paragraph 2: In the questions
Look at the words in blue in the world of fashion …
model text. Elicit what their role is Paragraph 3: One of the Descriptor:
(to introduce examples).. most memorable … -find the key
• Point out the use of commas Paragraph 5: By the end phrases in the
with for instance and for example of the decade model text
Students study the

words in blue in the
model text.
ANSWERS
Students’ own answers
you ... lesson.
Maybe you could ...
Short term plan 10

Date: 22.09.22 Teacher name: S7 Murataliyeva

Lesson title My country: Comparing generations p.16
Learning objectives 9.1.6.1 organise and present information clearly to others
9..3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
 Study a text written by a grandfather and his granddaughter about
their different experiences and hobbies as teenagers.
 Learn compound adjectives connected with people’s attributes
 Review talking about the past using used to.
 Talk about hobbies and interests students used to have
Plan

Time criteria
1.Greeting.
Warm-up At the
• Ask students to work in pairs and organization Pictures
speaking skills and
talk about what they know about create friendly moment T tries
their grandparents as young atmosphere to award active
people. What jobs did they do and Ss.
what did they do in their free time? wishes they show their «The praise» PPT
Lead – In
Look at the photo and describe. to evaluate Ss
with phrases
like:
Students express their “Good job!
ideas Well done!”
Good job!
How old are the people in the

photo?
How old are the people in the
photo?
Main Exercise 1
part • Draw students’ attention to the Students look at the
photos and ask them what they photos. What are the Assessment
know about the people’s hobbies people doing? What do criteria
from the photos. Encourage you think their hobbies - Form ideas
students to describe the photos are? effectively and
using the present continuous demonstrate
Differentiation: the ability to
«Verbal support» method is used express them
to help Students ue new words in clearly.
the text. Cards
Descriptor:
Exercise 2 Students read and listen - know Student’s
• Before reading and listening to the text. Are the about book
students look at the true / false sentences true or false? the
questions and guess the answers. people’s
Ask them to discuss the reason for hobbies
their decisions in pairs from the
photos Worksheets
Students match the
Exercise 3 words to make Assessment
Students look through the text and compound adjectives criteria:
complete the exercise. - Apply topic
related Student’s
vocabulary in book
Exercise 4 speech
• Allow students time to think appropriately
about the adjectives in relation to arranging words
the people listed and phrases into
well-formed
sentences
-Make CCQ
questions
Descriptor:
- Match the
words to make
compound
adjectives

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Short term plan 11


Lesson title CLIL. The British sense of humour p.17
Learning objectives 9.2.5.1 recognize the opinion of the speaker(s) in unsupported extended
 Recognize and use vocabulary to do with humour.
 Identify the meaning of the text about the British sense of humour.
 Talk about the sense of humour in your country.
Plan

Time criteria
1.Greeting.
Pre – teach vocabulary At the
Warm-up organization Pictures
speaking skills and
With books closed, ask students to award active
atmosphere
what makes them laugh. Elicit ideas Efficiency: By telling the Ss.
about films, books, TV wishes they show their «The praise» PPT
programmes, etc. and encourage appreciations . method is used
students to express their opinions. to evaluate Ss
• Ask students if they know the with phrases
character Mr Bean. Ask: Do you like:
find him funny? Elicit a range of “Good job!
answers Well done!”
Lead – In
Background Good job!
Mr Bean, mentioned in the text,
first appeared in a British TV
comedy series in the early 1990s.
The character was created by
Rowan Atkinson, who has
described Mr Bean as ‘a child in a
grown man’s body’. Mr Bean has
appeared in two feature films and
also an animated cartoon
1. Did you watch film about Mr
Bean?
2. What does Mr. Bean carry
around with him?.
Yes, I do
No, I don’t
His teddy
Main
part Exercise:1
In a weaker class, remind students Students check the Assessment
to note the part of speech as well meaning of the words criteria
as the meaning for the words and phrases - Recognize and Cards
In a stronger class, check use vocabulary
understanding of the new words by to do with Student’s
eliciting example sentences humour book
«Verbal support» method is used -uses
to help Students ue new words in Students read and listen appropriate
the text. to the text. subject-specific Worksheets
ANSWERS vocabulary
Exercise 2 1 good sense of humour while speaking.
Students listen, read and check 4 sarcasm
their answers to exercise 1 2 comedians Assessment
5 make fun of criteria: Student’s
3 laughter 6 bizarre - Identify the book
Exercise 3 meaning of the
• Allow students time to compare text about the
their answers in pairs and discuss British sense of
any differences before you check Students read the text humour.
with the class. As usual, in a again and answer the
stronger class, encourage full, questions -Make CCQ
complete answers in the students’ ANSWERS questions
own words. Students’ own answers.
Descriptor:
-finds necessary
information in
the text and
completes the
task.
End Giving the hometask. stars and a wish. their stickers to Success
Ex: 3 p:12 wb  You did a really show their
you ... lesson.
Maybe you could ...
Short term plan 12
Тексерілді: Қ. Байсеитовб


Lesson title Review. Unit 1.
Learning objectives 9.6.3.1 use a variety of compound adjectives and adjectives as participles and a variety of
comparative structures to indicate degree on a range of familiar general and curricular
topics
9.6.9.1 use appropriately an increased variety of active and passive simple present and
past forms and past perfect simple forms in narrative and reported speech on a range of
 Make adverbs from adjectives.
 Ask and answer the questions using collocations with make, do,
collect and write.
support.
Plan

Time criteria
1.Greeting.
Warm-up At the
• Ask students to work in pairs and organization Pictures
speaking skills and
talk about what they know about create friendly moment T tries
to award active
their grandparents as young atmosphere Ss.
people. What jobs did they do and Efficiency: By telling the
«The praise» PPT
what did they do in their free time? wishes they show their method is used
appreciations .
Lead – In to evaluate Ss
with phrases
like:
“Good job!
Students express their
Well done!”
ideas
Good job!
I want to do a course in Math.

He may be able to do a good
job, but I doubt it.
Main Exercise 1
part Write the adverbs for these Students write the
adjectives adverbs for these Assessment
adjectives criteria
ANSWERS -Make adverbs
Differentiation: 1 angrily from adjectives
«Verbal support» method is used 4 politely
to help Students ue new words in 2 well Descriptor:
the text. 5 optimistically -write the
3 carefully adverbs for
6 firmly these adjectives Cards
Exercise 2
Choose the correct words Students choose the Assessment Student’s
correct words criteria: book
ANSWERS -
1 beautifully
Exercise 3 4 optimistic
Complete the sentences with 2 the hardest, successful
correct tense of the words in the 5 well, best Worksheets
box. 3 noisily, happily
Exercise 4 Students match the

Choose the correct words words to make Student’s
compound adjectives book

Ex:6 p:18 st  You did a really show their
Self-reflection good job on ... knowledge
you ... lesson.
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Short term plan 13


Lesson title Project. An interview summary: teenage years p.19
Learning objectives 9.3.3.1 explain and justify their own point of view 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
9.5.5.1 develop with support coherent arguments supported when necessary by
examples and reasons for a range of written genres in familiar general and curricular topics
• Read a summary of an interview with a family member.
• Interview an older person about their teenage years and their
generation.
• Write a summary of your interview about an older person’s
youth.
Plan

Time criteria
1.Greeting.
Warm-up At the
With books closed, write My The aim: To develop Ss organization Pictures
teenage years on the board and speaking skills and moment T tries
elicit or explain the meaning create friendly to award active
If students are struggling, give them atmosphere Ss.
some categories and decades and «The praise» PPT
wishes they show their
brainstorm associations, for method is used
appreciations .
example, fashion and hair styles in to evaluate Ss
the 1980s, music in the 1960s,
with phrases
exciting new technology in the
1990s like:
Lead – In Well done!”
Background The word teenager to ideas
describe a person between the
ages of 13–19 originated in the Good job!
1950s. Prior to that, this age group
was not a clearly defined
demographic grouping. In the
1950s adolescents began to stand
out as a group of people for whom
modern music, fashions and trends
were very important. They had
more freedom than previous
generations, and more money to
spend. They rebelled against the
norms of their parents, creating
what became recognized as the
‘generation gap’. Over the next
couple of decades, the teenage
years became a recognized life stag
Main Exercise 1
part Look at the photographs and elicit Students read the Assessment
what they show. Ask students to interview summary. criteria
guess the decade, then read the Match paragraphs A–E - Read a
text quickly and check their guesseswith interview questions summary of an
Differentiation: 1–5 interview with a
«Verbal support» method is used ANSWERS family member
to help Students ue new words in 1E
the text. 2A Descriptor:
3D read the
Exercise 2 4B interview Cards
• In a weaker class, brainstorm 5 C Assessment
other questions or topics that criteria: Student’s
students could ask about. Tell them Students write about an -Interview an book
to choose five questions and point older person’s teenage older person
out or elicit that this means their years about their
summary will have five paragraphs. teenage years
ANSWERS : and their
Students’ own answers generation. Worksheets
Exercise 3
• Find out which generation was -Make CCQ
the most researched and whether Students share your questions
people had the same experiences. interview summary with
Ask students whether they would the rest of the class. Did Descriptor: Student’s
rather be teenagers now, or in any other students find - write about an book
another decade. Have a vote for out similar information? older person’s
the most popular decade. teenage years
WB p.10  You did a really show their
you ... lesson.
Maybe you could ...
Short term plan 14
Term 1 School: named after S. Erubaev
Unit 2 " Exercise and sport "

Lesson title Medical science
Learning objectives 9.2.8.1 begin to recognise inconsistencies in argument in extended talk on a growing
range of general and curricular subjects
9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about a wide
9.6.13.1 use a variety of modal forms for different functions and a limited number of past
modal forms including should/ shouldn’t have to express regret and criticism on range of
• Learn nouns and verbs related to the health benefits of exercise.
• Do a health and exercise quiz.
• Talk about the benefits of doing sport and exercise.
Plan

Time criteria
1.Greeting.
Warm-up At the
• With books closed, write health speaking skills and
and exercise on the board and elicit
the connection between the two.
• Ask: Can you be healthy without
doing exercise?
Lead – In appreciations . method is used
to evaluate Ss
with phrases
like:
ideas Well done!”
1 Why are team sports good for Good job!

you? 2 What are the health
benefits of sport and exercise?
3 What are the secrets of a long
life?
Main Ex: 1 P:20
part Students use their dictionaries to Students check the CD 1
check the meaning of the nouns in meaning of the nouns in Assessment
the quiz. If you want to speed this blue in the Health and criteria Cards
up, put them in pairs and ask each exercise quiz. Which - Learn nouns
student to find half the words words are about mental and verbs Student’s
attitude, and which are related to the book
Differentiation: about physical health? health benefits
«Verbal support» method is used of exercise.
to help Students ue new words in ANSWERS:
the text. Mental attitude: 1, 2, 3, Descriptor:
4, 5, 7, 8, 9 Physical check the Worksheets
Ex:2 P:20 health: 6, 10, 11, 12 meaning of the
Tell students to look at the text nouns in blue in
and find the verbs that are used Students read the text the Health and
with the nouns in the text and again and complete the exercise quiz.
write the nouns and the related table with nouns 1–12 Student’s
verb phrase from exercise 1 and the Assessment book
verbs used with them. criteria:
Differentiation: - Talk about the
«Verbal support» method is used ANSWERS: benefits of
to help Students use new words in 1 have commitment doing sport and
the text 2 build self-esteem exercise
3 have determination
4 develop self-reliance 5 -Make CCQ
Ex:3 P:20 have discipline questions
• Put students into pairs to read 6 improve stamina
the sentences in the Health and 7 involve team work Descriptor:
exercise quiz and decide whether 8 improve concentration - write the
they are true or false 9 boost (your) mood nouns and the
• Find out who got the most 10 increase endorphins related verb
answers right. Were there any 11 increase (your) phrase
answers that really surprised energy
students? 12 raise (your) blood
pressure
Students do the Health
and exercise quiz.
Decide if the sentences
are true or false. Then
listen and check
ANSWERS:
1 True. 2 True 3 False
4 False. 5 True. 6 True
7 False 8 False. 9 False
Ex:3 P:14 wb  You did a really show their
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Short term plan 15


Lesson title Сould, can , will be able to
Learning objectives 9.3.3.1 explain and justify their own point of view on a range of general
9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
• Learn the use of could, can and will be able to.
• Practise using could, can and will be able to to talk about ability in the
past, present and future
Plan

Time criteria
1.Greeting.
Warm-up At the
• • With books closed, write health speaking skills and
and exercise on the board and elicit
the connection between the two.
• Ask: Can you be healthy without
doing exercise? wishes they show their «The praise» PPT
Lead – In appreciations . method is used
to evaluate Ss
with phrases
like:
“Good job!
Well done!”
Good job!
We sometimes use be able Students express their

to instead of "can" or "could" for ideas
ability. Be able to is possible in all
tenses - but "can" is possible only in
the present and "could" is possible
only in the past for ability. In
addition, "can" and "could" have no
infinitive form
Main Ex:5 P:21
part Ask students to look at the quiz Students look at the
again and find an example of can sentences from the quiz Assessment
and will be able to. Ask what are and the listening. criteria
they used to express (ability). Play Complete them with can - Learn the use
the audio again and ask students to / can’t or will / won’t be of could, can
listen for examples of can, could able to and will be able
and will be able to in the ANSWERS: to.
affirmative and negative 1 will be able to
Differentiation: 2 can’t Descriptor:
«Verbal support» method is used 3 won’t be able to Complete them Cards
to help Students ue new words in 4 will be able to with can / can’t
the text. 5 won’t be able to or will / won’t Student’s
be able to book
Ex: 6 P:21
Ask students to read the text Students complete the Assessment
through quickly, ignoring the gaps. text with the affirmative criteria:
Ask: What problem did Jed have? and negative forms of - Practise using
(He fell down a hole and damaged can, could and will be could, can and Worksheets
his feet and knees.) able to. will be able to
ANSWERS: to talk about
Differentiation: 1 can’t ability in the
«Verbal support» method is used 5 will be able to past, present
to help Students ue new words in 2 couldn’t and future Student’s
the text. 6 will be able to book
3 couldn’t -Make CCQ
Ex: 7 P:21 7 won’t be able to questions
Make sure students understand 4 can
what they have to do. If necessary, Descriptor:
do the first sentence as an example - read the text
through quickly,
ignoring the
gaps.

Ex:3 P:15 wb  You did a really show their
you ... lesson.
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Short term plan 16


Lesson title Alternative therapy
Learning objectives 9.4.2.1 understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts
• Read about exercise as a cure.
• Read for general meaning and specific information.
• Express your own opinions on exercise as an alternative medical
treatment.
• Learn about and practise noun suffixes
Plan

Time criteria
1.Greeting.
Warm-up At the
• With books closed, write the speaking skills and
quote from Hippocrates Walking is
man’s best medicine on the board
and ask students what they think it Efficiency: By telling the Ss.
means. Elicit or explain that it wishes they show their «The praise» PPT
probably means that keeping active appreciations . method is used
improves your health to evaluate Ss
with phrases
Lead – In like:
Background “Good job!
Hippocrates lived between 460– Well done!”
370 BCE and was possibly the first
person to think disease and illness Good job!
was the result of natural causes
and not a punishment from the Students express their
gods. He believed lifestyle, diet and ideas
environment all had a part in
people’ s health and that health
could be improved by improving
these factors
Main Ex:1 P:22

part • Draw students’ attention to the Students look at the
photos and elicit a description. In a photos and the title of Assessment
weaker class, encourage students the text, and answer the criteria
to participate by accepting factual questions. Then read the - Read about
descriptions. In a stronger class, ask text and check your exercise as a
students to speculate about and answers cure
explain their answers
ANSWERS: Descriptor:
Differentiation: Exercise reduces pain, to participate by
«Verbal support» method is used helps people with accepting Cards
to help Students ue new words in depression and reduces factual
the text. loneliness descriptions Student’s
Students complete the Assessment book
Ex: 2 P:22 text with sentences a–e. criteria:
• Read the instructions and make Listen and check your - Read for
sure students understand what answers. general
they have to do. Tell them to use ANSWERS: meaning and
context and meaning, but also to 1b specific Worksheets
look at structural elements like 2d information
tenses or words such as however 3c
4e -Make CCQ
Differentiation: 5c questions
«Verbal support» method is used Students complete the Student’s
to help Students ue new words in table with words from Descriptor: book
the text. the text. What suffixes - use context
are used to form the and meaning,
Ex: 3 P:22 nouns?
In a stronger class, ask students to ANSWERS:
predict or guess the noun form and 1 medication
share ideas as a class 2 treatment
3 infection
4 illness
5 reduction
6 depression
7 loneliness
Ex: 4 P:15 wb  You did a really show their
you ... lesson.
Maybe you could ...
Short term plan 17


Lesson title May, might, could, must, can't
Learning objectives 9.1.6.1 organise and present information clearly to others
9.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings
9.5.3.1 write with moderate grammatical accuracy on a wide range of
9.6.13.1 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express
regret and criticism on range of familiar general and curricular topics
• Learn the use of may, might, could, must and can’t for possibility and
certainty.
• Practise using may, might, could, must and can’t to express possibility
and certainty in opinions.
Plan
Time criteria
1.Greeting.
Warm-up At the
Refer students back to the text on speaking skills and
pages 22–23 and ask: Do you think
that swimming in cold water helps
depression? Elicit a range of ideas,
including the idea that it is possible
it works
to evaluate Ss
Lead – In
with phrases
like:
“Good job!
Well done!”
ideas Good job!
Main Ex:1 P:23

part Students study the examples in Students study the
pairs and complete the rules modal forms in blue in Assessment
Point out that we don’t usually use sentences 1–5. Then criteria
can to express possibility choose the correct - Learn the use
Differentiation: options in the rules. of may, might,
«Verbal support» method is used ANSWERS: could, must and
to help Students ue new words in a possibility can’t for
the text. b are possibility and
c don’t certainty.
Ex: 2 P:23 Students сhoose the Cards
Allow students time to compare correct words Descriptor:
their answers in pairs before you ANSWERS: study the modal Student’s
check with the class. Discuss what 1 might forms in blue book
helped students make their choices 4 must Assessment
2 can’t criteria:
Differentiation: 5 might - Practise using
«Verbal support» method is used 3 may may, might,
to help Students use new words in 6 might could, must and Worksheets
the text. Students make can’t to express
sentences using the possibility and
Ex: 3 P:23 modal verbs in exercise certainty in
In a weaker class, do a few 1 and the words in opinions.
examples and discuss them before brackets Student’s
students continue in pairs. In a ANSWERS: -Make CCQ book
stronger class, ask students to 1 He / She may / might / questions
provide not just one sentence for could have flu.
each item, but all the possible 2 He must be tired. Descriptor:
sentences for each item. 3 They may / might / - make
could be Mexican. sentences using
4 He / She can’t be the modal verbs
angry.
5 She must be ill.
6 He may / might / could
be a surgeon

you ... lesson.
Maybe you could ...
Short term plan 18


Lesson title Phrasal verbs
Learning objectives 9.2.6.1 deduce meaning from context in unsupported extended talk on a
wide range of general and curricular topics
9.3.3.1 explain and justify their own point of view on a range of general
• Learn phrasal verbs about health and lifestyle.
• Read an eight-point health plan.
• Listen to a conversation about living longer. .
• Learn how to prepare for listening tasks
Plan

Time criteria
1.Greeting.
Warm-up At the
The aim: To develop
• With books closed, write health and Ss speaking skills and
lifestyle on the board and elicit or
teach the meaning.
Efficiency: By telling Ss.
• Ask: How can your lifestyle affect
the wishes they show «The praise» PPT
your health? Elicit some ideas.
their appreciations . method is used
• Ask: How can you change your
to evaluate Ss
lifestyle to make you healthier? Elicit
with phrases
a range of ideas
like:
Lead – In
“Good job!
Well done!”
Good job!

ideas
Main Ex:1 P:24

part • Read the eight-point health plan Students match the
together and see if any of the phrasal verbs in blue Assessment
students’ ideas from the warm-up are in The eight-point criteria
mentioned. health plan with - Learn phrasal
• Students match the phrasal verbs synonyms verbs about
with their synonyms. ANSWERS: health and
1h lifestyle.
Differentiation: 2c
«Verbal support» method is used to 3g Descriptor:
help Students ue new words in the 4a match the Cards
text. 5d phrasal verbs in
6f blue in Student’s
Ex: 3 P:24 7b book
Focus on the photos and the title Live 8e Assessment
longer, live better. Ask How old do Students read the criteria:
you think the people are? What are introduction to the - Read an eight-
they doing? Live longer, live better point health
article. Then listen. plan. Worksheets
Differentiation: What is a -Make CCQ
«Verbal support» method is used to centenarian? questions
help Students ue new words in the ANSWERS:
text. A centenarian is a Descriptor:
person who is over a - read the Student’s
Ex: 4 P:24 hundred years old introduction to book
Look at the statements and tell the Live longer
students they should prepare to listen Students Listen again
by following the advice in the study and write true or false
strategy. Give them some time to ANSWERS:
read the statements and underline 1 True.
key words. 2 False.
3 False.
4 False.
5 True.
6 True.
Peer-assessment. Students use Poster

End Giving the hometask. Two stars and a wish. their stickers to Success
Ex: 3 P:16 wb  You did a show their
Self-reflection really good job knowledge
on ... according to the
 I really like lesson.
how you ...
Maybe you could ...
Short term plan 19


Lesson title Past modals
Learning objectives 9.2.4.1 understand most of the implied meaning in unsupported extended
9.5.2.1 write independently about factual and imaginary past events,
activities and experiences on a range of familiar general and curricular
topics
9.6.13.1 use a variety of modal forms for different functions and a limited
number of past modal forms including should/ shouldn’t have to express
regret and criticism on range of familiar general and curricular topics
• Learn the use of must have, can’t have, could have and might have to
speculate about the past.
• Practise speculating about the past using past modals.
Plan
Time criteria
1.Greeting.
Warm-up At the
With books closed, ask students to speaking skills and
remember how we express
possibility in the present. Give
Ss.
them some scenarios and elicit
sentences using may, might, could
and must, can’t. For example, say:
to evaluate Ss
Joe’s doing his driving test after
with phrases
only three lessons. (He can’t be
like:
ready / must be very confident.)
“Good job!
Look, it’s getting cloudy. (It may / Students express their Well done!”
might rain this afternoon.), etc ideas
Lead – In
Good job!
Main Ex:1 P:25

part • Students read the sentences and Students sudy the modal
answer the questions. forms in blue i Assessment
• Check answers and remind ANSWERS: criteria
students what past participles are a must, - Learn the use
Differentiation: can’t, of must have,
«Verbal support» method is used could / can’t have,
to help Students ue new words in might b have could have and
the text. . might have to
Students rewrite the speculate about
Ex: 2 P:25 sentences in the past the past. Cards
Remind students that some verbs form
have irregular past participles. Tell ANSWERS: Student’s
them to look up any they are not 1 They could have been Descriptor: book
sure of in the irregular verbs list on seventy years old. rewrite the
page 126 of the Student’s Book 2 He can’t have been a sentences in the
hundred years old. He past form
Differentiation: was still working.
«Verbal support» method is used 3 She might have cut Assessment Worksheets
to help Students ue new words in down on chocolate. criteria:
the text. 4 He must have worked -Practise
out a lot. speculating
Ex: 3 P:25 5 She could have gone about the past
• Students complete the sentences without dessert. using past Student’s
with the correct modals. 6 They might have taken modals. book
• Check answers by asking some up basketball
students to read out their -Make CCQ
sentences and asking the class to Students choose the questions
say whether they are correct or correct words
not. ANSWERS: Descriptor:
1 might - complete the
2 must sentences with
3 could the correct
4 can’t modals
5 must
6 can’t
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Short term plan 20


Lesson title Exchanging opinions p.26
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
9.3.5.1 interact with peers to negotiate, agree and organize priorities and plans for
completing classroom tasks
9.6.13.1 use a variety of modal forms for different functions and a limited number of past
modal forms including should/ shouldn’t have to express regret and criticism on range of
• Listen to a conversation in which people exchange opinions.
• Learn key phrases for exchanging opinions.
• Learn how to use should, must, have to
• Practise exchanging opinions.
Plan
Time criteria
1.Greeting.
Start Ask about the weather. The wish flower”
Warm-up method helps to start the At the
lesson with good wishes organization Pictures
Ask where students come across to each other.
advice about health. Elicit moment T tries
suggestions for how the to award active
government and schools can speaking skills and Ss.
communicate with young people create friendly «The praise» PPT
about health issues atmosphere method is used
Lead – In Efficiency: By telling to evaluate Ss
Using drugs in sport undermines the wishes they show with phrases
values like fair play and teamwork. their appreciations . like:
When sportspeople use drugs, they “Good job!
not only might damage their own Well done!”
health, they also give sport a bad
reputation and set a poor example
to others.
So-called 'performance-enhancing
drugs' or 'performance and image-
enhancing drugs' are banned in
sports because they could give a
sportsperson an unfair advantage
over other competitors.
Main Ex:1 P:26
part Focus on the photo. Ask: What are Students look at the
Marie and Dean looking at? What posters. What are they Assessment Cards
do the posters show? Elicit ideas campaigning against? criteria
and then ask: Which poster do you ANSWERS: - Listen to a Student’s
prefer? Why? Elicit a range of They are campaigning conversation in book
opinions against drugs. which people
exchange
Differentiation: Students listen to the opinions
«Verbal support» method is used dialogue. Which poster
to help Students ue new words has got the clearest Worksheets
inthe text. message? Descriptor:
ANSWERS: -look at the
Ex: 2 P:26 Marie thinks the poster posters. What
n a stronger class, tell students to with the photo has a are they
cover the dialogue and just listen. clearer message, but campaigning Student’s
Play the CD once and ask whether Dean prefers the poster against? book
Marie and Dean agree about the with a more positive Assessment
posters. message criteria:
- Learn key
Differentiation: phrases for
«Verbal support» method is used exchanging
to help Students ue new words Students listen to the opinions.
inthe text. key phrases. Which
phrase expresses a -Make CCQ
Ex: 3 P:26 strong opinion? Practise questions
• Ask students to find the key the dialogue
phrases in the dialogue and ANSWERS: Descriptor:
translate them into their own It should definitely … - listen to the
language. expresses a strong key phrases.
• Students practise the dialogue in opinion.
pairs
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Short term plan 21


Lesson title Reading. Health advice / A discussion essay
Learning objectives 9..3.7. 1 use appropriate subject-specific vocabulary and syntax to talk about a wide
9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range of
examples and reasons for a range of written genres in familiar general and curricular topics
• Learn vocabulary to do with nutrition and healthy eating.
• Read a text about healthy eating.
• Talk about diet and ways it could be improved.
Plan

Time criteria
1.Greeting.
Start Ask about the weather. The wish flower”
Warm-up method helps to start At the
the lesson with good organization Pictures
With books closed, write An apple a wishes to each other.
moment T tries
day keeps the doctor away on the
to award active
board. Explain that this is an old The aim: To develop Ss Ss.
proverb and ask students what it speaking skills and «The praise» PPT
means. create friendly
method is used
Lead – In atmosphere
to evaluate Ss
with phrases
wishes they show their
like:
appreciations .
“Good job!
Well done!”

ideas
Students share with their
When it comes to overall health opinions how to keep
and weight loss, there’s an excess healthy life.
of advice out there. Unfortunately,
most of it is terrible, misguided,
outdated and scientifically
disproven.
Main Ex:1 P:29 Students match

part • Students match the definitions definitions 1–5 with the Assessment Cards
with the blue words. Allow words in blue in the text. criteria
students to use their dictionaries if
ANSWERS: - Learn Student’s
necessary. • Check answers with 1 dairy vocabulary to book
the class 2 processed do with
3 tissues nutrition and
Differentiation: 4 evidence healthy eating.
«Verbal support» method is used 5 fibre
to help Students use new words in Worksheets
the text. Descriptor:
-match
Ex: 2 P:29 Students read and listen definitions with
Students listen and read. Ask the to the text. How does the words in
question to the whole clas healthy eating affect our blue in the text Student’s
lives? Assessment book
Differentiation: ANSWERS: criteria:
«Verbal support» method is used Healthy eating affects - Read a text
to help Students ue new words in our physical and mental about healthy
the text. health. It can reduce the eating.
risk of serious illnesses
such as heart disease, -Make CCQ
diabetes and possibly questions
Ex: 3 P:29 also mental illness, like
• Remind students to look carefully depression. Eating Descriptor:
at the whole question, and watch regular meals can help - read and listen
out for little words or negatives with energy, as well as to the text. How
that change the meaning of the mood and memory does healthy
sentences, e.g. question 5 (Which eating affect our
fats are not good for us?). Students read the text lives?
• Students read the text again and again and choose the
answer the questions. correct answers
ANSWERS:
1a
2c
3b
4b
5a
6b
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Short term plan 22


Lesson title Summative assessment for the 1st unit.
Learning objectives 9.2.1.1 Understand the main points in unsupported extended talk on a wide range of
9.4.1.1 Understand the main points in extended texts on a range of unfamiliar general
9.5.2.1 Write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.3.1.1 Use formal and informal registers in their talk on a range of general and
curricular topics
- Recognise the main points in unsupported extended talk;
-Identify specific information and detail in texts;
-Write with moderate grammatical accuracy;
-Use appropriate subject-specific vocabulary and syntax in a talk;
Plan

Time criteria
1.Greeting.
LISTENING At the
Task. Listen to the dialogues. Six organization Pictures
people talk about sport they like. speaking skills and
Match each speaker with his or her to award active
reason, A-F. atmosphere
Ss.
CD3 Tapescript1.
1. Speaker 1______ wishes they show their «The praise» PPT
A) There are friendly people who go appreciations . method is used
there, so it’s a good place to meet to evaluate Ss
people. [1] with phrases
2. Speaker 2______ like:
B) It’s a great way to keep fit. It’s
“Good job!
better than going to a health club.
Students listen to the Well done!”
[1]
dialogues and match
3. Speaker 3______
each speaker with his or
C) There’s hardly anyone there and
her reason
you can listen to the ocean as you
do it. [1] ANSWERS:
4. Speaker 4______ 1A
D) It’s a good exercise because you 2C
have to walk a lot. [1] 5. Speaker 3F
5______ 4E
E) It’s really fun! But, it’s not as 5B
easy as it looks. [1]
6D
Main
part 6. Speaker 6______
F) I have no trouble to finding Assessment
somewhere to play. [1] criteria
- Study a model
READING
Task. Read the text and identify in Students . Read the text discussion
which paragraph (A-D) the writer and identify in which essay.
does these things. paragraph (A-D) the
1. Establishes the emotional writer does these things.
importance of baseball for fans. ANSWERS:
Paragraph ________[1] 1B Descriptor: Cards
2. The origins of baseball. 2C read the model
Paragraph ________[1] 3D text and answer
the questions. Student’s
4C
Task. Match the headings 3-6 with book
the paragraphs A-D
5A
Assessment
3. The rules of playing the game 6 B Worksheets
______ [1]
criteria:
4. The facilities ______ [1] - Learn key
5. The changes happening to phrases for a
baseball ______ [1] discussion
6. Part of people’s life ______ [1] essay.
WRITING Student’s
Students Choose ONE -Make CCQ
Choose ONE of the topics and write book
Topic 1. Write an article to a of the topics and write
questions
newspaper describing the most ANSWERS:
popular hobby in Kazakhstan Students own answers
nowadays using appropriate Descriptor:
grammar. Try to mention these - complete the
questions: key phrases.
Topic 2. Write an article to a Then read the
newspaper describing the recent model text and
Sport Olympiad where Kazakhstan check
sportsmen participated (in country
or abroad) using appropriate
grammar. Try to mention these Students answer the
questions: questions
SPEAKING
Task. You are given quetsions to
ANSWERS:
speak about for 2-3 minutes. Before Students own answers
you speak you have one minute to
think about what you are going to
say and you can make notes if you
wish.
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Short term plan 23


Lesson title My country. Exercise and sport
Learning objectives 9.3.3.1 explain and justify their own point of view on a range of general and curricular
topics
9.4.9.1 recognise inconsistencies in argument in extended texts on a range of general
examples and reasons for a range of written genres in familiar general and curricular
topics.S3 explain and justify their own point of view on a range of general and curricular
topics
• Read a text about Kazakh sports stars.
• Learn vocabulary connected to success in sports.
• Learn the difference between could, was / were able to and managed to.
• Write sentences about famous sportspeople in Kazakhstan.
Plan

Time criteria
1.Greeting.
Warm-up At the
• Have a race to find which group speaking skills and
can list the most Kazakh create friendly moment T tries
sportspeople in two minutes. atmosphere to award active
• After two minutes, find out which Ss.
group had the longest list and wishes they show their «The praise» PPT
declare them the winner appreciations . method is used
Lead – In to evaluate Ss
with phrases
like:
“Good job!
Students express their Well done!”
ideas
Main
part Ex:1 P:28 Students look at the
• Draw students’ attention to thephotos. Who are these Assessment
photos. Ask them if they can people? What do you criteria
identify who they are. know about them? - Read a text
ANSWERS:
• In pairs, students discuss what
about Kazakh
they know about the sportspeople Kazhymukan sports stars.
Munaitpasov Denis Ten
Differentiation: Zarina Diyas Students’
Descriptor:
«Verbal support» method is used own answers discuss what
to help Students ue new words in they know about
the text. Students read and listen the sportspeople Cards
to the text. Complete the
sentences with the Student’s
names of the people Assessment
Ex: 2 P:28 book
criteria:
ANSWERS:
• Tell students to listen to and read 1 Zarina Diyas (Czech -Learn
the text and see if it contains the Republic) 2 vocabulary Worksheets
information they talked about. Kazhymukan connected to
• In a stronger class, play the Munaitpasov 3 Denis success in
recording with books closed to see Ten (shopping mall) 4 sports
how much they understand and for Kazhymukan
them to check whether the Munaitpasov 5 Denis -Make CCQ
information they talked about is Student’s
Ten 6 Zarina Diyas questions
mentioned book
Descriptor:
Differentiation:
Students complete the
«Verbal support» method is used table with nouns from - read and listen
to help Students ue new words in the text. What suffixes to the text
the text. are used to form the
nouns?
ANSWERS:
Ex: 3 P:28 1 wrestling
• Focus students’ attention on the 2 performance
verbs. 3 failure
• Ask students to note down what 4 achievement
they think the nouns are. 5 competition
• Then tell them to check their 6 injury
answers in the text and correct any
they have got wrong.
• Students underline the suffixes.
• Check answers as a class.
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Short term plan 24


Lesson title CLIL. Healthy eating
Learning objectives 9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range of familiar
9.5.5.1 develop with support coherent arguments supported when necessary by examples
and reasons for a range of written genres in familiar general and curricular topics
• Learn vocabulary to do with nutrition and healthy eating.
• Read a text about healthy eating.
• Talk about diet and ways it could be improved
Plan
Time criteria
1.Greeting.
Warm-up At the
• With books closed, write An apple speaking skills and
a day keeps the doctor away on the create friendly moment T tries
board. Explain that this is an old atmosphere to award active
proverb and ask students what it Ss.
means. wishes they show their «The praise» PPT
• Elicit that the proverb is not appreciations . method is used
meant literally, but suggests that if
to evaluate Ss
we eat healthy foods, like fruit, we
will not get ill. with phrases
Lead – In like:
“Good job!
Students express their Well done!”
ideas
Students discuss then
write an essay
There is one thing that we all have in

common….. no matter where you live…..
and that is the basic human need for good Good job!
health and well-being. The links below will
focus on eating healthy, maintaining fitness,
proper diet, natural energy, and health
safety issues. New content is added from
time to time so keep checking back. Many
of the posts below have had steady stream
of daily visitors over the last several
months.
Main Ex:1 P:29 Students match
part • Students match the definitions definitions 1–5 with the
with the blue words. Allow students words in blue in the text. Assessment
to use their dictionaries if ANSWERS: criteria
necessary. 1 dairy
• Check answers with the class. - Study a model
2 processed
discussion
3 tissues
essay.
Differentiation: 4 evidence
«Verbal support» method is used 5 fibre
to help Students ue new words in
the text. Students read and listen
to the text. How does Descriptor: Cards
healthy eating affect our read the model
lives? text and answer
Ex: 2 P:29 the questions. Student’s
ANSWERS: book
• Students listen and read. Ask the
Healthy eating affects
question to the whole class our physical and mental Assessment
health. It can reduce the criteria: Worksheets
Differentiation: risk of serious illnesses - Learn key
«Verbal support» method is used such as heart disease, phrases for a
to help Students ue new words in diabetes and possibly discussion
the text. also mental illness, like essay.
depression. Eating
Student’s
regular meals can help
with energy, as well as
-Make CCQ book
mood and memory questions
Ex: 3 P:29
Remind students to look carefully at Students read the text Descriptor:
the whole question, and watch out again and choose the - complete the
for little words or negatives that correct answers key phrases.
change the meaning of the ANSWERS: Then read the
sentences, e.g. question 5 (Which 1a2c3b4b5a6b model text and
fats are not good for us?) check

you ... lesson.
Maybe you could ...

English Plus 9 Кл 1 Четв Поурочки

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Short term plan 1

Term 1 School: By name S. Erubaev

Date: 02.09.22 Teacher name: M. Endibaeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Organization moment At the

Home task: The Ladder method was Students use Poster

Short term plan 2

Term 1 School: By name S. Erubayev

Date: 05.09.22 Teacher name: S. Murataliyeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Exercise 4 Students complete the Assessment

Home task: Peer-assessment. Two Students use Poster

Term 1 School: By name S. Erubaev

Date: 07.09.22 Teacher name: S. Murataliyeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Main Pre- Reading Activity. Predictions.

Peer-assessment. Two Students use Poster

Short term plan 4

Term 1 School: By name S. Erubaev

Date: 09.09.22 Teacher name: S. Murataliyeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Lead – In Students write down the

Main Exercise 1 Assessment

Short term plan 5

Term 1 School: By name S. Erubaev

Date: 12.09.22 Teacher name: M. Endibaeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Students write down the

Main Exercise 4 Assessment

Students complete the

Short term plan 6

Term 1 School: By name S. Erubaev

Date: 14.09.22 Teacher name: M. Endibaeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Students write down the

Main Exercise 1 Students complete the Assessment

Self-assessment. How Students use Poster

Short term plan 7

Term 1 School: By name S. Erubaev

Date: 16.09.22 Teacher name: M. Endibaeva

Stages / Teachers’ actions Students’ actions Assessment Resources

Main Exercise 1 Students match Assessment

Self-assessment. How Students use Poster

Short term plan 8

Term 1 School: By name S. Erubaev

Date: 19.09.22 Teacher name: M. Endibaeva

Stages / Teachers’ actions Students’ actions Assessment Resources

In differentiation part«Think and

Peer-assessment. Two Students use Poster

Term 1 School: By name S. Erubaev

Date: 20.09.22 Teacher name: S. Murataliyeva

Stages / Teachers’ actions Students’ actions Assessment Resources

In differentiation part«Think and

Students study the

Term 1 School: By name S. Erubaev

Date: 22.09.22 Teacher name: S7 Murataliyeva

Stages / Teachers’ actions Students’ actions Assessment Resources

How old are the people in the

Peer-assessment. Two Students use Poster

Short term plan 11