Full Blast.

9th grade
I- TERM

Unit: Unit 1Hobbies and Qualities School:

Lesson1
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Hobbies and
Qualities
Learning objective 9.3.1.1 use formal and informal registers in their talk on a range of general and
(s) that this lesson is curricular topics;
contributing to 9.3.3.1 explain and justify their own point of view on a range of general and
curricular topics;
All learners will be able to:• learn vocabulary for hobbies and qualities
Most learners will be able to:
Lesson objectives •recognise the hobbies and qualities needed for familiar person
Some learners will be able to: • talk about the types of hobbies and qualities
that are most important to them.
will have had the opportunity to:
• demonstrate an understanding of what hobbies and qualities are;
• list personal skills and qualities;
Assessment criteria • recognise the hobbies and qualities needed for familiar person;explain and
justify their own point of view on types of hobbies and qualities that are most
important to them.

Value links Knowing yourself

Cross curricular Psychology
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting
and take their places. Hello, boys and girls!
How are you?
Unit  Draw Ss' attention to the title of the module
presentatio and the four pictures. Ask students what
n they can see and what they think the
module will be about.
 Ask SS some questions: What is your
hobby? What hobby would you like to try
someday? Do you prefer indoor or outdoor
activities?
Warm up  Write the word qualities on the board and Quality is particular characteristics
ask Ss if they understand its meaning . a person has
 ExplainSs hobbies and qualities (hobby is
I can, quality is I am) Ss make the list of
hobbies and qualities.
  Draw their attention to the first question in I would describe doing jigsaw
the Discuss section. How would you puzzles as a.......
describe the activities shown? Have Ss As far as bowling is .....I think that
work in pairs and exchange opinions using it can be described as.....
the adjectives in the box. Then have them
Practice share their opinion in class. In oder to do a jigsaw puzzle you
have to be really patient......
Activity "Continue the point of view"
 What kinds of people usually do these
activities?
Use the words in the box.
Formative Assessment Descriptor
• Put students into small groups. Str.Stud Weak.St Scor
• Students should decide on whether the types . ud. es
of Uses Uses 1
Hobbies and qualities from page 11 are and and
popular with their classand then focus students’ pronoun pronoun
attention on the questions. ces key ces key
• Encourage stronger students to talk as much words words
as they correctl correctl
can. Weaker students can just say one y y
sentence for each form of hobbies and qualities Talks as Just 1
they choose. much as says one
Your turn student sentenc
can and e for
by each
using form of
correct hobbies
form of and
sentenc qualities
e student
structur chooses
e

Homewor W/B ex A p 2
k

Additional Information
Differentiation - Assessment - how are you planning to Health and safety check ICT
how do you plan to check learners` learning? links
give more support?
How do you plan to
challenge the more
able learners?
More support will be -through questioning and the redirecting -White board and video is used no
given to weaker of questioning in feedback activities more than 10 minutes
learners by giving -through observation in group and end -Use water based pens
them a modified performance activities -Health promoting techniques
worksheets in some -through formative task -Breaks and physical activities
tasks with greater used.
support -Points from Safety rules used at
this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: Unit 1 Hobbies and Qualities School: №31 secondary school
Lesson 2
Date: 08.09.2022 Teacher’s name: Myrzagaliyeva S.S.
CLASS: 9 ә,б Number present: absent:
Theme of the lesson: Family order
Learning objective 9.4.1.1understand the main points in extended texts on a range of unfamiliar
(s) that this lesson is general and curricular topics;
contributing to 9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
All learners will be able to:• understand vocabulary ,functions and
structures in the context of an article
Lesson objectives Most learners will be able to:
• identify specific information in a text
Some learners will be able to: • elaborate on the topic of the text
Introduce with the vocabulary ,functions and structures in the context of an
article
Assessment criteria Identify the meaning of unknown words from context and specific
information in a text
Add some information from their own experience

Value links Knowing yourself and Family

Cross curricular Psychology
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls! How are
you?
Warm up  Ask students if they have any siblings and if Advantages Disadvantages
they do , ask them if they are the oldest or the Get new More
youngest child in their family?. clothes and responsible
 Draw their attention to the first question. (A toys
p12) Doesn't have Get your older
 You can draw two columns on the board with many brother's and
the headings advantages and disadvantages responsibilitie sister's thing
to note down Ss' answers s
Presentatio  Draw Ss attention to the title and the subtitle It is about how the order which
n of the article and ask them to tell you what you are born in affects your
they think the article is about. personality
 Ask Ss to read through the headings 1-5 and
check understanding. Explain to them that
they are going to read the article and match A.2 B.3 C.5 D.1
each paragraph with suitable heading.
 Read the first paragraph together with the
students and tell them to underline key words
and sentences that help them to summarise
the content of this paragraph. (B.p. 12)
  C.p.14. ask Ssto read through the 1.d 2.b 3.a 4b 5.c 6.a 7.d 8.c
questions 1-8
 allow Ss some time to do the activity
 check the answers with the class. Ask
Ss to provide justifications for their
answers by reading the corresponding
part in the text.
Practice  D. p. 14 Pair work. Draw Ss attention
to the highlighted expressions in the 1.suitable 2.give you a hard time
text and their definitions 1-6. 3. in no time 4. mature 5.
 Remind Ss that in order to siblings 6.willing
understand the meaning of these
expressions , they have to read the
whole sentence they are in and often
the previous /next one, as well.

• Put students into small groups.

Try to do activity "Five finger". give to each
group the picture of five finger that filled with the Descriptor
such questions that can help to summarise or 4-5 Open answers with grammar
elaborate on the topic of the text(F.e What do the accuracy - Excellent
eldest children seem to worry about the most? 2-3 Open answers with some
Why do middle children tend to willingly agree mistakes - Good
Your turn with their friends' plans? etc... ) Less 2 answers - Try again!

Homewor S/B ex D p 14 to remember the phrases and new vocabulary of the topic
k

Additional Information
Differentiation - how Assessment - how are you planning to Health and safety check ICT
do you plan to give check learners` learning? links
more support? How
do you plan to
challenge the more
able learners?
More support will be -through questioning and the redirecting of -White board and video is used
given to weaker questioning in feedback activities no more than 10 minutes
learners by giving -through observation in group and end -Use water based pens
them a modified performance activities -Health promoting techniques
worksheets in some -through formative task -Breaks and physical activities
tasks with greater used.
support -Points from Safety rules used at
this lesson.
REFLECTION Answer the most relevant questions to reflect on your lesson.
Were the lesson objectives/learning objectives realistic?
What did the learners learn? What did/didn’t you like? What was difficult?
Unit: Unit 1Hobbies and Qualities School: №31 secondary school
Lesson 3
Date: 09.09.2022 Teacher’s name: Myrzagaliyeva S.S.
CLASS: 9Ә, 9Б Number present: absent:
Theme of the lesson: Comparisons
Learning objective (s) 9.6.9.1 use appropriately an increased variety of active and passive
that this lesson is simple present and past forms and past perfect simple forms in narrative
contributing to and reported speech 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;
All learners will be able to: understand the usage of present and past
forms
Most learners will be able to:
Lesson objectives
• make comparisons
Some learners will be able to: •use an increased variety of comparative
degree in their speech
Form present and past sentences with increased variety of comparative
Assessment criteria degree of adjectives

Value links Knowing yourself

Cross curricular links Psychology
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up  Ask Ss to read the first two examples. Grammar Section
 Draw Ss' attention to the words in bold p .14 and check WB
their previous knowledge by asking them how we form
the Comparative and Superlative and when they are
used. Explain that the same applies to adverbs.
 Ask Ss to come up with their own examples.
Presentation  Draw Ss attention to the third example and ask them to
say whatthey know about the formation of (not)as ...as
and when it is used. Explain that the adjective/ adverb
between as ..as is in the positive form.
 Write the following sentence on the board: I can draw
better than Rusell and Rusell can't draw as well as me.
Help Ssrealise that both sentences have the same
meaning.
 Ask Ss to come up with their own examples.
 Draw Ss attention to the fourth example and write the
following sentence on the board: It's quicker if Nadia
does it than if I do it.Ask them to tell you the difference
between the two sentences
 Help Ss understand that we can emphasise the meaning
of adjectives/adverbs by adding a lot a bit even ,far,
much rather in the comparative degree.
 By this way try to exlain to Ss that we can use the
 structures the + comparative..., the+ comparative and
comparative+ and + comparative as forms of successive
comparison

 Have Ss do the activity " A Snow ball"

 Put Ss into some pairs. 1.taller
 Student A completes the given sentence with 2 younger
the correct form of the adjectives or adverbs in 3older....older
brackets by adding the and as where necessary. p 4. the most creative
15 5. as interested
Practice
 Student B finds key words ( that can show the 6.less
comparison)and comes up with his own sentence 7.The most
by using it. important
8. more
9.better
Oral assessment

3-2-1 feedback activity Have students

write or talk
about 3 things
they learned, 2
Feedback things they still
want to learn,
and 1 question
they have.

Homework W/B ex B, C p 3

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through 3-2-1feedback activities -White board and
given to weaker learners -through observation in group and end video is used no
by making the task easier performance activities more than 10
than for stronger learners -through formative activity A Snow ball minutes
with greater support -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1Hobbies and Qualities School: №31 secondary school
Lesson 4
Date: Teacher’s name: Myrzagaliyeva S.S.
CLASS: 9 Number present: absent:
Theme of the lesson: Vocabulary: Describing personality
Learning objective (s) that this 9.3.7.1use appropriate subject-specific vocabulary and syntax to
lesson is contributing to talk about an increased range of general and curricular topics
9.1.9.1 use imagination to express thoughts, ideas, experiences and
feelings;

All learners will be able to:understand meaning of some

personality adjectives
Most learners will be able to:distinguish positive adjectives
Lesson objectives
fromnegative and find adjectives with opposite meaning
Some learners will be able to: •use imagination to express
thoughts about describing personality and quality of a person
Have the active vocabulary to express thoughts about describing
Assessment criteria personality and quality of a person

Value links Knowing yourself

Cross curricular links Psychology
Plan
Stages of the lesson Planned activities (replace the notes below with Teacher’s notes
your planned activities)
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls! How are
you?
Warm up  Draw Ss' attention to the words in bold and
explain to them that these are adjectives
describing somebody's personality. Ask them
if they know any of these adjectives. Elicit
answers.
 Remind Ss that when they encounter an
unknown word ,they should try to identify
what part of speech it is(noun, verb,
adjectives) and that the other words in the
sentence can help them understand its meaning
p 16
Presentation  Draw Ss' attention to the Note and explain it.
 Ask Ss to read through the sentences 1-7 and Note p.16
the definitions a -g 1.d 2.f3.a 4.c 5.b 6.g 7.e

Practice  Have Ss do the activity "

classification"
 Encourage Ss to try to understand
which adjectives are positive and Easy-going-strict
which are negative Miserable -cheerful
 B.p.16 Matching. give Ss the
opportunity to find adjectives with
 opposite meaning by matching and
look them up by using dictionary
Formative Assessment Descriptor
Short discussion. "Your personality"  The usage of
Ask students to guess each other’s personality. The personality
simplest way is for them to make statements such adjectives
as “I think you are quite patient” for their partner correctly -1
to respond to with expressions like “Are you  Making
pulling my leg?” or “You could say that.” You sentences with
could also ask them to guess facts that support that grammar
judgement, e.g. “I think that you are quite accuracy - 1
adventurous. I guess that you have been hiking on  Initiation a
your own a few times.” short discussion
-1

Feedback

Homework W/B ex A, B p 4

Additional Information
Differentiation - how do you Assessment - how are you planning to Health and safety
plan to give more support? check learners` learning? check ICT links
How do you plan to challenge
the more able learners?
More support will be given to -through Traffic Light feedback activities -White board and video
weaker learners by making the -through observation in group and end is used no more than 10
task easier than for stronger performance activities minutes
learners with greater support -through formative activity Short -Use water based pens
Discussion -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
Unit: Unit 1Hobbies and Qualities School:
Lesson5
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Vocabulary: Present Simple vs
Present Continuous
Learning objective (s) 9.6.1.1 use present continuous forms and past continuous, including a
that this lesson is growing variety of passive forms, on a range of familiar general and
contributing to curricular topic

All learners will be able to:revise and understand some new uses of the
Present Simple and the Present Continuous
Most learners will be able to:differentiate between the two tenses and
Lesson objectives
use them in context
Some learners will be able to:distinguish between habitual actions and
current activities and use Present Continuous with Stative verbs
Differentiate between the two tenses and use them in context and
Assessment criteria understand the usage of Present continuous with Stative verbs

Value links Knowing yourself

Cross curricular links Psychology
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up  Check Ss' previous knowledge of the two tenses (we use
the Present Simple to refer to habitual actions and the
Present Continuous to refer to current and temporary
actions.) by showing pictures.
Presentation  Ask Ss to identify any time expressions of each tense
used in the first example . (Present Simple : every day/ Note p.34 W.B.
Present cont.s: at the moment)
 You can draw two columns on the board with the
heading Present Simple and Present Cont. Write the
following time expressions/adverbs on the board and
have Ss write them in the correct column : now, always,
on Mondays, this week, sometimes, at the moment.
 Draw Ss' attention to the second example and more
specifically to the use of Present Cont. (is always
chatting)
Point out that the Present Cont is used with always when
describing an annoying habit.
 Draw Ss' attention to the NOTE and explain the
use of Stative verbs. Give some examples and
ask Ss to come up with some others.
  Have Ss do the activity "Four Corners". Four
 You can make up test with A,B,C,D Corners: This is a
answers by using Ex p.17 great way to
 You can give exercise for completing with the encourage dynamic
Present Continuous or the Present Simple movement while
A B learning multiple-
choice questions.
Designate each
corner of the
Practice classroom to
C D
represent A, B, C,
and D. Students go
to the corner that
they believe
corresponds with
the correct answer.

Venn Diagram:
Venn Diagram Use of a Venn
Present S Present Cont diagram
(interconnected
circles) to
Feedback
demonstrate how
different subjects
or topics overlap
and how they are
unique.

Homework W/B ex `C,D p 5

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Venn Diagram feedback activities -White board and
given to weaker learners -through observation in group and end video is used no
by making the task easier performance activities more than 10
than for stronger learners -through formative activity Short Discussion minutes
with greater support -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1Hobbies and Qualities School:
Lesson 6
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Vocabulary: Listening:
Hey, what are you doing
Learning objective 9.2.2.1 understand most specific information in unsupported extended talk on
(s) that this lesson is a wide range of general and curricular topics
contributing to 9.3.6.1 link comments with growing flexibility to what others say at sentence
and discourse level in pair, group and whole class exchanges;
All learners will be able to:practice in listening for specific information and
understand the expressing an opinion
Most learners will be able to:describe people and talk about characteristics
Lesson objectives
required for different professions
Some learners will be able to: support their arguments when describing a
person
Understand specific information in listening
Assessment criteria Talk about characteristics required for different professions and support their
arguments when describing person

Value links Knowing yourself

Cross curricular Psychology
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting
and take their places. Hello, boys and girls!
How are you?
Warm up  Write on the board Expressing an opinion F.e point of view I think As for
 Try to do the association with Ss on it. me...... Say the mind

Presentatio  Draw Ss' attention to the TIP and

n explain it. p.18 Note p.34 W.B.
 Ask students to read through the
questions and the options and
check their understanding
 Point out to SS that each question
corresponds to a different situation
in the form of a short dialogue
 Play each dialogue twice and have
Ss listen and do the activity
  Ask Ss to look at the pictures and read
the accompanying captions.
 Ask students to read through the
phrases in the boxes and check
understanding. Point out to them that
some of these phrases can be used to
describe more than one profession
 Draw Ss' attention to the TIP and
explain it. p.19
 Divide Ss into small groups and have
them do the activity
 Choose several groups to report their
answers in class Descriptor
Str.Stud Weak.St Scor
Formative assessment. . ud. es
Uses Uses 1
• Put students into small groups. and and
• Students should describe a person they pronoun pronoun
admire , a person they like hanging out with ces key ces key
and a person they find annoying words words
Practice  Tell them that they should think of an correctl correctl
appropriate example to support their y in y in
opinion about the person's personality describi describi
expressed in each situation ng a ng a
• Encourage stronger students to talk as much person person
as they Talks as Just 1
can. Weaker students can just say one much as says one
sentence for each form of hobbies and student sentenc
qualities they choose. can and e for
by expressi
supporti ng
ng his opinion
or her about
opinion person's
about personal
the ity
person's
persona
lity
express
ed in
each
situatio
n

Feedback Expressing opinion about the lesson

In my opinion .......

Homewor Reproducethedialogue
k

Additional Information
Differentiation - Assessment - how are you planning to Health and safety check ICT
how do you plan to check learners` learning? links
 give more support?
How do you plan to
challenge the more
able learners?
More support will be -through oral feedback activities -White board and video is used no
given to weaker -through observation in group and end more than 10 minutes
learners by making performance activities -Use water based pens
the task easier than -through formative activity Short -Health promoting techniques
for stronger learners Discussion -Breaks and physical activities
with greater support used.
-Points from Safety rules used at
this lesson.
Unit: Unit 1 Hobbies and Qualities School: №31
Lesson 7
Date: 19.09.2022 Teacher’s name: Myrzagaliyeva S
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Talking about computer/video games
Learning objective 9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings;
(s) that this lesson is 9.4.2.1understand specific information and detail in texts on a range of
contributing to familiar general and curricular topics, including some extended texts
All learners will be able to:understand vocabulary, functions and structures
in the context of a text
Most learners will be able to:recognise the specific information and detail in
Lesson objectives
text
Some learners will be able to:exchange their opinions about computer and
video games
Identify the vocabulary, functions and structures of computer and video games
Assessment criteria Exchange their opinions about computer and video games by understanding
specific information of given text

Value links Knowing yourself

Cross curricular IT
links
Plan
Stages of the Planned activities (replace the notes below Teacher’s notes
lesson with your planned activities)
Greeting Greet students; students respond to greeting
and take their places. Hello, boys and girls!
How are you?
Warm up  Ask Ss the questions and initiate a short
discussion.
A.p20
Presentatio  Draw Ss' attention to the TIP and
n explain it. p20
 Ask students to read through the
descriptions 1-3 of the teens and
underline unknown words at the
same time
 Ask students to read through the
descriptions a-f of some computer
games and underline unknown
words at the same time
 explain some unknown words by
paraphrasing.
 Have Ss do the activity. Point out to them that 1.f 2.a 3.b
there are three extra games which they do not
need to use.
Matching
Draw S attention to the highlighted phrasal 1. lock up 2.try out 3. run into
Practice verbs in the text and their definitions 1-5. Make
sure they haven't got any unknown words . You 4. build up 5. show off
can have Ss work in pairs and do the activity
Formative assessment.

Have SS read through the descriptions of the Descriptor

remaining computer games (c,d,e) again and
describe the person who would be interested in Uses and pronounces 1
them. adjectives and words
about computer games
You can have Ss work in pairs and exchange
correctly
opinions Encourage them to use as many
adjectives as possible and support their Talks as much as 1
argument with the example. student can and by
supporting his or her
argument with the
example
Traffic Cards Traffic Cards: Students create
index cards with a large green
marker circle on one side and
red on the other. If they are
following along and
Feedback understanding the lesson, the
green side of their card is
upright and visible to you. When
they do not understand
something and need
clarification, they flip the card to
show you the red side.
Homewor W/B ex A,B p 6
k

Additional Information
Differentiation - Assessment - how are you planning to Health and safety check ICT
how do you plan to check learners` learning? links
give more support?
How do you plan to
challenge the more
able learners?
More support will be -through traffic cards feedback activities -White board and video is used no
given to weaker -through observation in group and end more than 10 minutes
learners by making performance activities -Use water based pens
the task easier than -through formative activity Short -Health promoting techniques
for stronger learners Discussion -Breaks and physical activities
with greater support used.
-Points from Safety rules used at
this lesson.
Unit: Unit 1.Hobbies and Qualities School: №31
Lesson 8
Date: 20.09.2022 Teacher’s name: Myrzagaliyeva S
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Clauses of result
Learning objective (s) 9.6.16.1 use a variety of conjunctions including so that, (in order) to
indicate purpose although, while, whereas to contrast on a range of
familiar general and curricular topics
All learners will be able to:differentiate between the variety of
conjunctions and apply them with support
Most learners will be able to:differentiate between the variety of
Lesson objectives
conjunctions and apply them with a little support
Some learners will be able to:differentiate between the variety of
conjunctions and apply them in context
Apply the variety of conjunctions including so that, (in order) to indicate
Assessment criteria purpose although, while, whereas to contrast

Value links Knowing yourself

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up Try to make the associations on following words
Result Concession Purpose

Presentation Ask Ss to read through the examples and draw their

attention to the words in bold Note p.35 W.B.
Ask Ss what they remember about the use and formation of
clauses of result and difference between so (followed by an
adj. or adv.) and such (always followed by a noun)
By this step you can present clause of concession and
purpose
 Refer Ss to the Grammar Section in the Workbook.
Ask Ss to come up with their own examples.
 p.23 SB Rewrite the sentences using the words
given
D.p7 Complete the second sentence so that it has the same
meaning as the first sentence, using the word given .Do not
change the word given .You must use between two and five
Practice words including the word given
Descriptor A learner:
Completes sentences with appropriate
word
Uses between two and five words
correctly

Reflection: Hamburger
Ss write their opinions for today’s lesson
First layer- What was good at lesson and what did you
understand?
Feedback Second Layer-What could you improve or develop in
the future?
Third Layer- positive conclusions.
I liked today’s lesson because…
Feedback: T asks Ss what task was difficult to
them

Homework W/B ex `C p 5

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Hamburgers feedback activities -White board and
given to weaker learners -through observation in group and end video is used no more
by making the task easier performance activities than 10 minutes
than for stronger learners -through formative activity Short Discussion -Use water based pens
with greater support -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.
Unit: Unit 1Hobbies and Qualities School: №49
Lesson 9
Date: 22.09.2021 Teacher’s name: Mustafina R.N.
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Talking about hobbies
Learning objective (s) 9.3.7.1use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
9.3.6.1write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics
All learners will be able to:
 categorizephrases with prediction
 use the subject - specific vocabulary with support
 make up sentences with some connectors
Most learners will be able to:
 categorize phrases with support
Lesson objectives
 use the subject - specific vocabulary with a little support
 make up the short summary with connectors
Some learners will be able to:
 categorize phrases
 use the subject - specific vocabulary without support
 make up the text with connectors
Demonstrate the ability to use the subject - specific vocabulary and
Assessment criteria syntax
Apply the variety of connectors at text level

Value links Knowing yourself

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up Guessing
You can draw the two columns on the board and draw a
happy and a sad face as headings to each column.
Explain that they have to decide which phrases mean
 like and which phrases mean dislike
Presentation  Draw Ss' attention to the sentences 1-4. Allow them
some time to read throw the sentences and Key
determine if the phrases in bold have a positive or a 1. isn't my thing - n
negative meaning. 2. enthusiastic about -
 Draw Ss' attention to the NOTE and ask ss to tell p
you what they notice about these verbs( they are 3. fed up with - n
followed by an -ing form or a noun) 4. sick of - negative
 They can make their own sentences for the structure
-ing or noun
 Write the verbs gain and win on the board and
explain to them that these verbs are similar in
meaning, but they differ in the nouns they collocate
with.

 Have Ss do the activity B p. 24 Key

Encourage them to find the nouns that collocate with the Win-b
verb win first. Gain-a
 Explain to Ss that they have to complete the 1. won, medal
sentences with the correct form of the collocations. 2. gain speed
Formative assessment 3. gain, weight
Complete the sentences with the prepositional 4.win,race/
phrases in the box. Make up your own story. Use competition
phrases in the box. C.p25 5. gained, experience.
Key
Practice 1. at last
Descriptor A learner: 2. at all times
3. at the age of
Completes sentences with appropriate 4. at the beginning, at
phrase the end
Makes up his/her own story 5. at the latest
6. at least
Uses phrases in the box 7. at present
8. at once
9. at a later time

Reflection Put a die at each

desk. At the end of
Roll the Dice class, each student
rolls and briefly
Feedback 1. I want to remember … answers aloud a
2. Something I learned today question based on
3. One word to sum up what I learned the number rolled:
4. Something I already knew
5. I’m still confused about …
6. An “aha” moment that I had today

Homework W/B ex A, B, C, p7-8

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
 more able learners?
More support will be -through Roll the Dice feedback activities -White board and
given to weaker learners video is used no more
by making the task easier -through observation in group and end than 10 minutes
than for stronger learners performance activities -Use water based
with greater support -through formative activity pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.

Unit: Unit 1Hobbies and Qualities School: №31

Lesson10
Date: 23.09.2022 Teacher’s name: Myrzagaliyeva S
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Writing/ an informal letter/email
Learning objective (s) 9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
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;
All learners will be able to:
 Identify specific information in text through predictions
 Write sentences at text level with given plan
Most learners will be able to:
 Identify specific information in text through questions
Lesson objectives  Make a clear plan of writing; Write a text; Check the written
draft with little support
Some learners will be able to:
 Identify specific information in text without support
 Make a clear plan of writing; Write a text; Check the written
draft without support

Indicate particular facts and parts in reading passage

Assessment criteria
Make a clear plan of writing; Write a text; Check the written draft

Value links Knowing yourself

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up An email
 Who do you usually write emails to?
 How often do you email them?
 What do you usually write in your emails?
 Do they reply to your emails?
 What do they write in their emails?
Presentation Ask Ss to read through the email and underline any 1.Scott
 unknown words at the same time. 2. He is writing to
Ask Ss to read through the questions and check their give news and to
understanding make a request
Ask them to read through the plan and give them 3. To begin: How are
any necessary explanations about the structure of an things?
informal email/letter and the set phrases they can use To end: Write back
soon with all your
news........
 Ask Ss to read Mark's email and answer the Key1. Yes /he does.
questions He agrees to give
 Draw Ss attention to the boxes with tips and explain Scot the camera, two
them to Ss extra lenses and the
Formative Assessment tripod
Task. Imagine that Scott is a friend of yours and 2. So, of course you
has sent you the email in activity A. Write an can You're more than
email responding to him, in which you agree to welcome to...
part of his request but also refuse a part of it.
You can use Mark's email as a model, but you
must use your own ideas and other expression
Before you begin , read the TIP below and follow
Practice the plan on page 32

Descriptor A learner:
Writes an email with agree part
Writes an email with refusing part
Uses expression for giving own ideas
Follows the plan

Exploration Table: Exploration

Table: At the
What did we do in class? end of class,
Why did we do it? each student
What did I learn today? answers the
Feedback
How can I apply it? following
What questions do I have about it? questions
presented to
7. them on index
cards:

Homework W/B ex C p 10

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety
you plan to give more learners` learning? check ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Exploration Table feedback -White board and
given to weaker learners activities video is used no
by making the task easier more than 10
than for stronger learners -through observation in group and end minutes
with greater support performance activities -Use water based
-through formative activity pens
-Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety
rules used at this
lesson.

Unit: Unit 1Hobbies and Qualities School: №49

Lesson12
Date: 01.10.2021 Teacher’s name: Mustafina R.N.
CLASS: 9 «А» Number present: absent:
Theme of the lesson: What is in a name?
Learning objective (s) 9.4.4.1read a range of extended fiction and non-fiction texts on familiar
and unfamiliar general and curricular topics;
9.4.2.1understand specific information and detail in texts on a range of
familiar general and curricular topics, including some extended texts;
All learners will be able to:
 Identify specific information and detail in text through
predictions
Lesson objectives Most learners will be able to:
 Identify specific information and detail in text through questions
Some learners will be able to:
 Identify specific information and detail in text without support

Assessment criteria Indicate particular facts and parts in reading passage

Value links Respect others

Cross curricular links Russian and Kazakh language
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Write the phrase What's in a name? on the board What's in a nameis a
and Ask Ss to tell you what they understand. Elicit famous quotation found in
answers and encourage Ss to express themselves. Shakespeare's play Romeo
Accept all logical answers. Use the Background and Juliet. A rose by any
 note to provide Ss with further information other name would smell as
sweet is what Juliet says
about Romeo, suggesting
that it doesn't matter that
Romeo belongs to a family
rival to hers. His name
doesn't change the way she
feels about him nor defines
him as a person
Presentation Write the word surname on the board. Make Surnames started to
sure they understand what it means and ask develop as a way to tell the
them to tell you whether they think a surname difference between
can have a special meaning or reveal things different people with the
about ourselves same name
Ask them to read the first two paragraphs of
the text silently and check their answers
Smithson : this person is
 Have Ss read the whole text. Ask them to the son of a smith (a
underline unknown words at the same time person who makes things
Ask Ss some comprehension questions. out of metal)
Draw Ss attention to the surnames in the box. Armstrong : this surname
Read them aloud and tell Ss that they have to comes from the words
use the information from the text and draw "strong' and "arm' and it is
conclusions about the people they originated a surname suggesting a
Practice
from personal attribute strength
You can have Ss work in pairs of arm
Have Ss do the activity and go round the class Underhill: this surname
helping them when necessary suggests that this person
lives at the foot of the hill
and it is connected to the
place this person lived

Exploration Table: Exploration

Table: At the end
What did we do in class? of class, each
Why did we do it? student answers
Feedback
What did I learn today? the following
How can I apply it? questions
What questions do I have about it? presented to them
on index cards:

Homework PROJECT Work

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Exploration Table -White board and video is
given to weaker learners feedback activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.

Unit: Unit 2 Exercise and Sport School: №31

Lesson13 Theme of the lesson: Exercise and Sport
Date: 03.10.2022 Teacher’s name: Myrzagaliyeva S.S
CLASS: 9 «Ә» Number present: absent:
Learning objective (s) 9.3.2.1ask complex questions to get information on a range of
general and curricular topics;
9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics;
All learners will be able to:
 answer to the given complex questions
 give information about the topic with 2 sentences
Most learners will be able to:
Lesson objectives  make up the complex questions with support
 give information about the topic
Some learners will be able to:
 Make up the complex questions to get information on a
given topic
 Give information about the topic and prove it
Make up the complex questions to get information on a given
Assessment criteria topic
Give information about the topic and prove it
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the lesson Planned activities (replace the notes below with Teacher’s notes
 your planned activities)
Greeting Greet students; students respond to greeting and
take their places. Hello, boys and girls! How are
you?
Warm up • Draw Ss’ attention to the title of the
module and ask them the following
questions:
How often do you exercise?
Do you prefer going to the gym orplaying sports?
Presentation Climb up a rope bungee jump hold your breath
Underwater for a minute run marathon
To present the meaning and pronunciation of these
phrases
• Ask Ss to look at the pictures and read
through the accompanying captions.
• Help Ss deduce the meaning of any
unknown words from the content of the
corresponding pictures.
KEY
Suggested answers
• Draw Ss’ attention to the first question • The only activity I can
in the Discuss section and elicit answers. do is climb up
Encourage Ss to elaborate more by asking a rope. The rest seem
if they know anyone who has done any really hard for
of these things, or if they would like to try me.
any of these. • I think the hardest is to
• Ask Ss the second question. Tell Ss to do a bungee
justify their answer. jump.
• Draw Ss’ attention to the third question • No, I’m not because
Practice and write the word endurance on the I’m not very
board. Help Ss understand its meaning sporty so I don’t believe
(the ability to withstand a difficult that I’m in
situation/activity for a long period of time). good shape. / Yes, I am
• Draw a mind map on the board and write because I like
the word endurance in the centre. Ask Ss all sorts of activities
to come up with as many words/phrases/ which test both
ideas related to this word as possible. my physical and mental
Allow the use of L1 and write the English endurance.
equivalent on the board.
• Ask Ss the third question and
elicitanswers
Feedback
3-2-1: Have

3-2-1
students write or
talk about 3 things
they learned, 2
things they still
want to learn, and
1 question they
have. These
values are
interchangeable
and can be used
in different
combinations, or
 with different
questions
altogether.
Homework w/b ex A p 16

Additional Information
Differentiation - how do you Assessment - how are you planning to Health and safety check
plan to give more support? check learners` learning? ICT links
How do you plan to
challenge the more able
learners?
More support will be given to -through3-2-1feedback activities -White board and video
weaker learners by making is used no more than 10
the task easier than for -through observation in group and end minutes
stronger learners with greater performance activities -Use water based pens
support -through formative activity -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.

Unit: Unit 1Exercise and Sport School: №31

Lesson14
Date: 05.10.2022 Teacher’s name: Myrzagaliyeva S.S
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: The urban playground
Learning objective (s) 9.4.2.1understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts;
All learners will be able to:
Identify specific information and detail in text thro
Lesson objectives ugh predictions
Most learners will be able to:
Identify specific information and detail in text through questions
Some learners will be able to:Identify specific information and detail in text
without support
Assessment criteria Indicate particular facts and parts in reading passage
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
 Warm up • Draw Ss’ attention to the pictures Open answer
accompanying the text and ask them to • Suggested answer
tell you if they know what they show. I think that extreme physical
• Explain to Ss that they show instances activities
of an extreme physical activity called are great for those who like to
parkour or freerunning. take
• Ask Ss the questions and initiate a short risks. Unfortunately, I am not
discussion. one of
those people. I enjoy doing
more
conventional sports and
activities. It
must be great being so
fearless and
brave, but I just don’t have
what it
takes.
Presentation Climb up a rope bungee jump hold your breath
Underwater for a minute run marathon
To present the meaning and pronunciation of these phrases
• Ask Ss to look at the pictures and read
through the accompanying captions.
• Help Ss deduce the meaning of any
unknown words from the content of the
corresponding pictures.
Practice
1• Ask Ss some comprehension questions:
When was freerunning or parkour
created? in the 1980s
Who was it created by? by David Belle
and SebastienFoucan
What were David and Sebastien
interested in? They were interested
in learning how to go over, under or
through any obstacles that they met in
their urban environment.
What does free running involve?
It involves spectacular tricks and
somersaults, which are not really
necessary.
2.• Ask Ss to read through the statements 1-7.
Make sure Ss understand everything.
• Have Ss do the activity.
• Check the answers with the class.
3.Ask Ss to read through the words/ KEY
phrases and the de_initions a-f and check 1. F 2. T 3. F 4. T
understanding. 5. F 6. T 7. F
• Have Ss do the activity.
• Check the answers with the class.
Formative Assessment
KEY
Make a short discussion by answering to the question. 1. c 2. f 3. b
Use the topic related vocabulary. 4. e 5. d 6. a

• What’s your opinion about parkour and freerunning?

Descriptor A learner:
Makes short discussion
Answers to the question
Uses the topic related vocabulary
 1. Peer Quizzes: Students
Peer Quizzes can write their own questions
about the content and then
Feedback quiz each other. They would
also spend time going
through the incorrect answers
with each other to heighten
their understanding.

Homework S/b ex E p 40
Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety check
you plan to give more learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -throughPeer Quizzes feedback activities -White board and video is
to weaker learners by -through observation in group and end used no more than 10 minutes
making the task easier than performance activities -Use water based pens
for stronger learners with -through formative activity -Health promoting techniques
greater support -Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.

Unit: Unit 2 Exercise and Sport Бекітемін:

Lesson15 Secondary school № 49
Date: 08.10.2021 Teacher’s name: Mustafina R.N.
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Past Simple/used to/be/get used to
Learning objective (s) 9.6.9.1 use appropriately an increased variety of active and passive simple
present and past forms and past perfect simple forms in narrative and reported
speech on a range of familiar general and curricular topics
9.5.2.1write independently about factual and imaginary past events, activities
and experiences on a range of familiar general and curricular topics;

All learners will be able to:

Uses past forms with support
Expresses factual and imaginary past events with some sentences
Lesson objectives Most learners will be able to:
Uses past forms with little support
Expresses factual and imaginary past events with logical sentences
Some learners will be able to:
Uses past forms without support
Expresses factual and imaginary past events without difficulties
Use active and passive past forms on a general and curricular topics
Assessment criteria Express factual and imaginary past events, activities and experiences
independently in written form
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with your planned Teacher’s notes
lesson activities)
Greeting Greet students; students respond to greeting and take their places.
Hello, boys and girls! How are you?
Warm up • Ask Ss to read through the examples of
the Past Simple and used to /get used to in the grammar box
andcheck their previous knowledge of the
tense.

Presentation Refer Ss to the Grammar section in the

Workbook.
• Ask Ss to find examples of the Past Simple
in the text (e.g. shared, met, developed,
joined, etc.).
• Ask Ss to come up with their own
sentencespractising the tense. the structures used to and be/get used
to
are formed (the former is followed by a
base form while the latter are followed by
an -ing form).
• Point out to Ss that the structures be/get
used to can also be followed by an object
personal pronoun or a noun (e.g. I’m not
used to it. / I can’t get used to this kind of
weather.).
• Explain to Ss that if you are used to doing
something, it means that you are familiar
with it and you don’t find it unusual.
• Tell Ss that be used to can be used with
past, present and future tenses.
• Ask Ss to find examples of the structure
be used to and get used to in the text
(…were used to climbing, running and
jumping around the streets).
• Ask Ss to tell you when we use the
structure get used to and help them
deduce that we use it to talk about the
process of something becoming a habit
of us. Tell Ss that get used to can be used
with past, present and future tenses.
• Ask Ss to find examples of the structure
get used to in the text (…gets used to
dealing with di_ferent obstacles in their
own way).
• Ask Ss to come up with their own
examplespractising the two structures.
 1 • Have Ss do the activity.
• Check the answers with the class. KEY
1. b2. b3. c4. b
Formative Assessment 5. a6. a7. c8. c
Have Ss work in pairs and write the
following on the board: Imagine that you
woke up last week and you realised that
you were a famous singer.
• Have Ss tell their partners how their life
has changed, using used to, be used to
andget used to.
• Allow Ss some time to think of what
Practice they want to say and have them do the
activity.
• Go round the class helping them when
necessary.
2
Descriptor A learner:
Writes imaginary past events
Uses used to, be used to,get used to correctly

A
Exploration
Table At the
Exploration Table end of class,
each student
answers the
following
questions
presented to
Feedback them on index
cards:What did
we do in class?
Why did we do
it?What did I
learn today?How
can I apply it?
What questions
do I have about
it?
Homework W/b ex B,C,D

Additional Information
Differentiation - how do Assessment - how are you planning to check learners` Health and safety
you plan to give more learning? check ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through Exploration Table feedback activities -White board and
to weaker learners by video is used no
making the task easier than -through observation in group and end performance more than 10
for stronger learners with activities minutes
greater support -through formative activity -Use water based
pens
-Health promoting
techniques
-Breaks and physical
activities used.
 -Points from Safety
rules used at this
lesson.

Unit: Unit 1Exercise and Sport School:

Lesson16
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Practising word building
Learning objective (s) 9.6.14.1use 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;
9.5.8.1spell most high-frequency vocabulary accurately for a wide range
of familiar general and curricular topics
All learners will be able to:
Useprepositions followed verbs with support
Write most high-frequency vocabulary with some error
Lesson objectives Most learners will be able to:
Useprepositions followed verbs
Write most high-frequency vocabulary with little support
Some learners will be able to:
Useprepositions followed verbs
Write most high-frequency vocabulary accurately
Use prepositions followedverbs on a familiar topic
Assessment criteria
Write most high-frequency vocabulary accurately
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up • Ask Ss to read through the sentences 1-4. KEY
• Ask Ss the question in the rubric. prevent sb from sth/doing
• Draw Ss’ attention to the verbs in bold. sth = to stop
• Help Ss deduce the meaning of the verbs sb from sth/doing sth
in bold from the context. rely on = to trust sb/sth, to
• Elicit answers (they are all followed by a count on sb
preposition). provide sb with sth = to
• Check the answers with the class. give sbsth
that they need
search for = to try to
_indsth by
looking carefully in a
place
Presentation Ask Ss to read through the verbs in the from on with for
box and check understanding. benefit depend deal
• Have Ss do the activity. apologise
• Check the answers with the class. borrow concentrate
interact prepare
• Ask Ss to come up with their own
sentences demonstrating the meaning
of the verbs followed by prepositions
presentedhere.
 • Draw Ss’ attention to the verb overdo in
the extract from the text on p. 39.
KEY 1. overcooked
• Draw Ss’ attention to the NOTE and 2. overslept
explain it. 3. overcrowded
• Ask Ss to try and guess what the verb 4. overexcited
means(overdo = to do sth too much). 5. overweight
• Ask Ss to read through the sentences 1-7 6. overpriced
7. overuse
and draw their attention to the words in
the box.
• Have Ss do the activity.
• Check the answers with the class.
Formative Assessment
Make up sentences by using following
words.
Practice
1. overcooked
2. overslept
3. overcrowded
4. overexcited
5. overweight
6. overpriced
7. overuse
a ass
Descriptor A learner:
Makes up 7 sentences
Uses given words

Exploration
Table At the end of

Exploration class, each student

answers the
following questions
Table presented to them
Feedback on index
cards:What did we
do in class?Why did
we do it?What did I
learn today?How
can I apply it?What
questions do I have
about it?
Homework W/b ex A, B p 18

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Exploration Table -White board and video is
given to weaker learners feedback activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support -Health promoting
performance activities techniques
-through formative activity -Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
Unit: Unit 1Exercise and Sport School: №31
Lesson17
Date: 13.10.2022 Teacher’s name: Myrzagaliyeva S.S
CLASS: 9 Number present: absent:
Theme of the lesson: Past Simple – Past Continuous
Learning objective (s) 9.6.9.1 use appropriately an increased variety of active and passive
simple present and past forms and past perfect simple forms in narrative
and reported speech on a range of familiar general and curricular topics;
9.3.8.1recount extended stories and events on a range of general and
curricular topics
All learners will be able to:
Apply past forms with some support
Lesson objectives Most learners will be able to:
Apply past forms with little support
Some learners will be able to:
Apply active and passive past forms on a general and curricular
topics
Apply active and passive past forms on a general and curricular
Assessment criteria
topics
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up • Ask Ss to read through the examples in the grammar
box. • Draw Ss’ attention to the words in bold and ask
them to tell you what the difference between the Past
Simple and the Past Continuous is

You can use the VienDiagramme .

Presentation • Refer Ss to the Grammar section in the Workbook. from on with for
• Ask Ss to come up with their own examples.
• Ask Ss to read through the text below the grammar
box and make sure they haven’t got any unknown
words.
• Have Ss do the activity.
• Check the answers with the class.
Complete using the Past Simple or the Past Continuous
of the verbs in brackets.

Practice Formative Assessment

• Draw Ss’ attention to the activity. Have Ss think of
an accident or something funny that happened while
doing a sport, and narrate their experience to the rest of
the class. • Write the words while and when on the
board and encourage Ss to use the structures presented
in the lesson. • Allow Ss some time to think of what
they want to say. • Choose several Ss to narrate their
experience in class.
Narrate an experience. Think of an accident or
something funny that has happened to you while
doing a sport. Use past forms with while when.
 a ass
Descriptor A learner:
Narrates an experience
Uses past forms
Identifies while and when

Four
Corners: This is a
Four Corners great way to
encourage dynamic
You can prepare test with 5-6 task movement while
with multiple-choice for past forms and learning multiple-
the usage while and when choice questions.
Designate each
Feedback corner of the
classroom to
represent A, B, C,
and D. Students go
to the corner that
they believe
corresponds with
the correct answer.

Homework W/b ex C,D p 19-20

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Four Corners feedback -White board and video is
given to weaker learners activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
Unit: Unit 1Exercise and Sport
Lesson18 School : №31
Date: 11.10.2022 Teacher’s name: Myrzagaliyeva S.S.
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Listening: Cyclng endurance
race
Learning objective (s) 9.2.2.1 understand most specific information in unsupported extended
talk on a wide range of general and curricular topics;
9.1.2.1use speaking and listening skills to provide sensitive feedback to
peers;
9.3.6.1link comments with growing flexibility to what others say at
sentence and discourse level in pair, group and whole class exchanges;
All learners will be able to:
Lesson objectives
Most learners will be able to:

Some learners will be able to:

Identify facts and details in extended talks with no support

Assessment criteria
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Write down on the board Bicycle Race
They will answer following questions:
What is a Bicycle Race?
Have you taken part in such races?
What is the opportunity of that race?
Who do you know that takes part in such races?
Presentation • Ask Ss to read through questions 1 and 2 and the from on with for
corresponding answer choices and check their
understanding.
• Play the CD and have Ss listen to the first part
(Before the race) carefully so as to answer the
questions.
• Follow the same procedure with the rest of the parts.
CD 1 7, 8, 9

a Play the CD again and KEY 1. b 2. c 3. c 4.

• Play the CD again and have Ss listen to the three c 5. a 6. b
parts and check their answers
 They are going to listen to a live radio report
of the final stage of a cycling endurance race
Practice in three parts. The first part is before the race,
the second one is during the race and the third
one is after the race. Listen to each part, and
answer the questions that follow. Choose a, b
or c.
• Ask Ss if they have heard of activity gifts, if they
know what they are, etc.
• Elicit answers and point out to Ss that activity gifts
 are alternative gifts which engage people in various
activities they enjoy.
• Ask Ss to read through the three advertisements for
activity gifts and check understanding.
• Ask Ss which activity gift they would choose for
themselves and which one they would choose for their
partner. • Elicit answers.
• Ask Ss if they can think of any other activity gifts
for themselves and for their partners. • Elicit answers. •
Ask Ss to look at the pictures of the three people, read
through their profiles and check their understanding. •
Ask Ss to read through the phrases in the box and
check understanding. • Get Ss to do the activity in
pairs and go round the class helping them when
necessary. • Choose several pairs to act out their
dialogues in class.
Put a die at each desk. At

Roll the Dice

the end of class, each
student rolls and briefly
answers aloud a question
based on the number
rolled: I want to
Feedback remember …Something I
learned today
One word to sum up what
I learned
Something I already knew
I’m still confused about
An “aha” moment that I
had today
Homework S/b p 45

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -throughRoll the Dice feedback -White board and video is
given to weaker learners activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
 Lesson Plan

Unit: Unit 1Exercise and Sport Бекітемін:

Lesson19 Secondary school №49
Date: 19.10.2021 Teacher’s name: Mustafina R.N.
CLASS: 9 «Ә» Number present: absent:
Theme of the lesson: Listening: Formulating different
types of questions
Learning objective (s) 9.3.2.1ask complex questions to get information on a range of general and
curricular topics;
9.4.2.1understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts;
9.6.5.1 use questions including prepositions at what time, in which direction,
from whose on a range of familiar general and curricular topics;
Lesson objectives All learners will be able to:
Make up and ask complex questions with support
Identify specific information in extended texts with support
Use questions including prepositions at what time, in which direction, from
whose with support
Most learners will be able to:
Make up and ask complex questions with some support
Identify specific information in extended texts with some support
Use questions including prepositions at what time, in which direction, from
whose with some support
 Some learners will be able to:
Make up and ask complex questions
Identify specific information in extended texts
Use questions including prepositions at what time, in which direction,
from whose
Make up and ask complex questions to get information on a given topic
Identify specific information in extended texts on familiar and unfamiliar
Assessment criteria topics
Use questions including prepositions at what time, in which direction,
from whose
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with your Teacher’s notes
lesson planned activities)
Greeting Greet students; students respond to greeting and take their
places. Hello, boys and girls! How are you?
Warm up • Draw Ss’ attention to the questions. • Elicit answers and
initiate a short discussion. Encourage them to express
themselves without worrying about making any mistakes.
Presentation Draw Ss’ attention to the layout of the first text and ask from on with for
them what it is (an email). Draw their attention to the second Text A Who is working at
text and ask them what it is (a leaflet). • Ask Ss the question Atlas Fitness Centre? Kim
in the rubric. Tell Ss that they don’t have to read every Why is Kim writing to
single word. They have to move their eyes quickly along the Penny? to inform her about
texts in order to understand what they have in common. • the newcomer’s week at the
Elicit answers (both texts refer to Atlas Fitness Centre). • fitness centre and encourage
Ask Ss to read through the texts and underline any unknown her to apply for a
words at the same time. • Ask Ss some comprehension membership
questions:

 Ask Ss to tell you what question words are and

what they are used for. • Elicit the answer that
question words are used to form questions; that is
why they are put at the beginning of questions. •
Ask Ss to tell you all the question words they can
think of and write them on the board. Ask them to
tell you when they are used (e.g. who - in context
for people, what/which- for things, where- for
places, when- for time, why- for reasons and how-
for specific information, manner, quantity,
frequency, someone’s health). • Draw Ss’ attention
to the NOTE and explain it. • Explain to Ss that
question words with prepositions are common, and
that we usually have a preposition at the end of the
sentence. When the preposition is at the beginning
of the sentence, it sounds more formal. However,
when we make questions shorter, we usually place
the preposition before the question word. • Refer Ss
to the Grammar Section in the Workbook.
 Subject-Object questions • Ask Ss to read through
the examples in the grammar box and draw their
attention to the words in bold. • Ask Ss what they
notice about the formation of the questions (the
first question is formed without an auxiliary verb
while the second is formed with an auxiliary verb).
• Remind Ss of SVO (Subject-Verb-Object) and
write the following on the board S V
O The storm damaged the roof. • Write the
following questions What damaged the roof? What
did the storm damage? and ask Ss which question
 is asking about the subject of the verb (the first
one- the storm) and which about the object of the
verb (the second one- the roof). • Elicit answers
and explain to Ss that when we use the question
words who, which and what to ask about the
subject of the verb, we form the questions without
auxiliary verbs (who/which/what + verb in the
affirmative form), while when we ask about the
object of the verb, we form the question with
auxiliary verbs (who/which/ what + auxiliary verb).
a Play the CD again and KEY 1. c 2. b 3. c 4. b
5. A
• Draw Ss’ attention to the activity and the TIP. Explain it to
them and have them read through the sentences. Make sure
they understand everything. • Have Ss do the activity. •
Practice Check the answers with the class.
• Draw Ss’ attention to the highlighted expressions in the
text and their definitions 1-6. Make sure they haven’t got KEY 1. sign up 2. sum 3.
any unknown words. You can have Ss work in pairs and do opportunity 4. guarantee 5.
the activity. • Remind Ss that in order to understand the refund 6. complain
meaning of these expressions, they have to read the whole
sentence they are in and often the previous/next one, as well.
• Check the answers with the class.

Formative Assessment
Write Subject -Object questions. The words in bold are
the answers
p.49
Descriptor A learner:
Writes Subject – Object Questions
Makes appropriate questions to the bold
words
Put a die at each desk. At the
end of class, each student
Roll the Dice rolls and briefly answers
aloud a question based on the
number rolled: I want to
remember …Something I
Feedback
learned today
One word to sum up what I
learned
Something I already knew
I’m still confused about
An “aha” moment that I had
today
Homework S/b p 45

Additional Information
Differentiation - how do Assessment - how are you planning to check Health and safety check
you plan to give more learners` learning? ICT links
support? How do you plan
to challenge the more able
learners?
More support will be given -through Roll the Dice feedback activities -White board and video is
to weaker learners by used no more than 10 minutes
making the task easier than -through observation in group and end -Use water based pens
for stronger learners with performance activities -Health promoting techniques
greater support -through formative activity -Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
 Lesson plan

Unit: Unit 1Exercise and Sport Бекітемін: Г.С.Жакиева

Lesson 20 Secondary school of lyceum 63
Date: The 15 th of October Teacher’s name: Mardanova Sh.Zh
CLASS: 9 «Ә,А,Б» Number present: absent:
Theme of the lesson: Listening: Practising word
building
Learning objective (s) 9.5.8.1spell most high-frequency vocabulary accurately for a
wide range of familiar general and curricular topics
9.2.2.1 understand most specific information in unsupported extended talk on a wide range of general and
curricular topics;

Lesson objectives All learners will be able to:

Write the most high- frequency vocabulary with support
Recognise the main points in unsupported extended talk through
questions
Most learners will be able to:
Write the most high- frequency vocabulary with some support
Recognise the main points in unsupported extended talk through key
words
 Some learners will be able to:
Write the most high- frequency vocabulary accurately
Recognise the main points in unsupported extended talk
Write the most high- frequency vocabulary accurately
Assessment criteria
Recognise the main points in unsupported extended talk
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Read the notes and complete the tables Use the notes on p 50 SB
Adjective Noun
Popular -
able -
fit -
lonely dark responsible similar similarity kind
possible weak ill necessary
Presentation from on with for
Write the following on the board: He is a well-
known actor. • Draw Ss’ attention to the
compound adjective well-known and the
NOTE. Read out the definition for the
compound adjectives and provide any further
explanations. • Point out that these adjectives
are also called hyphenated because the use of a
hyphen is necessary. Use the NOTE to explain
to Ss when we don’t use a hyphen. • Also,
point out to Ss that when we have a compound
adjective using numbers, that word is always
in singular form (e.g. twohour-lesson, five-
year-old boy).
a Play the
Have to do activity.on p 51gain and KEY 1. sugar 2. new 3. ice
• Draw Ss’ attention to the TIP and explain it. • Ask Ss 4. year 5. highly 6. cost 7.
to read through the questions 1-4 and look at the set of day 8. tech
pictures following each question. • Play each dialogue
Practice twice and have Ss do the activity. • Check the answers KEY 1. b 2. b 3. c 4.
with the class. a

Feedback Roll the Dice: Put

a die at each desk.
At the end of class,
each student rolls

Roll the Dice and briefly answers

aloud a question
based on the
number rolled:

8. I want to remember
…
9. Something I
learned today
 10. One word to
sum up what I
learned
11. Something I
already knew
12. I’m still
confused about …
13. An “aha”
moment that I had
today

Homework W/b ex A,B,C p 22

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Roll the Dice feedback -White board and video is
given to weaker learners activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.

Lesson Plan

Unit: Unit 1Exercise and Sport Бекітемін: Г.С.Жакиева

Lesson 21 Secondary school of lyceum 63
Date: The 17 th /18 th of October Teacher’s name: Mardanova Sh.Zh
CLASS: 9 «Б,Ә,А» Number present: absent:
Theme of the lesson: Listening: Write: A semi-formal
letter/email asking for and giving information
Learning objective (s) 9.4.6.1 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and
curricular topics
9.6.11.1 use an increased variety of reported speech forms for statements, questions and commands,
including indirect and embedded questions with know, wonder on a range of familiar general and curricular
topics; 9.5.4.1 use with minimal or no support style and register appropriate to a growing variety of written
genres on general
 All learners will be able to:
Express writer's viewpoint and attitude by answering given questions
Apply reported speech forms with support
Use appropriate style and register with support
Most learners will be able to:
Lesson objectives
Express writer's viewpoint and attitude with 2 more sentences
Apply reported speech forms with minimal support
Use appropriate style and register with minimal support
Some learners will be able to:
Express writer's viewpoint and attitude without support
Apply reported speech forms with no support
Use appropriate style and register with no support
 Identify writer’s viewpoint and attitude in extended texts on a
range of familiar general and curricular topics
 Apply a range reported speech forms for statements, questions
Assessment criteria and commands
 Demonstrate the ability to use appropriate style and register
with limited support

Value links Taking care of your body and health

Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up • Write the word charity on the board and KEY
ask Ss the following questions: Suggested answers
• Yes, I would really like it
Have you ever taken part in an event to because it
raise money for a good cause? would be for a good cause. / No,
How do you try to help other people in I
your everyday life? don’t think I would because I’m
not
• Elicit answers and initiate a short particularly active and I don’t
discussion. If necessary, allow the use enjoy
of L1 to encourage all Ss to express cycling.
themselves. • I would like to know how long
• Draw Ss’ attention to the questions. Read the
cycling race is, what time it
them aloud and initiate a short discussion. starts,
how much I need to pay in order
to
take part in it, what kind of bikes
are
suitable for the race, etc.
Presentation from on with for
• Ask Ss to read through the announcement
and the letter and tell them to underline
unknown words at the same time.
• Ask Ss to read through the questions 1-5
and check understanding.
• Have Ss do the activity.
Ask Ss some comprehension questions:
Who was this announcement issued by?
by the Expats Cycling Club
Why is the bike ride being organised? to
help the International Children’s Heart
Foundation raise money to _ight against
heart disease
 When is the bike ride? on 27 May 2018
Who is Jenny Collins? the club secretary
What should be done by 5 March?
Anyone who wishes to take part in the
bike ride should contact Jenny Collins.
What kind of information should
participants send? name, age and
whether they have participated in any
other cycling events
When does general registration start? on
12 March
Where did David see the announcement?
on his school noticeboard
Is he a member of the cycling club? No,
he isn’t.
Has he taken part in any other cycling
events? No, he hasn’t.
Would he like to become a member of
the cycling club? Yes, he would.
• Explain any unknown words and choose
• Ask Ss to read through the information
in the box and draw their attention to
the phrases we use to introduce indirect
questions.
• Point out to Ss that we use indirect
questions to sound more polite.
• Draw Ss’ attention to the examples in
the table and ask them what they notice
about the formation of indirect questions.
• Elicit the answer that indirect questions
are formed in two ways:
i) an introductory phrase (e.g. I would like
to know…) + a question word (e.g. how
much) + a subject (e.g. the registration fee)
+ a verb (e.g. is) when the direct
question begins with a question word (e.g.
How much is the registration fee?),
ii) an introductory phrase (e.g. I was
wondering…) + if/whether + a subject (e.g.
the team) + verb (e.g. will do) when the
direct question does not begin with a
question word (e.g. Will the team do any
training before the race?).

a • Point out to Ss that in indirect questions KEY

the word order is the same as in 1. how many students are
participating
a_ff_irmative sentences and the tenses do 2. when the cycling team
not change. meets
• Ask Ss to read through the direct 3. if/whether a certi_icate
Practice questions 1-5 and check understanding. is given to all
• Have Ss do the activity. participants
4. if/whether this event
• Check the answers with the class.Pla takes place
y the CD again and every year
• Ask Ss to read through the email and 5. where the registration
underline any unknown words at the o__ice is
same time.
• Refer Ss’ to David’s letter in activity B
 and have them divide the letter into
paragraphs.
• Allow Ss some time to do the activity.
• Then draw their attention to the
underlined sections. Explain to them that
they are written in a rather informal style
and therefore the register is inappropriate.
• Refer Ss to David’s letter again and have
them rewrite the underlined parts of the
email in a more appropriate style.
• Encourage them to use some of the
indirect questions in activity C too.
• As soon as they finish, have Ss compare
their answers with their partners’.
• Check the answers with the class. Explain
any unknown words.
Formative Assessment
E. You have seen the following announcement on
your school
noticeboard. You are interested in taking part, but
you need more information
before you decide. You want to ask about:
• the price of the caving trip
• if lunch is provided
• whether you need any special equipment
Write a letter to Mr Maratov giving any necessary
information about
yourself and asking for the information you want.
Descriptor A learner:
Uses information on noticeboard
Writes a letter by given plan
Gives the personal information
Peer
Quizzes: Students
can write their own
Peer Quizzes questions about the
content and then
quiz each other.
They would also
Feedback
spend time going
through the
incorrect answers
with each other to
heighten their
understanding.

Homework W/B ex C p 24-25

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Peer Quizzes feedback activities -White board and video is
given to weaker learners used no more than 10
by making the task easier -through observation in group and end minutes
than for stronger learners performance activities -Use water based pens
with greater support -through formative activity -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
Unit: Unit 1Exercise and Sport School:
Lesson 22
Date: Teacher’s name:
CLASS: Number present: absent:
Theme of the lesson: Summative Assessment on Term 1
Learning objective (s)

All learners will be able to:

Lesson objectives
Most learners will be able to:

Some learners will be able to:

Assessment criteria
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up

Presentation from on with for



a Play the CD again and

Practice

Feedback
 Homework

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through feedback activities -White board and video is
given to weaker learners used no more than 10
by making the task easier -through observation in group and end minutes
than for stronger learners performance activities -Use water based pens
with greater support -through formative activity -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
Unit: Unit 1Exercise and Sport Бекітемін: Г.С.Жакиева
Lesson 23 Secondary school of lyceum 63
Date: The 21 st /22 nd of October Teacher’s name: Mardanova Sh.Zh
CLASS: 9 Number present: absent:
Theme of the lesson: Culture page: Football
codes
Learning objective (s) 9.4.9.1recognise inconsistencies in argument in extended texts on a range of general and curricular topics
9.5.5.1develop with support coherent arguments supported when necessary by examples and reasons for a
range of written genres in familiar general and curricular topics;

9.1.6.1organise and present information clearly to others;

All learners will be able to:

Identify an argument in text with support
Write argument supported by examples with support
Organize the information logically with support
Most learners will be able to:
Lesson objectives
Identify an argument in text with some support
Write argument supported by examples with some support
Organize the information logically with some support
Some learners will be able to:
Identify an argument in text
Write argument supported by examples and reasons
Organize the information logically and present clearly
Identify inconsistencies in argument in extended texts on a range of
general and curricular topics
Assessment criteria Write with support coherent arguments supported when necessary by
examples and reason
Organize the information logically and present clearly to others
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Write the phrase Football Codes on the board and ask Football is an ancient sport
Ss to tell you what they understand. Elicit answers and whose origins date back to
encourage Ss to express themselves. Accept all logical ancient China, according
answers. • Use the Background note to provide Ss with to historical evidence.
further information. Football codes is a phrase
which is used to refer to a
wide variety of team sports
whose main similarity is
kicking or throwing the
ball toward or in a net with
the intent of scoring a
goal. Although football is
played all over the world,
there are many variations
according to where they
are played (e.g. European
football is different to
 American and Australian
football) and each game
has different rules, laws
and styles – for example,
in some football codes
players are allowed to use
their hands.
Presentation Ask Ss to tell you if they knew these facts and ask from on with for
them to tell you what kind of football is played in their
country. • Write the word football on the board. Ask
them to tell you any rules or other facts they know
concerning the game of football. • Draw Ss' attention
to the question, the sentences a-c and the picture
accompanying the text. Ask Ss to scan quickly through
the text and match each player to the appropriate
paragraph. Elicit answers, but do not correct Ss at this
stage (first player - paragraph A, second player -
paragraph C, third player
Paragraph player
paragraph B). • Ask Ss to read the text carefully and
tell you what its main purpose is. • Check the answers
with the class.

a Have Ss read the text again. Ask them to KEY 1. B 2. A 3. B

underline any unknown words at the same time. • 4. C 5. C 6. A
Ask Ss some comprehension questions:
According to evidence, when did people start
playing some sort of football games? around 2,000
Practice years ago Are all football codes played in the same
way? No, they aren’t. What is British football
officially called? Association Football Is
Association Football the most popular type of
football in the world? Yes, it is. What do players
mostly use in American Football? their hands
When was American Football invented? in the late
1800s What is another name for Australian Rules
Football? Aussie Rules What are cricket fields
like? They are round and much bigger than those
of football.
• Have Ss do the activity. • Check the answers with the
class. P
Formative Assessment
FFay the CD again and
Draw Ss’ attention to the project. • Explain to Ss that it
will be done as homework. • Explain to them that they
have to use the Internet, the school library or any other
available resources to find information about Canadian
or Gaelic Football. Recommend some safe websites for
Ss to use (see Introduction for a list of useful
websites). • Make sure half of the Ss have used
Canadian football and the other half Gaelic Football so
that Ss can gain a variety of knowledge during the
presentations. • They should make notes on the
following topics: • how it started • how it is played •
 Explain to Ss that they are going to present their
projects. Refer them to the Project Skills section on
page 262 and explain to them the steps they have to
follow. • After each presentation, encourage Ss to ask
questions in order to find out more about the specific
topic. Initiate a short discussion.
Task Do you know anything about Canadian or Gaelic
Football? Choose one and do some research. Then
write a paragraph. You should mention: • how it
started • how it is played
Task
Do you know anything about Canadian or Gaelic
Football? Choose one and do some research. Then
write a paragraph. You should mention: • how it
started • how it is played

Descriptor A learner:
Does some research
Writes paragraph
Mentions given part
Talk it
Out: Students can
host their own talk
show and discuss

Feedback
Talk it Out the important
points of any
lesson. They write
their own questions
and answers, and
can even play
characters of their
own creation.
Homework

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Talk it Out feedback activities -White board and video is
given to weaker learners used no more than 10
by making the task easier -through observation in group and end minutes
than for stronger learners performance activities -Use water based pens
with greater support -through formative activity -Health promoting
techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.
Unit: Unit 1Exercise and Sport Бекітемін: Г.С.Жакиева
Lesson 24 Secondary school of lyceum 63
Date: The 24 th /25 th of October Teacher’s name: Mardanova Sh.Zh
CLASS: 9 «А,Ә,Б» Number present: absent:
Theme of the lesson: CLIL/Sports science/ Bones
Learning objective (s) 9.4.2.1understand specific information and detail in texts on a range of familiar general and curricular
topics, including some extended texts;

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general
and curricular topics;

All learners will be able to:

Identify specific information and detail in texts with support
Apply topic related vocabulary in 1-2 sentences
Lesson objectives Most learners will be able to:
Identify specific information and detail in texts with some support
Apply topic related vocabulary on topic with some support
Some learners will be able to:
Identify specific information and detail in texts with support
Apply topic related vocabulary in project
Identify specific information and detail in texts on a range of
familiar general and curricular topics, including some extended
Assessment criteria texts
Apply topic related vocabulary in speech appropriately arranging
words and phrases into well-formed sentences on different topics
Value links Taking care of your body and health
Cross curricular links PE
Plan
Stages of the Planned activities (replace the notes below with Teacher’s notes
lesson your planned activities)
Greeting Greet students; students respond to greeting and take
their places. Hello, boys and girls! How are you?
Warm up Draw Ss’ attention to the word Sports Science and ask
them if they like the subject and if they are good at it. •
Write the word body on the board and have Ss come
up with as many words related to their body they can
think of.
Presentation Draw Ss’ attention to the picture with the human from on with for
skeleton and the title, and ask them the following
question: Why do you think we have a skeletal
system? • Elicit answers, but do not correct Ss at this
stage. Allow the use of L1 to encourage all Ss to
express themselves. • Draw their attention to the
statements and the highlighted words. Ask Ss to use
their dictionaries to look up the meaning of these
words. Provide any clarifications, if necessary. • Then
ask Ss to do the activity and compare their answers
with their partners’. Explain to Ss that they are going
 to check their

a Play the CD again and
Draw Ss’ attention to the diagram. Ask Ss to think of
the parts missing in L1. Elicit answers. • Have Ss read
the first paragraph. Ask them to underline any
unknown words. Ask Ss the following questions: What
Practice is the part of our body that protects our brain? the skull
What is the part of our body that protects our heart and
our lungs? the ribcage • Have Ss underline the words
skull and ribcage in the text. Explain to them that they
are going to follow the same procedure for the rest of
the text. They are going to underline the parts of our
body each paragraph is about. • Have Ss read the
second paragraph. Ask them the following questions:
When do bones move? when muscles contract and
relax How are muscles attached to the bone? by a piece
of tendon Can muscles push? No, they can’t. They can
only pull. Do muscles work in pairs? Yes, they do. •
Ask Ss to tell you the key information they should
underline in this paragraph (muscles, tendon). • Have
Ss read the third paragraph. Ask them the following
questions: What is the body part that keeps the body
upright and connects the different parts of the skeleton
together? the spine How many bones is the spine made
up of? 26 bones Is the spine the same length among
people? No, it isn’t. Why is everyone’s spine a
different length? Because each person is a different
height. • Ask Ss to tell you what they are going to
underline in this paragraph (the word spine). • Have Ss
read the fourth paragraph. Ask them the following
questions: What is the soft tissue inside larger bones
called? bone marrow What is formed in the bone
marrow? blood cells How many blood cells can your
body make every second? 2 million red blood cells
Formative Assessment
How much do you know about the human body?
Choose a group of muscles (e.g. the smallest ones,
the biggest ones, the ones that belong to the leg) and
do research. Then label the diagram below with the
muscles you have chosen, and say what their
purpose is
Descriptor A learner:
Does the research by choosing a
group of muscles
Labels the diagram
Proves with reasons
Uses topic related vocabulary
Feedback Traffic
Cards: Students
create index cards
with a large green

Traffic Cards marker circle on

one side and red on
the other. If they
 are following along
and understanding
the lesson, the
green side of their
card is upright and
visible to you.
When they do not
understand
something and
need clarification,
they flip the card to
show you the red
side.
Homework

Additional Information
Differentiation - how do Assessment - how are you planning to Health and safety check
you plan to give more check learners` learning? ICT links
support? How do you
plan to challenge the
more able learners?
More support will be -through Traffic Cards feedback -White board and video is
given to weaker learners activities used no more than 10
by making the task easier minutes
than for stronger learners -through observation in group and end -Use water based pens
with greater support performance activities -Health promoting
-through formative activity techniques
-Breaks and physical
activities used.
-Points from Safety rules
used at this lesson.