Lesson plan

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: Attributes and personality.

9.C6 organise and present information clearly to others

9.S3 explain and justify their own point of view on a range of general and curricular
topics
Learning
9.UE3 use a variety of compound adjectives and adjectives as participles and a variety
objectives(s) that
of comparative structures to indicate degree on a range of familiar general and curricular
this lesson is
topics
contributing to
9.UE12 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:
 Recognize and use nouns and adjectives of attributes and personality.
 Make adverbs from adjectives.
Lesson objectives
 Construct the sentences using comparative and superlative adjectives and
adverbs with some support.
Most learners will be able to:
 Comprehend comparisons to compare and contrast people and the things they do.
Some learners will be able to:
 Produce a clear, coherent description of a person they know.
Form ideas effectively and demonstrate the ability to express them clearly.
Provide a point of view in conversations and discussions.
Apply the rule for compound adjectives and adjectives as participles in practice.
Apply regular and irregular adverbs and comparative degree structures accurately.
Assessment criteria Descriptor. A learner:
 selects useful information and plans the answer.
 presents his/her information to the class.
 uses the learned rule and divides adjectives into the right columns.
 applies the rule for comparative degree adverbs and their usage.
Value links Knowing yourself, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Previously learned vocabulary on the topic "Hobbies and qualities".
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety
If students are tired, do physical exercise with them.
links
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
 The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Pantomime: 'What do you like?
Beginning Play the game in 2 groups. One pupil from each group
the lesson comes to the board and mimes a hobby. The other group
tries to guess the hobby. If they guess correctly, they win
one point. At the end of the game, the group with the
most points is the winner.

Ex.1 p.8. Word formation activity. Board

Ex.2 p.8. Sentence completion task. Projector
Ex.3 p.8. Completing questionnaire. Comparing answers Internet
(Venn diagram). Presentation
Ex.4 p.9. Table completion. Video and images
Main Ex.5 p.9. Putting the words into context. Handouts with task
Activities Ex.6 p.9. Substitution table.
Ex.7 p.9. Transformation task.
Ex.8 p.9. Guessing game.
Extra task. Writing practice.

Giving the hometask. WB p.6, ex.1-3 p.7

Peer-assessment. Two stars and a wish.
Ending the  You did a really good job on ...
lesson  I really like how you ...
 Maybe you could ...

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas.
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 2

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:
Grade 9 Number present: Number absent:

Theme of the lesson: Reading: Comparing generations.

9.C7 develop and sustain a consistent argument when speaking or writing

9.R2 understand specific information and detail in texts on a range of familiar general
and curricular topics, including some extended texts
Learning
9.R9 recognise inconsistencies in argument in extended texts on a range of general and
objectives(s) that
curricular topics
this lesson is
9.UE14 use an increased variety of prepositions before nouns and adjectives use a
contributing to
growing number of dependent prepositions following nouns and adjectives and an
increased variety of dependent prepositions following verbs on a range of familiar
general and curricular topics
All learners will be able to:
 Synthesize information from the reading passage about life in the 1950s.
 Demonstrate the correct use of adjectives + prepositions.
Lesson objectives Most learners will be able to:
 Interpret a text comparing past and present generations.
Some learners will be able to:
 Express their opinions about different generations building extended sentences.
Make an argument and evolve reasoning while speaking.
Identify particular information and details in reading passage.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Employ the rule for nouns and adjectives in common prepositional phrases in practice.
Assessment criteria Descriptor. A learner:
 concludes ideas and arguments based on own experience.
 finds necessary information in the text and completes the task.
 analyses the information in the text and gives the right answers.
 completes the sentences with appropriate prepositions.
Value links Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Previously learned vocabulary on the topic "Attributes and personality".
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
1/ Describe the given picture.
2/ What is the message conveyed by it?
 Task. With books closed, ask SS if they have seen Board
photographs of their parents and grandparents when they Projector
were young. Ask: What were their clothes like? What Internet
were their hairstyle like? Presentation
Ask: What do you think life was like in the 1950s? Video and images
Ex.1 p.10. Prediction based on the vocabulary. Handouts with task
Main
Detailed reading. CD 1.06
Activities
Comparing.
Ex.2 p.10. Justifying True/False statements with
reference to the text.
Ex.3 p.10. Gap-filling.
Ex.4 p.10. Sentence completion.
Ex.5 p.10. Class discussion.
Giving the hometask. WB p.10
Self-reflection.

My My My Valuable
Ending the participatio feelings difficulties thoughts
lesson n in the and for me
lesson emotions from the
during the lesson
lesson

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas.
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
Short term plan 3

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Language focus: Past perfect and past simple.

Learning 9.W3 write with moderate grammatical accuracy on a wide range of familiar general
objectives(s) that and curricular topics
this lesson is 9.UE9 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
contributing to
familiar general and curricular topics
All learners will be able to:
 Identify the difference between the past perfect and past simple.
 Construct the sentences using past perfect and past simple with support.
Most learners will be able to:
Lesson objectives
Construct the sentences using past perfect and past simple with minimal support.
Some learners will be able to:
 Apply past perfect and past simple to talk about events at different times in the
past without support.
Demonstrate the ability to write grammatically correct sentences on familiar topics.
Apply correctly active and passive simple present and past forms and past perfect simple
forms in the context.
Assessment criteria
Descriptor. A learner:
 uses tense forms correctly;
 fills in the sentences according to the grammar rule.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Comparing past and present generations.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books close, ask the SS what they remember
Beginning about the reading text from last lesson. Write on
the lesson the board the example I visited my gran last
weekend and she'd found some of her old photos.
Underline she'd found. Ask: When did I visit my gran?
(last weekend). When did she find the photos, before or
after I visited? (before I visited).
Tell SS that this tense is called the past perfect.
Ex.1 p.11. Deduction from the rules and exemplification. Board
Ex.2 p.11. Opening the brackets. Projector
Ex.3 p.11. Sentence completion task. Internet
Main
Ex.4 p.11. Asking and answering questions with a given Presentation
Activities
grammar item. Video and images
Extra task. Individual exercise. Handouts with task

Giving the hometask. WB ex.4-5 p.7

Self-assessment. How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas.
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 4

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Uses of get.

9.L2 understand most specific information in unsupported extended talk on a wide range
Learning of general and curricular topics
objectives(s) that 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
this lesson is completing classroom tasks
contributing to 9.UE1 use a growing variety of abstract compound nouns and complex noun phrases on
a range of familiar general and curricular topics
All learners will be able to:
 Ask and answer the questions using collocations with make, do, collect and
write.
 Identify the meaning of the dialogues "People talking about the past".
Lesson objectives
Most learners will be able to:
Synthesize information from the dialogues and use it as the basis for discussion.
Some learners will be able to:
 Produce a clear, coherent description of their memories.
Assessment criteria Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply some abstract nouns and complex noun phrases in the context.
Descriptor. A learner:
  chooses the right answers.
 asks complex questions to get information.
 illustrates basic rules for abstract nouns and complex nouns, completes the task.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Talking about events at different times in the past.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning
the lesson Warm up.
Write make, do, collect and write on the board as
headings. With books closed, SS work in pairs and
brainstorm words you use with each.
Ex.1 p.12. Collocations. Classifying words. Board
Ex.2 p.12. Multiple choice. Projector
Ex.3 p.12. Gist listening. Matching task Internet
Main Ex.4 p.12. Listening for specific information. Presentation
Activities Choosing the best answer, a, b or c. Video and images
Ex.5 p.12. Speaking in a form of interview. Handouts with task
s

CD 1.07
nes

Giving the hometask. WB p.8.

Self-assessment.
Sad

Students attach their boat in the appropriate area of the

map that reflects their emotions and mood after the
lesson.

BERMUD NT
M
of

A TRNIA E
I G HT E o
MNGL
o
ENCOURAGING
E
nd

JOY ISLAND NL ISLAND

ANXIETY
E
d
isla

Ending the
THE ISLAND ISLAND
ND ISLAND
lesson
LA
PERPLEXING THE ISLAND OF
OF EXPECTATION
IS
Isla
the

PLEASURE UNCERTAINTY
ISLAND

nds
Additional information
Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 5

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Language focus: Past simple and continuous.

9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
Learning increased range of general and curricular topics
objectives(s) that
9.W2 write independently about factual and imaginary past events, activities and
this lesson is
contributing to experiences on a range of familiar general and curricular topics
9.UE9 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
All learners will be able to:
 Identify the difference between past simple and continuous.
 Construct the sentences using past simple and continuous with support.
Most learners will be able to:
Lesson objectives
Construct the sentences using past simple and continuous with minimal support.
Some learners will be able to:
 Apply past simple and continuous to talk about past events and memories
without support.
Assessment criteria Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Write sentences about real and imaginary past events connecting them into paragraphs.
Apply correctly active and passive simple present and past forms and past perfect simple
forms in the context.
Descriptor. A learner:
 discusses questions and answers the questions.
  uses appropriate subject-specific vocabulary while speaking.
 writes about past activities.
 demonstrates the correct usage of the Past simple and continuous.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning People talking about their memories.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Refer SS back to the photos on p.12. Ask What was
Clare doing when she first heard the music?
Beginning
Elicit the answer (she was dancing) and write the
the lesson
sentence on the board: She was dancing when she heard
the music.
Underline the verbs and elicit that they are in the past
continuous and past simple.
Ask: Which action happened first? (she was dancing);
Did she continuous dancing when she hear it? (yes).
Ex.1 p.13. Deduction from the rules and exemplification. Board
Ex.2 p.13. Recognition exercise. Projector
Ex.3 p.13. Opening the brackets. Internet
Answering questions. Presentation
Main Ex.4 p.13. Structure-based substitution. Video and images
Activities Ex.5 p.13. Ticking off items. Handouts with task
Ex.6 p.13. Situation-response. Improvising a dialogue. CD 1.08
Extra task. Writing practice.

Giving the hometask. WB p.9

Self-assessment.
How well do I understand?
Ending the
4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by task Observe learners when participating in Students think critically,
(selection of learning materials and use of English activities. exploring, developing, evaluating
resources based on student strengths). Record what they considered they had and making choices about their
By support. Less able learners will be learned from the lesson. Could they own and others’ ideas
supported through step-by-step express what they had learned about
instructions, graphic organizers, sentence content and language? Could they
frames, glossaries, thinking time. Small express which skills they had
group learning. developed?
By outcome providing challenge, variety Formative assessment is held through
and choice. observation/monitoring.
Short term plan 6

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Speaking: Talking about past events.

9.L1 understand with little or no support the main points in extended talk on a wide range
Learning of general and curricular topics.
objectives(s) that 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
this lesson is completing classroom tasks.
contributing to 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of
general topics, and some curricular topics.
All learners will be able to:
 Develop their listening skills for gist and specific information in the context of
talking about past events.
 Recognize and use key phrases for talking about events in the past.
Lesson objectives
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations talking about events in the past without support.
Identify the main idea in extended talk.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Assessment criteria Descriptor. A learner:
 gives an appropriate answer.
 discusses questions and answers the questions.
 uses appropriate subject-specific vocabulary while speaking.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning People talking about past events and memories.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning
With books closed, ask SS what important days they can
the lesson
remember from the past.
Elicit some answers, e.g. the first day at a new school, a
holiday, New Year, etc. Ask SS to describe what they
remember and how they felt.
 Ex.1 p.14. Picture description (guessing, speculating, Board
interpreting). Projector
Ex.2 p.14. Gist listening. Internet
Ex.3 p.14. Filling in gaps. Presentation
Guided role play. Video and images
Main
Ex.4 p.14. Choose the best answer, a, b or c. Handouts with task
Activities
Ex.5 p.14. Gap-filling. CD 1.09, 1.10, 1.11
RE-writing.
Guided role-play.
Ex.6 p.14. Open role-play. Speaking in a form of a
dialogue.
Giving the hometask. SB ex.6 p.14
Peer-assessment.
Rubric
Criteria Fluency Pronunciatio Vocabulary Grammar Pair work
n and accent (interaction)
5 Smooth and fluid Pronunciatio A wide range Accuracy & Actively
excellen speech; few to no n is excellent; of well- variety of supports,
t hesitations; no good effort at chosen grammatical engages,
attempts to search accent vocabulary structures listens and
for words; volume responds to
is excellent. the partner.
Takes a
leading role.
4 Smooth and fluid Pronunciatio Good range Some errors Makes an
good speech; few n is good; of relatively in effort to
hesitations; a good effort at well-chosen grammatical interact with
slight accent vocabulary structures the partner
search for words; possibly but doesn't
inaudible word or caused by take a leading
Ending the
two. attempt to role.
lesson
include a
variety.
3 Speech is Pronunciatio Vocabulary Frequent Some effort
fair relatively smooth; n is okay; range is grammatical to interact
some hesitation Some effort lacking errors that do with the
and unevenness not obscure partner but
at accent, but
caused by meaning; doesn't take a
rephrasing and is definitely little variety leading role.
searching for non-native in structures
words; volume
wavers.
2 Speech is Pronunciatio Basic Frequent Limited
poor frequently hesitant n is lacking vocabulary grammatical interaction
with some and hard to choice with errors even in with the
understand; some words simple partner.
sentences left
No effort clearly structures
uncompleted; towards a lacking that at times
volume very soft. native accent obscure
meaning.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
Short term plan 7

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Writing: Describing a decade.

9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
Learning increased range of general and curricular topics
objectives(s) that 9.R5 deduce meaning from context in extended texts on a range of familiar general and
this lesson is curricular topics
contributing to 9.W2 write 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:
 Examine the general writing structure of an account of a decade.
 Recognize and use key phrases for writing about a decade.
Lesson objectives Most learners will be able to:
Summarize an account of a decade in accordance with the writing guide.
Some learners will be able to:
 Express their ideas in writing an account of a decade without support.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Identify the meaning and content of the reading texts.
Write sentences about real and imaginary past events connecting them into paragraphs.
Assessment criteria Descriptor. A learner:
 uses appropriate subject-specific vocabulary while speaking.
 finds correct information while reading and answers the questions.
 writes about past activities.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Talking about events in the past.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write the following on the board:
Berlin Wall built, first moon landing, the Beatles
become popular. Ask SS what they think all these events
 have in common. Tell them that they all happened in the
same decade and invite SS to guess which one. Confirm
that it is the 1960s.
Ask: What else do you know about the 1960s?
Ex.1 p.15. Skimming. Questioning. Board
Ex.2 p.15. Recognizing language structures. Projector
Ex.3 p.15. Sentence completion task. Internet
Main
Ex.4 p.15. Writing guide. Presentation
Activities
Questioning in groups. Video and images
Sharing ideas. Handouts with task
Structuring.
Giving the hometask. WB p.11.
Peer-assessment.
Rubric

Category 5 4 3 2
Ideas All ideas were Most ideas were Ideas were The account of a
expressed in a expressed in a somewhat decade seemed
clear and pretty clear organized, but to be a collection
organized way. manner, but the were not very of unrelated
organization could clear. sentences.
have been better.
Grammar & The text contains Writer makes Writer makes a Writer makes
Ending the spelling no errors in minimal errors in few errors in some major
lesson grammar or grammar or grammar or errors in
spelling. spelling that do spelling that grammar or
not affect the affect the quality spelling that
quality of of description. affect the quality
description. of description.
Word choice Use of accurate, Use of accurate Word choice Inaccurate or
but vivid, and descriptive simplistic and unclear wording
creative, and word choice in lacking in several areas.
descriptive word most areas. description.
choice
throughout.

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 8

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: My country: Comparing generations.

9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.R9 recognise inconsistencies in argument in extended texts on a range of general and
Learning curricular topics
objectives(s) that 9.UE3 use a variety of compound adjectives and adjectives as participles and a variety
this lesson is of comparative structures to indicate degree on a range of familiar general and curricular
contributing to topics
9.UE9 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
All learners will be able to:
 Recognize and use compound adjectives connected with people's attributes.
 Summarize information from the text written by a grandfather and his
granddaughter about their different experiences and hobbies as teenagers.
Lesson objectives  Demonstrate the correct use of "used to" talking about the past.
Most learners will be able to:
Analyze a text comparing the lifestyles and hobbies of different generations.
Some learners will be able to:
 Produce a clear, coherent description of hobbies and interests they used to have.
Apply the rule for compound adjectives and adjectives as participles in practice.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Apply correctly active and passive simple present and past forms and past perfect simple
forms in the context.
Demonstrate the ability to participate in a conversation.
Assessment criteria
Descriptor. A learner:
 uses the learned rule and divides adjectives into the right columns;
 analyses the information in the text and gives the right answers.
 fills in the sentences according to the grammar rule.
 asks complex questions to get information.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Describing a decade.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Ask SS to work in pairs and talk about what they know
about their grandparents as young people. What jobs did they
do and what did they do in their free time?
When they have finished, they join a second pair and tell
each other what they've found out about their partner's
 grandparents.
Ex.1 p.16. Prediction based on the pictures. Board
Ex.2 p.16. Detailed reading. Justifying true/false Projector
statements with reference to the text. Internet
Ex.3 p.16. Matching pair. Presentation
Main Ex.4 p.16. Associated ideas. Video and images
Activities Ex.5 p.16. Active reading (note "used to"). Handouts with task
Induction of the rules form exercises. CD 1.12
Ex.6 p.16. Gap-filling.
Ex.7 p.16. Reacting to a text. Personal experiences.
Venn diagram. Discussion.
Giving the hometask. SB ex.7 p.16 (a dialogue)
“Cinquain” is a five-line poem based on the content of
the material under the study.
Ending the Line 1 – One-word title.
lesson Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
Short term plan 9

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: CLIL: Media studies. The British sense of humour.

9.C8 develop intercultural awareness through reading and discussion

9.S3 explain and justify their own point of view on a range of general and curricular
Learning
topics
objectives(s) that
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
this lesson is
increased range of general and curricular topics
contributing to
9.R2 understand specific information and detail in texts on a range of familiar general
and curricular topics, including some extended texts
Lesson objectives All learners will be able to:
 Recognize and use vocabulary to do with humour.
 Identify the meaning of the text about the British sense of humour.
 Prepare and perform a comedy sketch.
 Most learners will be able to:
Analyze a text about the British sense of humour.
Some learners will be able to:
 Express their ideas about sense of humour in KZ building extended sentences.
Raise awareness about cultural diversity through reading and discussion.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Identify particular information and details in reading passage.
Assessment criteria Descriptor. A learner:
 recalls some events based on his/her own experience.
 presents his/her information to the class.
 uses appropriate subject-specific vocabulary while speaking.
 finds necessary information in the text and completes the task.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Comparing generations.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning
With books closed, ask SS what makes them laugh.
the lesson
Elicit ideas about films, books, TV programmes, etc. and
encourage SS to express their opinions.
Ask SS if they know the character Mr. Bean. Ask: Do
you find him funny?
Ex.1 p.17. Presenting new words. Definition. Activating Board
vocabulary. Text completion. Projector
Ex.2 p.17. Focus listening. Internet
Main
Ex.3 p.17. Answering questions. Presentation
Activities
Ex.4 p.17. Discussion task (expressing opinion). Video and images
Ex.5 p.17. Role-play. Handouts with task
CD 1.13
Giving the hometask. WB p.12
Self-assessment.

Ending the KWL

lesson Know Want to know Learnt

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 11

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Review. Unit 1.

9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range

of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
Learning increased range of general and curricular topics
objectives(s) that 9.UE3 use a variety of compound adjectives and adjectives as participles and a variety
this lesson is of comparative structures to indicate degree on a range of familiar general and curricular
contributing to topics
9.UE9 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
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Most learners will be able to:
Lesson objectives
 Demonstrate learned grammar and vocabulary about hobbies and qualities with
sure.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
Assessment criteria Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Provide a point of view in conversations and discussions.
Apply the rule for compound adjectives and adjectives as participles in practice.
Apply correctly active and passive simple present and past forms and past perfect simple
forms in the context.
Descriptor. A learner:
 analyses the information in the text and gives the right answers.
 presents his/her information to the class.
 uses the learned rule and divides adjectives into the right columns.
  fills in the sentences according to the grammar rule.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Talking about the British sense of humour.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan

Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning Warm up.
the lesson Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job performance,
talent, etc. and also practice accepting compliments.
Ex.1 p.18. Word formation activity. Board
Ex.2 p.18. Odd one out. Projector
Ex.3 p.18. Filling in the blanks. Internet
Main Ex.4 p.18. Multiple choice task. Presentation
Activities Ex.5 p.18. Opening the brackets. Video and images
Ex.6 p.18. Matching task. Handouts with task
Ex.7 p.18. Focus listening. Justifying true/false CD 1.14
statements with reference to the text.
Giving the hometask. SB p.19
Self-assessment.
Pair share
At the end of a lesson learners share with their partner:
Ending the
Three new things they have learnt:
lesson
 What they found easy
 What they found difficult
 Something they would like to learn in the
future.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 12

Term 1
School:
Unit 1 "Hobbies and qualities"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Project: An interview summary: teenage years.

9.S3 explain and justify their own point of view on a range of general and curricular
Learning topics
objectives(s) that 9.R5 deduce meaning from context in extended texts on a range of familiar general and
this lesson is curricular topics
contributing to 9.W5 develop with support coherent arguments supported when necessary by examples
and reasons for a range of written genres in familiar general and curricular topics
All learners will be able to:
 Plan, write and edit a summary of an interview about an older person's youth
with support.
Most learners will be able to:
Lesson objectives Plan, write and edit a summary of an interview about an older person's youth with
minimal support.
Some learners will be able to:
 Plan, write and edit a summary of an interview about an older person's youth
without support.
Provide a point of view in conversations and discussions.
Identify the meaning and details of the reading texts on familiar topics and draw
conclusion by reasoning.
Evolve arguments, reasons, and evidence for a limited range of written genres.
Assessment criteria Descriptor. A learner:
 presents his/her information to the class.
 finds correct information and opinion.
 includes examples and reasons where necessary.
Value links Respecting yourself and others, being open to experiencing new things.
Cross curricular
Social studies.
links
Previous learning Review. Unit 1.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write My teenage years on the board
and elicit or explain the meaning.
Elicit ideas that SS associate with being a teenager and
some things that define and unify a group of people who
are teenagers in the same decade.
 If SS are struggling give them some categories and
decades and brainstorm associations, for example,
fashion and fair styles in the 1980s, music in the 1960s,
exciting new technology in the 1990s.
Ex.1 p.19. Communicative reading. Board
Matching questions with extracts. Projector
Ex.2 p.19. Find someone who... Internet
SS develop questions about the topic. Presentation
Main
Interview. Taking notes. Video and images
Activities
Summarizing. Handouts with task
Illustration.
Ex.3 p.19. Giving presentation.
Feedback on the project.
Giving the hometask. WB p.13
Self-assessment.
“Five”. Children draw a picture of their hand and write
the most important things about the lesson on
Ending the
each finger. The thumb - something interesting,
lesson
the index finger - something difficult, the
middle one - something that was not enough,
the ring finger - the mood, the little finger - the
suggestions.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 13

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Medical science.

Learning 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range
objectives(s) that of general and curricular subjects
this lesson is 9.S3 explain and justify their own point of view on a range of general and curricular
contributing to
 topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited number of
past modal forms including should/ shouldn’t have to express regret and criticism on
range of familiar general and curricular topics
All learners will be able to:
 Recognize and use nouns and verbs related to the health benefits of exercise.
 Do a health and exercise quiz.
 Produce sentences with could, can, will be able to to talk about ability in the
past, present and future with support.
Most learners will be able to:
Lesson objectives Express ideas about exercise and sport.
Produce sentences with could, can, will be able to to talk about ability and
possibility with minimal support.
Some learners will be able to:
 Demonstrate the ability to produce sentences with could, can, will be able to
without support.
 Provide unprepared speech about the benefits of doing sport and exercise.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Provide a point of view in conversations and discussions.
Assessment criteria Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Apply modal verbs for different purposes.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning Teenage years.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning
Warm up.
the lesson
With books closed, write health and exercise on the
board and elicit the connection between the two.
Ask: Can you be healthy without doing exercise?
Ex.1 p.20. Conveying the meaning of new words. Board
Classifying words. Projector
Ex.2 p.20. Collocation tables. Internet
Ex.3 p.20. Discussing questionnaire. Predicting based on Presentation
the True/False questions. Video and images
Main Checking SS's answers. Handouts with task
Activities Ex.4 p.21. Matching task. Ranking discussion. CD 1.15
Ex.5 p.21. Substitution drill (Blank-filling).
Ex.6 p.21. Information transfer.
Ex.7 p.21. Structure-based substitution.
Communication drill.
Extra task. Making sentences.
Ending the Giving the hometask. WB p.14.
lesson Self-reflection.
"Message". Pupils write 7 words of the greatest
 importance for the topic of the lesson.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 14

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Alternative therapy.

9.S3 explain and justify their own point of view on a range of general and curricular
Learning topics
objectives(s) that 9.R2 understand specific information and detail in texts on a range of familiar general
this lesson is and curricular topics, including some extended texts
contributing to 9.UE1 use a growing variety of abstract compound nouns and complex noun phrases on
a range of familiar general and curricular topics
All learners will be able to:
 Comprehend the text about exercise as a cure.
 Recognize and use noun suffixes.
Most learners will be able to:
Lesson objectives
Interpret a text about exercise and health.
Some learners will be able to:
 Express their opinions on exercise as an alternative medical treatment with
fluency building extended sentences.
Provide a point of view in conversations and discussions.
Assessment criteria Identify particular information and details in reading passage.
Apply some abstract nouns and complex noun phrases in the context.
Value links Taking care of your body and health.
Cross curricular Physical education.
links
Previous learning Medical science.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning
With books closed, write the quote form Hippocrates
the lesson
"Walking is man's best medicine" on the board and ask
SS what they think it means. Elicit or explain that it
probably means that keeping active improves your
health.
Ex.1 p.22. Predicting based on the title, pictures. Board
Ex.2 p.22. Detailed reading. Projector
Completing gapped text with sentences. Internet
Main
Ex.3 p.22. Table completion. Presentation
Activities
Ex.4 p.22. Word-formation activity. Video and images
Ex.5 p.22. Speaking in a form of discussion. Handouts with task
CD 1.16
Giving the hometask. WB p.18
Self-reflection.

My My My Valuable
participatio feelings difficulties thoughts
Ending the n in the and for me
lesson lesson emotions from the
during the lesson
lesson

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 15

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: May, might, could, must, can't.

9.C6 organise and present information clearly to others

9.C9 use imagination to express thoughts, ideas, experiences and feelings
Learning
objectives(s) that 9.W3 write with moderate grammatical accuracy on a wide range of familiar general
this lesson is and curricular topics
contributing to 9.UE13 use a variety of modal forms for different functions and a limited number of
past modal forms including should/ shouldn’t have to express regret and criticism on
range of familiar general and curricular topics
All learners will be able to:
 Identify the use of may, might, could, must, can't for possibility and certainly.
Most learners will be able to:
Lesson objectives
Apply the use of may, might, could, must, can't to express possibility and certainly
in opinions.
Some learners will be able to:
 Talk with fluency about things that are possible or certain.
Form ideas effectively and demonstrate the ability to express them clearly.
Convey fantasy ideas and experiences including emotions and senses.
Assessment criteria
Demonstrate the ability to write grammatically correct sentences on familiar topics.
Apply modal verbs for different purposes.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning Alternative therapy.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
 The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Refer SS back to the text on pp.22-23 and ask: Do you
think that swimming in cold water helps depression?
Elicit a range of ideas including that idea that it is
the lesson possible it works.
Write on the board: Swimming in cold water might help
depression and underline might. Elicit or explain that
meaning (it is possible that it works).
Tell SS they are going to learn some other ways of
expressing possibility and certainly.

Ex.1 p.23. Induction of the rules from examples and Board

explication. Projector
Ex.2 p.23. Multiple choice. Internet
Main
Ex.3 p.23. Cue sentences. Presentation
Activities
Ex.4 p.23. Extension. Video and images
Extra task. Making statements on the pictures given. Handouts with task
Guessing, speculating, interpreting.
Giving the hometask. WB p.15.
Self-assessment. How well do I understand?
4 - I can do this and explain it to someone else.
Ending the
3 - I understand and can do this by myself.
lesson
2 - I need more practice.
1 - I don't understand this yet.

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 16

Term 1 School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Phrasal verbs.

9.L6 deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics
Learning 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range
objectives(s) that of general and curricular subjects
this lesson is 9.S3 explain and justify their own point of view on a range of general and curricular
contributing to topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Recognize and use phrasal verbs about health and lifestyle.
 Develop their listening skills for gist and specific information in the
conversation about living longer.
Lesson objectives Most learners will be able to:
Interpret information from an eight-point health plan and use it as the basis for
discussion.
Some learners will be able to:
 Produce a clear, coherent talk about a healthy lifestyle.
Identify the position of speakers in an extended talk with some support.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Assessment criteria Express thoughts about the given topic in the conversations.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning May, might, could, must, can't.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write health and lifestyle on the
Beginning
board and elicit or teach the meaning.
the lesson
Ask: How can your lifestyle affect your health? Elicit
some ideas.
Ask: How can you change your lifestyle to make you
healthier? Elicit a range of ideas.

Main Ex.1 p.24. Showing lexical relations (synonyms). Board

Activities Ex.2 p.24. Study strategy. Projector
Ex.3 p.24. Generating interest. Internet
 Gist listening. Presentation
Identifying situations and people. Video and images
Ex.4 p.24. Judging whether some statements about the Handouts with task
listening text are true or false. CD 1.17
Ex.5 p.24. Improvising a conversation.
Giving the hometask. WB p.16
Self-assessment.
Ending the
Summary sentence
lesson
Ask learners to write one sentence to summarize what
they know about the topic. 
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 17

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Past modals.

Learning 9.C9 use imagination to express thoughts, ideas, experiences and feelings
objectives(s) that 9.L4 understand most of the implied meaning in unsupported extended talk on a wide
this lesson is range of general and curricular topics
contributing to
9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited number of
past modal forms including should/ shouldn’t have to express regret and criticism on
 range of familiar general and curricular topics
All learners will be able to:
 Identify the use of must have, can't have, could have, might have to speculate
about the past.
Most learners will be able to:
Lesson objectives
Use must have, can't have, could have, might have to speculate about the past with
some support.
Some learners will be able to:
 Apply past modals to speculate about the past without support.
Convey fantasy ideas and experiences including emotions and senses.
Recognise the content of an extended conversation using some supporting information.
Assessment criteria Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Apply modal verbs for different purposes.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning Vocabulary and listening: Phrasal verbs.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, ask SS to remember how we express
possibility in the present. Give them some scenarios and
Beginning elicit sentences using may, might, could, must, can't. For
the lesson example, say: Joe's doing his driving test after only three
lessons. (He can't be ready/must be very confident).
Look, it's getting cloudy. It may/might rain this
afternoon), etc. .
Tell SS they are going to learn how to express
possibility in the past.

Ex.1 p.25. Induction of the rules from examples and Board

explication. Projector
Ex.2 p.25. Transformation exercise. Internet
Ex.3 p.25. Multiple choice. Presentation
Main
Ex.4 p.25. Cue sentences. Video and images
Activities
Ex.5 p.25. Speaking on a suggested topic.. Handouts with task
Ex.6 p.25. Making statements on the pictures. Guessing, CD 1.18
speculating, interpreting.
Extra task. Writing practice.
Giving the hometask. WB p.17
Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information
Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 18

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Speaking: Exchanging opinions.

9.L5 recognise the opinion of the speaker(s) in unsupported extended talk on a wide
range of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
Learning
objectives(s) that completing classroom tasks
this lesson is 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
contributing to increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited number of
past modal forms including should/ shouldn’t have to express regret and criticism on
range of familiar general and curricular topics
All learners will be able to:
 Develop their listening skills in the context of people exchanging opinions.
 Recognize key phrases for exchanging opinions.
 Use should, must, have to express obligation, advice, prohibition.
Lesson objectives
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations exchanging opinions with other people without support.
Identify the position of speakers in an extended talk with some support.
Demonstrate the ability to participate in a conversation.
Assessment criteria Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Apply modal verbs for different purposes.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning Past modals.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, see how many suggestions for a
Beginning
healthy lifestyle SS can remember from the eight-point
the lesson
health plan on p.24.
Ask where SS come across advice about health. Elicit
suggestions for how the government and schools can
communicate with young people about health issues, e.g.
TV advertising and posters.
Ex.1 p.26. Discovery activity. Board
Ex.2 p.26. Gist listening. Projector
Answering questions. Internet
Ex.3 p.26. Focus listening. Presentation
Main Ticking off items. Video and images
Activities Guided role play. Handouts with task
Ex.4 p.26. Recognition exercise. CD 1.19, 1.20
Substitution drill.
Ex.5 p.26. Practise structures.
Ex.6 p.26. Improvising a dialogue.
Ending the Giving the hometask. Make your own personalized version of the poster for healthy lifestyle.
lesson Peer-assessment.
Rubric
Criteria Fluency Pronunciatio Vocabulary Grammar Pair work
n and accent (interaction)
5 Smooth and fluid Pronunciatio A wide range Accuracy & Actively
excellen speech; few to no n is excellent; of well- variety of supports,
t hesitations; no good effort at chosen grammatical engages,
attempts to search accent vocabulary structures listens and
for words; volume responds to
is excellent. the partner.
Takes a
leading role.
4 Smooth and fluid Pronunciatio Good range Some errors Makes an
good speech; few n is good; of relatively in effort to
hesitations; a good effort at well-chosen grammatical interact with
slight accent vocabulary structures the partner
search for words; possibly but doesn't
inaudible word or caused by take a leading
two. attempt to role.
include a
variety.
3 Speech is Pronunciatio Vocabulary Frequent Some effort
fair relatively smooth; n is okay; range is grammatical to interact
some hesitation Some effort lacking errors that do with the
and unevenness not obscure partner but
at accent, but
caused by meaning; doesn't take a
rephrasing and is definitely little variety leading role.
searching for non-native in structures
 words; volume
wavers.
2 Speech is Pronunciatio Basic Frequent Limited
poor frequently hesitant n is lacking vocabulary grammatical interaction
with some and hard to choice with errors even in with the
understand; some words simple partner.
sentences left
No effort clearly structures
uncompleted; towards a lacking that at times
volume very soft. native accent obscure
meaning.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 19

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Writing: A discussion essay.

9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
Learning 9.R6 recognise the attitude or opinion of the writer in extended texts on a range of
objectives(s) that familiar general and curricular topics
this lesson is 9.W5 develop with support coherent arguments supported when necessary by examples
contributing to and reasons for a range of written genres in familiar general and curricular topics
9.W6 write 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:
 Comprehend the general writing structure of a discussion essay.
 Recognize and use key phrases for a discussion essay.
Lesson objectives Most learners will be able to:
Write a discussion essay using writing guide.
Some learners will be able to:
 Express their ideas in writing a a discussion essay without support.
Use topic appropriate words in justifying their point of view.
Interpret the information to identify the author’s attitude and opinion.
Assessment criteria
Evolve arguments, reasons, and evidence for a limited range of written genres.
Connect sentences into paragraphs with basic connectors and linking words.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning Exchanging opinions.
Intercultural Smart board for showing a presentation, getting additional information, playing the
awareness audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write footballer's salaries on the
board and elicit the meaning. Ask: Do you think
footballers should be paid a lot of money for what they
 do? Elicit some opinions.
Write For and Against on the board and list arguments
under the two headings as SS give them.
Tell SS they are going to learn how to present arguments
for and against in a discussion essay.
Ex.1 p.27. Skimming. Questioning. Board
Ex.2 p.27. Recognizing language structures. Projector
Ex.3 p.27. Transformation exercise. Internet
Table completion task. Presentation
Main
Ex.4 p.27. Multiple choice. Video and images
Activities
Ex.5 p.27. Writing guide. Handouts with task
Questioning in groups.
Sharing ideas.
Structuring.
Giving the hometask. WB p.19
Peer-assessment. Rubric
Category 4 3 2 1
Ideas All ideas were Most ideas were Ideas were The essay
expressed in a expressed in a somewhat seemed to be a
clear and pretty clear organized, but collection of
organized way. manner, but the were not very unrelated
It was easy to organization clear. It took sentences. It was
figure out what could have been more than one very difficult to
the essay was better. reading to figure figure out what
about. out what the the essay was
essay was about. about.
Format Complies with Complies with Complies with Complies with
all the most of the several of the few of the
requirements for requirements for requirements for requirements for
Ending the a discussion a discussion a discussion a discussion
lesson
essay. essay. essay. essay.
Sentences and Sentences and Most sentences Some sentences Many sentence
Paragraphs paragraphs are are complete and are complete and fragments or
complete, well- well- well- run-on sentences
constructed and constructed. constructed. and
of varied Paragraphing is Paragraphing paragraphing
structure. generally done needs some needs lots of
well. work. work.
Grammar & Writer makes Writer makes Writer makes Writer makes
spelling few or no errors some errors in quite a lot of very frequent
in grammar or grammar and/or errors in errors in
spelling. spelling but the grammar and/or grammar and/or
errors do not spelling spelling.
impede
understanding.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
Short term plan 21

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: My country: Exercise and sport.

9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.R1 understand the main points in extended texts on a range of unfamiliar general and
Learning
curricular topics
objectives(s) that
9.W1 plan, write, edit and proofread work at text level with little or no support on a range
this lesson is
of general and curricular topics
contributing to
9.UE13 use a variety of modal forms for different functions and a limited number of
past modal forms including should/ shouldn’t have to express regret and criticism on
range of familiar general and curricular topics
All learners will be able to:
 Recognize and use vocabulary connected with success in sport.
 Identify the difference between could, was/were able to and managed to.
 Develop their reading skills in the context of Kazakh sports stars.
Lesson objectives Most learners will be able to:
Synthesize the information from the text about Kazakh sportspeople and use it as
the basis for discussion.
Some learners will be able to:
 Talk with fluency about famous sportspeople in Kazakhstan.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Assessment criteria Identify the main idea of text on unfamiliar and curricular topics.
Make a clear plan of writing; Write a text; Check the written draft.
Apply modal verbs for different purposes.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning Writing: A discussion essay.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Have a race to find which group can list the most
Kazakh sportspeople in two minutes.
After two minutes, find out which group had the longest
list and declare them the winner.
Ask that pair for their answers and write them on the
 board.
Ask other groups to contribute more names if they have
them.
Ex.1 p.28. Building background knowledge. Board
Ex.2 p.28. Detailed reading. Matching task. Projector
Ex.3 p.28. Table completion. Internet
Word formation activity. Presentation
Main
Brainstorming. Video and images
Activities
Ex.4 p.28. Induction of the rules from examples and Handouts with task
explication. CD 1.21
Ex.5 p.28. Sentence completion task.
Ex.6 p.28. Writing practice. Guessing and speculating.
Giving the hometask. SB p.28 ex.6
Self-reflection.
Ending the
Most ……. thing
lesson
Ask learners what was the most, e.g. useful, interesting,
surprising, etc. thing they learned today. 
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 23

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: CLIL: Biology: Healthy eating.

Learning 9.S3 explain and justify their own point of view on a range of general and curricular
objectives(s) that topics
this lesson is 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
 increased range of general and curricular topics
contributing to 9.R2 understand 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:
 Recognize and use vocabulary to do with nutrition and healthy eating.
 Develop their reading skills in the context of healthy eating.
Most learners will be able to:
Lesson objectives
Synthesize the information from the text about healthy eating and use it as the basis
for discussion.
Some learners will be able to:
 Express with fluency their ideas about diet and ways it could be improved.
Provide a point of view in conversations and discussions.
Assessment criteria Use topic appropriate words in justifying their point of view.
Find particular facts and parts in reading passage.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning My country: Exercise and sport.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write An apple a day keeps the
Beginning doctor away on the board. Ask SS what the proverb
the lesson means.
Elicit that the proverb is not meant literally, but suggests
that if we eat healthy foods life fruit, we will or get ill.
Ask SS whether they think their diets are healthy. Do
they think about what they eat?
Elicit examples of healthy and unhealthy foods.
Ex.1 p.29. Conveying the meaning of new words Board
through definitions. Projector
Ex.2 p.29. Communicative reading. Internet
Main
Reacting to a text. Presentation
Activities
Ex.3 p.29. Choose the best answer, a, b or c. Video and images
Ex.4 p.29. Speaking in a form of presentation. Handouts with task
CD 1.22
Ending the Giving the hometask. WB p.20
lesson Self-assessment.
Students attach their boat in the appropriate area of the
map that reflects their emotions and mood after the
lesson.
s
 n
Sad
BERMUD T
A
Moo
TRIMEN

of
N AN GLE
TENCOURAGING
E
IGH ANXIETY

nd
JOY ISLAND NL ISLAND
E
d
isla
THE ISLAND ISLAND
D
LANOF EXPECTATION
PERPLEXING ISLANDTHE ISLAND OF
IS
Isla
the

PLEASURE UNCERTAINTY
ISLAND

nds
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 24

Term 1
School:
Unit 2 "Exercise and sport"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Review. Unit 2. Skills round-up.

Learning 9.L2 understand most specific information in unsupported extended talk on a wide range
objectives(s) that of general and curricular topics
this lesson is 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
contributing to completing classroom tasks
 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE13 use a variety of modal forms for different functions and a limited number of
past modal forms including should/ shouldn’t have to express regret and criticism on
range of familiar general and curricular topics
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Most learners will be able to:

Lesson objectives  Demonstrate learned grammar and vocabulary about exercise and sport in
dialogues with sure.
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Provide unprepared speech talking about adventure sports.
Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Assessment criteria Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Apply modal verbs for different purposes.
Value links Taking care of your body and health.
Cross curricular
Physical education.
links
Previous learning CLIL: Biology: Healthy eating.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning Warm up.
the lesson Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job performance,
talent, etc. and also practice accepting compliments.
Ex.1 p.30. Gap-filling. Board
Ex.2 p.30. Word formation activity. Projector
Ex.3 p.30. Blank-filling Internet
Ex.4 p.30. Filling in gaps. Presentation
Main Ex.5 p.30. Multiple choice. Video and images
Activities Ex.6 p.30. Substitution drill Handouts with task
Ex.1 p.31. Brainstorming. CD 1,24
Ex.2 p.31. Gist listening.
Identifying situations and people.
Ex.4-5 p.31. improvising a conversation.
Giving the hometask. WB p.21
Peer-assessment.
Ending the Two stars and a wish.
lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information
Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 25

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Vocabulary and language focus: Geography and the environment.

9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range

of general and curricular subjects
Learning 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
objectives(s) that completing classroom tasks
this lesson is 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
contributing to increased range of general and curricular topics
9.UE10 use present continuous forms and past continuous, including a growing variety
of passive forms, on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use nouns related to the environment.
Lesson objectives  Do a quiz on Kazakhstan
 Produce sentences using the present continuous with support.
Most learners will be able to:
 Produce sentences using the present continuous with little support.
Some learners will be able to:
 Express their opinions about future trends building extended sentences.
Assessment criteria Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
 Employ the rule for using present continuous forms for present and future meaning and
past continuous in the context.
Value links Respecting and protecting the environment.
Cross curricular
Ecology, Geography.
links
Previous learning Review Unit 2.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety
If students are tired, do physical exercise with them.
links
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
Beginning The teacher sets the lesson objectives, letting students
the lesson know what to anticipate from the lesson.
Warm up.
With books closed, write the environment on the board
and elicit or explain the meaning.
Put SS into pairs and give them two minutes to write
down as many words connected to the environment as
they can in English.
Elicit answers and write the words related to the
environment on the board. Point to a couple of words
and ask SS to explain what they mean and why they are
important.

Ex.1 p.32. Matching task. Board

Ex.2 p.32. Questionnaire. Projector
Ex.3 p.32. Gap filling. Internet
Speaking in a form of discussion. Presentation
Ex.4 p.32. Induction of the rules from exercises and Video and images
Main explication. Handouts with task
Activities Ex.5 p.32. Gist listening. True/false statements. CD 1.25
Ex.6 p.32. Sentence completion task.
Giving opinions, agreeing and disagreeing.
Extra task. Writing practice.

Giving the hometask. WB p.22

Self-assessment.
Students express their attitude to the lesson and give
self-assessment using the method: “Six thinking hats”:
 Green: How can you use today's learning in
different subjects?
 Red: How do you feel about your work today?
Ending the  White: What have you leant today?
lesson  Black: What were the weaknesses of your work?
 Blue: How much progress have you made in this
lesson? (Now I can, I still need to work on, I've
improved in, Today I learnt... )
 Yellow: What did you like about today's lesson?

Additional information
Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas.
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 26

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Reading: Our responsibility to platen Earth.

9.S3 explain and justify their own point of view on a range of general and curricular
topics
Learning 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
objectives(s) that increased range of general and curricular topics
this lesson is 9.R1 understand the main points in extended texts on a range of unfamiliar general and
contributing to curricular topics
9.R9 recognise inconsistencies in argument in extended texts on a range of general and
curricular topics
All learners will be able to:
 Recognize and use words related to the sustainability.
 Synthesize information from the reading passage about sustainability.
Lesson objectives Most learners will be able to:
 Analize the text about sustainability.
Some learners will be able to:
 Provide unprepared, coherent talk about our responsibility to planet Earth.
Express thoughts about the given topic in the conversations.
Use topic appropriate words in justifying their point of view.
Assessment criteria
Identify the main idea of text on unfamiliar and curricular topics.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument
Value links Respecting and protecting the environment.
Cross curricular
Ecology, Geography.
links
Previous learning Vocabulary and language focus: Geography and the environment.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write sustainability on the board and
Beginning
ask SS what they think it means. Elicit or explain that it
the lesson
means not doing anything that endangers the
environment for future generations.
Ask SS to think of what sort of developments could
cause problems for people in the future.
Elicit ideas and ask other SS if they agree.
Ex.1 p.34. Building background knowledge. Board
Ex.2 p.34. Detailed reading. Projector
Justifying True/False statements with reference to the Internet
Main
text. Presentation
Activities
Ex.3 p.34. Matching words. Video and images
Ex.4 p.34. Expressing opinions (reacting to a text). Handouts with task
CD 1.26
Giving the hometask. WB p.26
Self-reflection.

My My My Valuable
Ending the participatio feelings difficulties thoughts
lesson n in the and for me
lesson emotions from the
during the lesson
lesson

Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas.
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 27

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Language focus: First conditional.

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Learning groups
objectives(s) that 9.S2 ask complex questions to get information on a range of general and curricular topics
this lesson is 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses
contributing to including prepositions from where, to whom on a range of familiar general and curricular
topics
All learners will be able to:
 Construct the sentences using the first conditional with support.
Most learners will be able to:
Lesson objectives Construct the sentences using the first conditional to talk about possible situations
with minimal support.
Some learners will be able to:
 Apply the first conditional to talk about a future situation and its consequences
without support.
Discuss a problem in groups and suggest a solution to a problem.
Assessment criteria Make up complex interrogative sentences to get information about the topic.
Differentiate between if/unless in first conditional clauses.
Value links Respecting and protecting the environment.
Cross curricular
Ecology.
links
Previous learning Reading: Our responsibility to platen Earth.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
Beginning The lesson greeting.
the lesson The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books close, ask: What will happen if you look for
Sealand on the map? Elicit the answer (You won't find
it).
Write on the board: If you look for Sealand on the map,
you won't find it. Ask SS to translate it into their own
language. Elicit or teach that it is a first conditional
sentence.
Ask: Does it refer to a present action, or a possible
 action in the future? (a possible action in the
future).
Ex.1 p.35. Induction of the rules from examples and Board
explication. Projector
Ex.2 p.35. Opening the brackets. Internet
Main
Ex.3 p.35. Completion drill. Presentation
Activities
Ex.4 p.35. Structure-based substitution. Video and images
Extra task. Transformation exercise. Handouts with task

Giving the hometask. WB p.23

Self-assessment. How well do I understand?

Ending the
4 - I can do this and explain it to someone else.
lesson
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas.
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 28

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Government policies.

 9.C7 develop and sustain a consistent argument when speaking or writing
Learning 9.L2 understand most specific information in unsupported extended talk on a wide range
objectives(s) that
of general and curricular topics
this lesson is
contributing to 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Recognize and use verbs for policies by imagining he/she was president of a
country.
 Identify the meaning of the conversation about imagining he/she was president.
Lesson objectives
Most learners will be able to:
Synthesize information from the conversation and use it as the basis for discussion.
Some learners will be able to:
 Produce a clear, coherent talk about government policies.
Make an argument and evolve reasoning while speaking or writing.
Assessment criteria Identify facts and details in extended talks with little support.
Use topic appropriate words in justifying their point of view.
Value links Respecting and protecting the environment.
Cross curricular
Ecology, Social studies.
links
Previous learning First conditional.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.

Warm up.
Beginning
With books close, ask: Would you like to be the
the lesson
president of Kazakhstan? Why? Elicit some ideas.
Ask: What things would you change to help the
environment? Why? Elicit some ideas. Don't worry at
this stage if SS don't use the correct verb forms, but just
concentrate on encouraging them to think of ideas.
Ex.1 p.36. Conveying the meaning of the words Board
provided. Projector
Giving opinions, agreeing and disagreeing. Internet
Ex.2 p.36. Listening for global information. Presentation
Main
Ticking off items in a list. Video and images
Activities
Ex.3 p.36. Listening for specific information. Sentence Handouts with task
completion. CD 1.27
Ex.4 p.36. Information transfer.
Ranking (priority) discussion.
Ending the Giving the hometask. WB p.24.
lesson Self-assessment.

Plus Minus Interesting

If children liked something at the lesson they put it into

the column “plus”, if they didn’t like or were bored
during some part of the lesson, they can use the column
“minus”, the section “interesting” is for those activities
 which were interesting during the lesson.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 29

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Language focus: First and second conditionals.

9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
Learning 9.W3 write with moderate grammatical accuracy on a wide range of familiar general
objectives(s) that
and curricular topics
this lesson is
contributing to 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses
including prepositions from where, to whom on a range of familiar general and curricular
topics
All learners will be able to:
 Construct the sentences using second conditional to talk about imaginary
situations with support.
 Identify the difference between first and second conditionals.
Most learners will be able to:
Lesson objectives
Construct the sentences using second conditional to talk about imaginary situations
with minimal support.
Some learners will be able to:
 Apply first and second conditionals to talk about what they would do in likely or
unlikely situations without support.
 Demonstrate the ability to participate in a conversation.
Assessment criteria Demonstrate the ability to write grammatically correct sentences on familiar topics.
Differentiate between if/unless in first conditional clauses.
Value links Respecting and protecting the environment.
Cross curricular
Ecology.
links
Previous learning Government policies.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books close, write on the board: If I was
Beginning
president, ... and elicit an ending to the sentence. Write
the lesson
the ending so that you have a complete sentence on the
board.
Ask SS to translate the sentence into their own language
and elicit or teach that it is a second conditional
sentences.
Ex.1 p.37. Deduction from the rules and exemplification. Board
Ex.2 p.37. Multiple choice. Projector
Ex.3 p.37. Situation-response. Internet
Ex.4 p.37. Matching task. Presentation
Main Ex.5 p.37. Structure-based substitution. Video and images
Activities Ex.6 p.37. Completion drill. Handouts with task
Asking and answering questions.
Extra task. Extension.

Giving the hometask. WB p.25

Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 30

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Speaking: Apologizing.

9.L6 deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
Learning completing classroom tasks
objectives(s) that
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
this lesson is
contributing to increased range of general and curricular topics
9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses
including prepositions from where, to whom on a range of familiar general and curricular
topics
All learners will be able to:
 Recognize and use key phrases for apologizing and expressing regrets.
 Develop their listening skills in the context of apologizing and expressing
regrets.
 Demonstrate the ability to express past and present regrets with I wish using
Lesson objectives some support.
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations practising apologizing without support.
Figure out the content of a conversation with some support in extended talkю
Demonstrate the ability to participate in a conversation.
Assessment criteria Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Differentiate between if/unless in first conditional clauses.
Value links Respecting and protecting the environment.
Cross curricular
Social studies.
links
Previous learning First and second conditionals.
 Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write I'm sorry on the board and
Beginning
elicit its meaning. Ask SS in what kinds of situations
the lesson
they might apologize. Elicit examples and suggestions.
Briefly discuss a few of the scenarios that the SS
suggest. Establish how we feel when we apologize, and
why it is sometimes difficult to apologize. Elicit the
concept of regret and teach the word.
Ex.1 p.38. Picture description (guessing, speculating, Board
interpreting). Projector
Ex.2 p.38. Gist listening. Comprehension question. Internet
Ex.3 p.38. Focus listening. Presentation
Ticking off items. Video and images
Main
Guided role play. Handouts with task
Activities
Ex.4 p.38. Deduction from the rules and exemplification. CD 1.28, 1.29
Ex.5 p.38. Opening the brackets.
Guided role-playing.
Ex.6 p.38. Open role-play. Speaking in a form of a
dialogue.
Ending the Giving the hometask. SB ex.6 p.38
lesson Peer-assessment.
Rubric
Criteria Fluency Pronunciatio Vocabulary Grammar Pair work
n and accent (interaction)
5 Smooth and fluid Pronunciatio A wide range Accuracy & Actively
excellen speech; few to no n is excellent; of well- variety of supports,
t hesitations; no good effort at chosen grammatical engages,
attempts to search accent vocabulary structures listens and
for words; volume
responds to
is excellent.
the partner.
Takes a
leading role.
4 Smooth and fluid Pronunciatio Good range Some errors Makes an
Good speech; few n is good; of relatively in effort to
hesitations; a good effort at well-chosen grammatical interact with
slight accent vocabulary structures the partner
search for words; possibly but doesn't
inaudible word or caused by take a leading
two. attempt to role.
include a
variety.
3 Speech is Pronunciatio Vocabulary Frequent Some effort
fair relatively smooth; n is okay; range is grammatical to interact
some hesitation Some effort lacking errors that do with the
and unevenness not obscure partner but
at accent, but
caused by meaning; doesn't take a
rephrasing and is definitely little variety leading role.
searching for non-native in structures
words; volume
wavers.
 2 Speech is Pronunciatio Basic Frequent Limited
poor frequently hesitant n is lacking vocabulary grammatical interaction
with some and hard to choice with errors even in with the
understand; some words simple partner.
sentences left
No effort clearly structures
uncompleted; towards a lacking that at times
volume very soft. native accent obscure
meaning.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 31

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Writing: An opinion essay.

9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased
range of general and curricular topics
Learning 9.R1 understand the main points in extended texts on a range of unfamiliar general and
objectives(s) that curricular topics
this lesson is 9.W2 write independently about factual and imaginary past events, activities and
contributing to experiences on a range of familiar general and curricular topics
9.UE6 use relative, demonstrative, indefinite, quantitative pronouns and a variety of
reflexive pronoun structures on a range of familiar general and curricular topics
All learners will be able to:
 Examine the general writing structure of an opinion essay.
 Recognize and use references, pronouns and key phrases for writing an opinion
Lesson essay.
objectives Most learners will be able to:
 Express their ideas in writing an opinion essay with minimal support.
Some learners will be able to:
 Express their ideas in writing an opinion essay without support.
Use topic appropriate words in justifying their point of view.
Identify the main idea of text on unfamiliar and curricular topics.
Assessment
Write sentences about real and imaginary past events, activities and experiences connecting
criteria
sentences into paragraphs.
Differentiate between relative pronouns including who, which, where, why.
Value links Respecting and protecting the environment.
Cross curricular
Social studies.
links
Previous learning Apologizing.
Smart board for showing a presentation, getting additional information, playing the audio,
Use of ICT
video files.
Switch off the active board if you do not use it.
Health and
If students are tired, do physical exercise with them.
Safety
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginni
Focus on the photo. Ask: how old do you think this girl is?
ng the
What is she doing? Elicit some ideas, and elicit or teach
lesson
the word straw.
Ask: At what age can you ride a scooter? Elicit the
answer, then ask: Should the government stop people
using them? Elicit a range of ideas.
Main Ex.1 p.39. Skimming. Questioning. Board
Activitie Ex.2 p.39. Sorting exercise. Projector
s Ex.3 p.39. Matching task. Internet
Ex.4 p.39. Writing guide. Presentation
Questioning in groups. Video and images
 Sharing ideas. Handouts with task
Structuring.
Ending Giving the hometask. WB p.27
the Peer-assessment.
lesson Rubric
Category 5 4 3 2 1
Ideas The writer's The writer's The writer's The writer's The
opinion is opinion is opinion is opinion is writer's
very clear. clear. fairly clear. not very opinion
Reasons and Reasons and A few clear. cannot be
some some reasons are Reasons are determine
specific examples given, but not given or d.
examples are given. specific don't make
are given. examples sense.
may not be
given.
Organizatio The writing The writing The writing The writing The
n has a clear has an may be does not writing is
introduction introduction missing an have an very
and and a introduction. introduction poorly
conclusion. conclusion. The writing or a organized
Reasons and Reasons and may be conclusion. and hard
examples examples missing a Reasons are to follow.
are grouped are grouped conclusion. missing or
into a body into a body Some disorganized
that makes that mostly reasons are .
sense. makes grouped into Linking
Many linking sense. a body. Few words are
words are Some linking missing or
used linking words are used
effectively words are used. incorrectly.
to connect used to
the reasons connect the
and reasons and
examples. examples.
Word The writer Some Many words Many vague Many
choice uses words, are vague or unclear words are
precise, including or poorly words are used
well-chosen adjectives chosen. used. incorrectly
words and The These word .
(especially adverbs, are message choices The
adjectives precise. may be make most message is
and The confusing in of the not clear.
adverbs). message is parts. message
The writer's clear. hard to
words give a understand.
clear
message.
Sentence Sentence Some of the Many All Sentences
Fluency structures sentence sentences sentences are
are varied structures share the share a fragments
and are varied same similar or run-
interesting. and structure. structure. ons.
Sentence interesting. Sentences
structures A compound are written
include sentence incorrectly
compound may be .
sentences. used.
Voice The writer The writer The writer The writer The writer
 sounds very sounds isn't very does not does not
convincing. convincing convincing. sound express an
The point of some of the The point of convincing. opinion.
view is clear time. view may The point of The point
and The point of shift. view of view
consistent. view is The writing changes a cannot be
The writing somewhat may sound lot. determine
is respectful consistent. too stiff in The writing d.
without A few places some sounds too
sounding may sound places. The stiff or
too formal too stiff or writing may informal.
or stiff. informal. sound too
informal in
other
places.
Convention There are There are There are There are The
s no mistakes some mistakes in many writing has
in mistakes in capitalizatio mistakes in not been
capitalizatio capitalizatio n, capitalizatio edited.
n, n, punctuation, n, It is very
punctuation, punctuation, and spelling. punctuation, hard to
or spelling. or spelling. Mistakes and spelling. read.
The writing The writing make the Mistakes
is very easy is somewhat paper cause
to read. easy to difficult to confusion
read. read. for the
reader.
Additional information

Differentiation –
how do you plan to give more Assessment –
Critical thinking
support? How do you plan to how are you planning to check
challenge the more able learners’ learning?
learners?

Differentiation can be achieved by Observe learners when participating Students think critically, exploring,
task (selection of learning in use of English activities. developing, evaluating and making
materials and resources based on Record what they considered they choices about their own and others’
student strengths). had learned from the lesson. Could ideas
By support. Less able learners they express what they had learned
will be supported through step-by- about content and language? Could
step instructions, graphic they express which skills they had
organizers, sentence frames, developed?
glossaries, thinking time. Small Formative assessment is held
group learning. through observation/monitoring.
By outcome providing challenge,
variety and choice.
 Short term plan 32

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: My country: Our planet.

9.C9 use imagination to express thoughts, ideas, experiences and feelings

Learning 9.R2 understand specific information and detail in texts on a range of familiar general
objectives(s) that and curricular topics, including some extended texts
this lesson is 9.UE12 use an increased variety of comparative degree adverb structures with regular
contributing to 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:
 Summarize information from the text about a journey through Betpak-Dala.
 Recognize how adverbs modify adjectives and where adverbs are used in a
sentence.
 Identify adverb use in a text.
Lesson objectives
Most learners will be able to:
Analyze information from the text about a journey through Betpak-Dala and use it
as a basis for discussion.
Some learners will be able to:
 Plan, write and edit a diary describing the journey.
Form ideas effectively and demonstrate the ability to express them clearly
Assessment criteria Find particular facts and parts in reading passage,
Apply pre-verbal, post-verbal and end-position adverbs accurately.
Value links Respecting and protecting the environment.
Cross curricular
Social studies.
links
Previous learning An opinion essay.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Health and Safety Switch off the active board if you do not use it.
 If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning Ask SS if they have visited the area between Lake
the lesson Balkhash and the Sarysu River. What did they see and
do there?
Ask the whole class what they know about the area and
what they think it is like and what wildlife you can see
there.
Ex.1 p.40. Building background knowledge. Board
Ex.2 p. 40. Detailed reading. Projector
Table completion. Internet
Main Ex.3 p. 40. Recognizing language structures. Presentation
Activities Ex.4 p. 40. Induction of the rules from examples and Video and images
explication. Handouts with task
Ex.5 p. 40. Sequencing words. CD 1.30
Ex.6 p. 40. Writing practice. Creative exercise.
Giving the hometask. SB ex.6 p.40
“Cinquain” is a five-line poem based on the content of
the material under the study.
Ending the Line 1 – One-word title (Kazakhstan).
lesson Line 2 – Two adjectives for describing that word.
Line 3 – Three verbs.
Line 4 – Four feeling words.
Line 5 – A synonym for the title word.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 33

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: CLIL: Ecology: Solving an ecology problem.

9.C9 use imagination to express thoughts, ideas, experiences and feelings

Learning
9.R2 understand specific information and detail in texts on a range of familiar general
objectives(s) that
and curricular topics, including some extended texts
this lesson is
9.R4 read a range of extended fiction and non-fiction texts on familiar and unfamiliar
contributing to
general and curricular topics
All learners will be able to:
 Develop their reading skills in the context of recycling.

Lesson objectives Most learners will be able to:

Express their ideas about recycling situation in a city.
Some learners will be able to:
 Present a solution to a rubbish problem.
Convey fantasy ideas and experiences including emotions and senses.
Assessment criteria Find particular facts and parts in reading passage.
Skim the extended fiction or non-fiction texts to identify the general information.
Value links Respecting and protecting the environment.
Cross curricular
Ecology, Social studies.
links
Previous learning My country: Our planet.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning With books closed, ask: Is there anything you would like
the lesson to change about your school? Elicit some ideas and then
ask: What can you do to make your school change?
Ask: Do you think SS should have more power to make
changes in their school? Elicit some ideas, and
encourage SS to join in and express their opinions.
Ex.1 p.41. Brainstorming the topic. Board
Sorting exercise. Projector
Ex.2 p.41. Questions for personal response. Internet
Main
Detailed reading. Presentation
Activities
Checking comprehension. Video and images
Ex.3 p.41. Questions about the topic to discuss. Handouts with task
Ex.4 p.41. Problem-solving discussion. CD 1.31
 Giving the hometask. WB p.28
Self-assessment.
Pair share
At the end of a lesson learners share with their partner:
Ending the
Three new things they have learnt:
lesson
 What they found easy
 What they found difficult
 Something they would like to learn in the
future.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 35

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Review. Unit 3.

Learning 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range
objectives(s) that of general and curricular subjects
this lesson is 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
contributing to
increased range of general and curricular topics
 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses
including prepositions from where, to whom on a range of familiar general and curricular
topics
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.

Lesson objectives Most learners will be able to:

 Demonstrate learned grammar and vocabulary about environment with sure.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
Assessment criteria
well-formed sentences.
Differentiate between if/unless in first conditional clauses.
Value links Respecting and protecting the environment.
Cross curricular
Ecology.
links
Previous learning CLIL: Politics: High school elections.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan

Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning Warm up.
the lesson Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job performance,
talent, etc. and also practice accepting compliments.
Ex.1 p.42. Substitution drill. Board
Ex.2 p.42. Matching task. Projector
Ex.3 p.42. Sequencing words. Internet
Main Ex.4 p.42. Opening the brackets. Presentation
Activities Ex.5 p.42. Paraphrasing. Video and images
Ex.6 p.42. Filling in the blanks. Handouts with task
Ex.7 p.42. Focus listening. Justifying true/false CD 1.32
statements with reference to the text.
Giving the hometask. SB p.43
Peer-assessment.
Two stars and a wish.
You did a really good job on…
I really like how you…
My favorite part was when…
Ending the
I think the best thing about it is…
lesson
Maybe you could…
I also think you might want to…
I wish you would have…
It would also be great if…

Additional information
Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 36

Term 2
School:
Unit 3"Our planet"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Project: A community project.

9.C1 use speaking and listening skills to solve problems creatively and cooperatively in
Learning groups
objectives(s) that 9.R1 understand the main points in extended texts on a range of unfamiliar general and
this lesson is curricular topics
contributing to 9.W1 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:
 Plan, write and edit a community project with support.

Lesson objectives Most learners will be able to:

Plan, write and edit a community project with minimal support.
Some learners will be able to:
 Plan, write and edit a community project without support.
Discuss a problem in groups and suggest a solution to a problem.
Assessment criteria Identify the main idea of text on unfamiliar and curricular topics.
Make a clear plan of writing; Write a text; Check the written draft.
Value links Respecting and protecting the environment.
Cross curricular
Ecology, Social studies.
links
Previous learning Review. Unit 3.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning Warm up.
the lesson Ask SS if they know of any community projects near
where they live.
Ask them what the projects do and if they know of what
they have achieved.
Ex.1 p.43. Prediction based on the slogan, pictures. Board
Ex.2 p.43. Skimming. Projector
Matching headings with sections. Internet
Main Ex.3 p.43. Brainstorming. Presentation
Activities Generating ideas. Video and images
Illustration. Handouts with task
Giving presentation.
Feedback on the project.
Giving the hometask. WB p.29
Self-assessment.
“Five”. Children draw a picture of their hand and write
the most important things about the lesson on
Ending the
each finger. The thumb - something interesting,
lesson
the index finger - something difficult, the
middle one - something that was not enough,
the ring finger - the mood, the little finger - the
suggestions.
Additional information

Differentiation –
Assessment –
how do you plan to give more Critical thinking
how are you planning to check
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 37

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Morals.

9.S3 explain and justify their own point of view on a range of general and curricular
topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
Learning
objectives(s) that increased range of general and curricular topics
this lesson is 9.UE5 use questions including prepositions at what time, in which direction, from whose
contributing to on a range of familiar general and curricular topics
9.UE11 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
All learners will be able to:
 Recognize and use phrases to do with honesty and morals.
 Do a questionnaire on rights and wrongs.
 Produce sentences making requests with support.
Lesson objectives Most learners will be able to:
Produce sentences making requests with minimal support.
Some learners will be able to:
 Demonstrate the ability to request something and report someone's request with
fluency.
Provide a point of view in conversations and discussions.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
Assessment criteria well-formed sentences.
Demonstrate the ability to ask a variety of questions in different tenses.
Apply the rule for reported speech forms for statements in the context.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning A community project.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned Planned activities Resources
 timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
With books closed, write Right and Wrong on the board
Beginning
and elicit the meaning. Ask: What things is it wrong to
the lesson
do? Elicit some answers, e.g. stealing, murder, etc.
Put SS into pairs and give them two minutes to write
down as many things as they can that are wrong.
Encourage them to think about small things that we do
every day, as well as actual crimes.
Ex.1 p.44. Filling in the blanks. Checking students' Board
answers. Projector
Ex.2 p.44. Asking and answering questions. Internet
Ex.3 p.44. Guided reading. Situation-response. Presentation
Ex.4 p.44. Table completion. Video and images
Main
Ex.5 p.44. Multiple choice. Handouts with task
Activities
Ex.6 p.44. Transformation exercise. CD 2.01, 2.02
Ex.7 p.44. Listening comprehension. Activating
language.
Ex.8 p.44. Practice structures.
Extra task. Individual sentences.
Giving the hometask. WB p.30
Self-reflection.

My My My Valuable
Ending the
participatio feelings difficulties thoughts
lesson
n in the and for me
lesson emotions from the
during the lesson
lesson
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 38

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Charities.

9.S3 explain and justify their own point of view on a range of general and curricular
Learning topics
objectives(s) that 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
this lesson is increased range of general and curricular topics
contributing to 9.R2 understand 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:
 Comprehend the text about a charity.
 Recognize and use collocations with make and do.
Most learners will be able to:
Lesson objectives
Interpret a text about a charity and use it as a basis for discussion.
Some learners will be able to:
 Express their opinions on being honest with fluency building extended
sentences.
Express thoughts about the given topic in the conversations.
Assessment criteria Use topic appropriate words in justifying their point of view.
Find particular facts and parts in reading passage.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Morals.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning
With books closed elicit what charities do. (Give help
the lesson
usually to people, animals or the environment).
Ask SS what charities they know and what those
charities do.
Ask SS which charities they think are best.
Ex.1 p.46. Predicting based on the title, pictures. Gist Board
reading. Projector
Ex.2 p.46. Detailed reading. Internet
Main
Completing gapped text with sentences. Presentation
Activities
Ex.3 p.46. Substitution drill. Video and images
Ex.4 p.46. Blank-filling. Handouts with task
Ex.5 p.46. Speaking in a form of discussion. CD 2.03
Ending the Giving the hometask. WB p.34
lesson Self-assessment.

KWL
Know Want to know Learnt
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 39

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Reported speech: tense changes.

9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
Learning
objectives(s) that 9.W3 write with moderate grammatical accuracy on a wide range of familiar general
this lesson is and curricular topics
contributing to 9.UE11 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
 All learners will be able to:
 Comprehend tense changes in reported speech.
 Demonstrate the ability to transport direct speech to reported speech with
support.
Most learners will be able to:
Lesson objectives
Demonstrate the ability to transport direct speech to reported speech with minimal
support.
Some learners will be able to:
 Demonstrate the ability to transport direct speech to reported speech without
support.
Demonstrate the ability to participate in a conversation.
Assessment criteria Demonstrate the ability to write grammatically correct sentences on familiar topics.
Apply the rule for reported speech forms for statements in the context.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Charities.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning
Warm up.
the lesson
With books closed, ask SS to think again about the text
about a charity. Ask SS how some of the injured soldier
mentioned in the text felt about the games.
Ex.1 p.47. Induction of the rules from examples and Board
explication. Projector
Main Ex.2 p.47. Blank-filling. Internet
Activities Ex.3 p.47. Transformation exercise. Presentation
Ex.4 p.47. Situation-response. Video and images
Extra task. Individual sentences. Handouts with task
Giving the hometask. WB p.31.
Self-assessment. How well do I understand?
4 - I can do this and explain it to someone else.
Ending the
3 - I understand and can do this by myself.
lesson
2 - I need more practice.
1 - I don't understand this yet.

Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 40

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Vocabulary and listening: Reporting verbs.

9.C6 organise and present information clearly to others

9.L1 understand the main points in unsupported extended talk on a wide range of general
Learning and curricular topics
objectives(s) that
9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range
this lesson is
contributing to of general and curricular subjects
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Recognize and use reporting verbs.
 Develop their listening and reading skills in the context of famous protests.
Most learners will be able to:
Lesson objectives
Interpret information from a radio programme about famous protests and use it as
the basis for discussion.
Some learners will be able to:
 Produce a clear, coherent talk about protests.
Form ideas effectively and demonstrate the ability to express them clearly.
Identify the main idea in extended talks with little support.
Assessment criteria Find claim, reasons and evidence in the text to recognise inconsistencies in argument.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Reported speech: tense changes.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning
Warm up.
the lesson
Focus on the photo and elicit that it shows a
demonstration. Ask SS to look carefully and say what
the people are protesting against. Elicit a range of ideas.
Ex.1 p.48. Matching words. Board
Ex.2 p.48. Conveying the meaning. Multiple choice. Projector
Ex.3 p.48. Structure based substitution. Internet
Main
Ex.4 p.48. Transportation exercise. Presentation
Activities
Ex.5 p.48. Gist listening. Judging whether some Video and images
statements about the listening text are true or false. Handouts with task
Ex.6 p.48. Information search. Giving presentations. CD 2.04, 2.05
Giving the hometask. WB p.32
Self-assessment.
“Five”. Children draw a picture of their hand and write
the most important things about the lesson on
Ending the
each finger. The thumb - something interesting,
lesson
the index finger - something difficult, the
middle one - something that was not enough,
the ring finger - the mood, the little finger - the
suggestions.
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.
 Short term plan 41

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Reported and indirect questions.

9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
9.W3 write with moderate grammatical accuracy on a wide range of familiar general
Learning
objectives(s) that and curricular topics
this lesson is 9.UE5 use questions including prepositions at what time, in which direction, from whose
contributing to on a range of familiar general and curricular topics
9.UE11 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
All learners will be able to:
 Identify the difference between reported and indirect questions.
 Construct reported questions with support.
Lesson objectives Most learners will be able to:
Construct reported questions with minimal support.
Some learners will be able to:
 Construct reported questions without support.
Demonstrate the ability to participate in a conversation.
Demonstrate the ability to write grammatically correct sentences on familiar topics.
Assessment criteria
Demonstrate the ability to ask a variety of questions in different tenses.
Apply the rule for reported speech forms for statements in the context.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Reporting verbs.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning With books closed, briefly revise reported speech. Elicit
the lesson some examples of direct speech, and ask different SS to
change the direct sentences into reported speech.
Elicit the rules for reported speech. If necessary prompt
SS by asking about tenses, and any other changes
(pronouns).
 Ex.1 p.49. Induction of the rules from examples and Board
explication. Projector
Ex.2 p.49. Multiple choice. Internet
Ex.3 p.49. Transformation exercise. Presentation
Main
Ex.4 p.49. Writing practice. Video and images
Activities
Ex.5 p.49. Deduction from the rules and exemplification. Handouts with task
Ex.6 p.49. Asking and answering questions.
Ex.7 p.49. Improvising a conversation.
Extra task. Writing practice.
Giving the hometask. WB p.33
Self-assessment.
How well do I understand?
Ending the 4 - I can do this and explain it to someone else.
lesson 3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.

Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 42

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Speaking: Explaining and clarifying situations.

Learning 9.L1 understand the main points in unsupported extended talk on a wide range of general
objectives(s) that and curricular topics
this lesson is 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
contributing to
 completing classroom tasks
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Develop their listening skills in the context of someone explains and clarifies a
situation.
 Recognize key phrases for explaining and clarifying a situation.
Lesson objectives
Most learners will be able to:
Create their own dialogues based on the given situations.
Some learners will be able to:
 Perform situations explaining and clarifying a situation without support.
Identify the main idea in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Assessment criteria
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Reported and indirect questions.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Ask SS if they have ever been found out for giving an
Beginning
excuse when they couldn't do something, for example
the lesson
said they are going to their grandparents' house, only for
someone to see them at a party.
Ask them why they made the excuse in the first place.
Was it because they didn't want to do something or was
it because their plans changed?
Ex.1 p.50. Guessing, speculating, interpreting pictures. Board
Ex.2 p.50. Gist listening. Projector
Comprehension questions. Internet
Main Ex.3 p.50. Ticking off items. Presentation
Activities Guided role play. Video and images
Ex.4 p.50. Practise structures. Substitution drill. Guided Handouts with task
role-play. CD 2.06, 2.07
Ex.5 p.50. Open role-play.
Ending the Giving the hometask. SB p.50 ex.5
lesson Peer-assessment.
Rubric
Criteria Fluency Pronunciatio Vocabulary Grammar Pair work
n and (interaction
accent )
5 Smooth and Pronunciatio A wide Accuracy & Actively
excelle fluid speech; n is excellent; range of variety of supports,
nt few to no good effort at well-chosen grammatica engages,
hesitations; no accent vocabulary l structures listens and
attempts to responds to
search for the partner.
words; volume
 is excellent. Takes a
leading role.
4 Smooth and Pronunciatio Good range Some Makes an
good fluid speech; n is good; of relatively errors in effort to
few hesitations; good effort at well-chosen grammatica interact with
a slight accent vocabulary l structures the partner
search for possibly but doesn't
words; inaudible caused by take a
word or two. attempt to leading role.
include a
variety.
3 Speech is Pronunciatio Vocabulary Frequent Some effort
fair relatively n is okay; range is grammatica to interact
smooth; some Some effort lacking l errors that with the
hesitation and do not partner but
at accent, but
unevenness obscure doesn't take a
caused by is definitely meaning; leading role.
rephrasing and non-native little variety
searching for in structures
words; volume
wavers.
2 Speech is Pronunciatio Basic Frequent Limited
poor frequently n is lacking vocabulary grammatica interaction
hesitant with and hard to choice with l errors with the
understand; some words even in partner.
some sentences
No effort clearly simple
left towards a lacking structures
uncompleted; native accent that at times
volume very obscure
soft. meaning.
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 43

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Writing: A narrative.

 9.R1 understand the main points in extended texts on a range of unfamiliar general and
curricular topics
Learning 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
objectives(s) that increased range of general and curricular topics
this lesson is 9.W2 write independently about factual and imaginary past events, activities and
contributing to experiences on a range of familiar general and curricular topics
9.W9 punctuate written work at text level on a range of familiar general and curricular
topics with a good degree of accuracy
All learners will be able to:
 Comprehend the general writing structure of a model text.
 Recognize and use key phrases for writing a narrative.
 Demonstrate the correct use of punctuation in dialogues.
Lesson objectives
Most learners will be able to:
Write a narrative with dialogue using writing guide.
Some learners will be able to:
 Express their ideas in writing a narrative with dialogue without support.
Identify the main idea of text on unfamiliar and curricular topics.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
well-formed sentences.
Assessment criteria
Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Use punctuation marks in a piece of writing.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Explaining and clarifying situations.
Intercultural Smart board for showing a presentation, getting additional information, playing the
awareness audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Beginning Focus on the photo and the title of the text. Ask: What
the lesson has happened? How do you think it happened? Who do
you think did it? Elicit a range of ideas.
Ask: Do you think the people who did this will admit it?
Why? Elicit some answers, but don't confirm or reject
any yet.
Ex.1 p.51. Skimming. Questioning. Board
Ex.2 p.51. Sequencing. Projector
Ex.3 p.51. Transformation exercise. Internet
Main
Ex.4 p.51. Writing guide. Presentation
Activities
Questioning in groups. Video and images
Sharing ideas. Handouts with task
Structuring.
Ending the Giving the hometask. WB p.35
lesson Peer-assessment. Rubric
Category 4 3 2 1
Ideas All ideas were Most ideas were Ideas were The essay
expressed in a expressed in a somewhat seemed to be a
clear and pretty clear organized, but collection of
 organized way. manner, but the were not very unrelated
It was easy to organization clear. It took sentences. It was
figure out what a could have been more than one very difficult to
narrative was better. reading to figure figure out what
about. out what the the narrative was
narrative was about.
about.
Format Complies with Complies with Complies with Complies with
all the most of the several of the few of the
requirements for requirements for requirements for requirements for
a narrative. a narrative. a narrative. a narrative.
Sentences and Sentences and Most sentences Some sentences Many sentence
Paragraphs paragraphs are are complete and are complete and fragments or
complete, well- well- well- run-on sentences
constructed and constructed. constructed. and
of varied Paragraphing is Paragraphing paragraphing
structure. generally done needs some needs lots of
well. work. work.
Grammar & Writer makes Writer makes Writer makes Writer makes
spelling few or no errors some errors in quite a lot of very frequent
in grammar or grammar and/or errors in errors in
spelling. spelling but the grammar and/or grammar and/or
errors do not spelling spelling.
impede
understanding.
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?
Differentiation can be achieved by Observe learners when Students think critically,
task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 45

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: My country: Charities and conflict.

Learning 9.R2 understand specific information and detail in texts on a range of familiar general
objectives(s) that and curricular topics, including some extended texts
this lesson is 9.S5 interact with peers to negotiate, agree and organise priorities and plans for
contributing to completing classroom tasks
 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
9.UE15 use infinitive forms after a growing number of adjectives and verbs; use gerund
forms after a growing variety of verbs and prepositions; use an increased variety of
prepositional verbs and phrasal verbs on a range of familiar general and curricular topics
All learners will be able to:
 Recognize and use phrases to talk about why you do something.
 Comprehend verb patterns verb + (object) + infinitive with to.
 Develop their reading skills in the context of a blog post about charity work.
Lesson objectives Most learners will be able to:
Synthesize the information from a blog post about charity work and use it as the
basis for discussion.
Some learners will be able to:
 Talk with fluency about which charity to donate money to.
Find particular facts and parts in reading passage.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
Assessment criteria
well-formed sentences.
Differentiate between usage of infinitive and gerund forms after a limited variety of
verbs, adjectives and prepositions
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning Writing: A narrative.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Books closed. In pairs, SS think about why someone
Beginning might want to work for a charity and what qualities
the lesson someone working or a charity should have.
Ask them to think about a particular type of charity. For
example, for a medical charity, someone might want to
help people who are in great difficulty. If they work a s
as doctor or nurse, they would need medical training and
the ability to work in difficult situations.
Ex.1 p.52. Building background knowledge. Board
Ex.2 p.52. Detailed reading. Comprehension questions. Projector
Ex.3 p.52. Induction of the rules from examples and Internet
Main
explication. Presentation
Activities
Ex.4 p.52. Recognition exercise. Video and images
Ex.5 p.52. Opening the brackets. Handouts with task
Ex.6 p.52. Improvising a conversation. CD 2.08
Giving the hometask. SB p.52 ex.6
Self-reflection.
Ending the
Most ……. thing
lesson
Ask learners what was the most, e.g. useful, interesting,
surprising, etc. thing they learned today. 
Additional information
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 47

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: CLIL: History: The Berlin Wall.

9.L6 deduce meaning from context in unsupported extended talk on a wide range of
general and curricular topics
Learning 9.R2 understand specific information and detail in texts on a range of familiar general
objectives(s) that and curricular topics, including some extended texts
this lesson is 9.S3 explain and justify their own point of view on a range of general and curricular
contributing to topics
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
increased range of general and curricular topics
All learners will be able to:
 Develop their reading and listening skills in the context of people talking about
their personal experiences of the Berlin Wall.
Most learners will be able to:
Lesson objectives
Synthesize the information about the Berlin Wall and use it as the basis for
discussion.
Some learners will be able to:
 Express with fluency their ideas about life with a dividing wall in KZ.
Reach an answer or a decision by identifying the content of the extended talk.
Find particular facts and parts in reading passage.
Assessment criteria Speak coherently and in detail about the given topic, referring to personal experience
whenever possible.
Use topic appropriate words in justifying their point of view.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies, History.
links
Previous learning My country: Charities and conflict.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Warm up.
Focus on the photo on p.53 and elicit that it shows the
Beginning Berlin Wall.
the lesson Ask SS what they know about the Berlin Wall. Point out
or elicit that the photo is from the fall of the wall. Elicit
facts that SS know and then ask: What do you think life
was like for people when the wall was there? How do
you think people felt when the wall came down? Elicit
some ideas and encourage SS to express their opinions.
Ex.1 p.53. Conveying the meaning of new words Board
through definitions. Blank-filling. Projector
Ex.2 p.53. Gist reading. Internet
Main
Ex.3 p.53. Detailed reading. Comprehension questions. Presentation
Activities
Ex.4 p.53. Focus listening. Video and images
s

Identifying situations and people. Handouts with task

nes

Ex.5 p.53. Expressing opinion (reacting to a text). CD 2.09, 2.10

Giving the hometask. WB p.36
Self-assessment.
Sad

Students attach their boat in the appropriate area of the

map that reflects their emotions and mood after the
lesson.

BERMUD T
A
Moo
TRIMEN
of

AN GLE
HT EN
ENCOURAGING
IG ANXIETY
nd

JOY ISLAND NL ISLAND

E
d
isla

Ending the
THE ISLAND ISLAND
lesson
D
PERPLEXING
LANOF EXPECTATION
ISLANDTHE ISLAND OF
IS
Isla
the

PLEASURE UNCERTAINTY
ISLAND

nds
Additional information
Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.

Short term plan 48

Term 2
School:
Unit 4 "Charities and conflict"
Date: Teacher’s name:

Grade 9 Number present: Number absent:

Theme of the lesson: Review. Unit 4. Skills round-up.

9.L2 understand most specific information in unsupported extended talk on a wide range
of general and curricular topics
9.S5 interact with peers to negotiate, agree and organise priorities and plans for
completing classroom tasks
Learning
objectives(s) that 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide
this lesson is increased range of general and curricular topics
contributing to 9.W2 write independently about factual and imaginary past events, activities and
experiences on a range of familiar general and curricular topics
9.UE11 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
All learners will be able to:
 Reproduce taught material in listening, speaking, writing.
Most learners will be able to:

Lesson objectives  Demonstrate learned grammar and vocabulary about charities and conflict in
dialogues with sure.
 Create their own dialogues based on the given situations.
Some learners will be able to:
 Use taught vocabulary and grammar with accuracy.
 Provide unprepared speech talking about charities and conflict.
Identify facts and details in extended talks with little support.
Demonstrate the ability to participate in a conversation.
Apply topic related vocabulary in speech appropriately arranging words and phrases into
Assessment criteria well-formed sentences.
Write sentences about real and imaginary past events, activities and experiences
connecting sentences into paragraphs.
Apply the rule for reported speech forms for statements in the context.
Value links Helping others. Learning to compromise. Respecting yourself and others.
Cross curricular
Social studies.
links
Previous learning CLIL: History: The Berlin Wall.
Smart board for showing a presentation, getting additional information, playing the
Use of ICT
audio, video files.
Switch off the active board if you do not use it.
Health and Safety If students are tired, do physical exercise with them.
Open the window to refresh the air in the classroom during the break.
Plan
Planned
Planned activities Resources
timings
The lesson greeting.
The teacher sets the lesson objectives, letting students
know what to anticipate from the lesson.
Beginning Warm up.
the lesson Then to create a positive learning environment the
teachers asks students to start the lesson giving each
other compliments about appearance, job performance,
talent, etc. and also practice accepting compliments.
Ex.1 p.54. Substitution drill. Board
Ex.2 p.54. Blank-filling. Projector
Ex.3 p.54. Multiple choice. Internet
Ex.4 p.54. Opening the brackets. Presentation
Main
Ex.5 p.54. Transformation exercise. Video and images
Activities
Ex.6 p.54. Choose the best answer, a, b or c. Handouts with task
Ex.1 p.55. Talking about pictures related to the topic. CD 2.12
Ex.2 p.55. Gist listening. Comprehension questions.
Ex.4-5 p.55. Iimprovising a conversation.
Giving the hometask. WB p.37
Peer-assessment.
Ending the Two stars and a wish.
lesson  You did a really good job on ...
 I really like how you ...
 Maybe you could ...
Additional information

Differentiation –
Assessment –
how do you plan to give more
how are you planning to check Critical thinking
support? How do you plan to
learners’ learning?
challenge the more able learners?

Differentiation can be achieved by Observe learners when Students think critically,

task (selection of learning materials participating in use of English exploring, developing, evaluating
and resources based on student activities. and making choices about their
strengths). Record what they considered they own and others’ ideas
By support. Less able learners will had learned from the lesson. Could
be supported through step-by-step they express what they had learned
instructions, graphic organizers, about content and language? Could
sentence frames, glossaries, thinking they express which skills they had
time. Small group learning. developed?
By outcome providing challenge, Formative assessment is held
variety and choice. through observation/monitoring.