Appendix1. Teacher observation checklist. Student's name ________________________________________. Positive Aspects. Negative Aspects

Unit of a long term plan

Unit 8 Travel and tourism

 Lesson plan 90

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Skills Round – up.

Welcome – Unit 8

Learning objectives(s) that this lesson is contributing to

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

9. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9. L4 understand the main points of supported extended talk on a range of general and curricular topics

9. R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

9. UE17 use if / if only in third conditional structures

Lesson objectives

All students will be able to:

Revise taught material

Most students will be able to:

Demonstrate learned vocabulary about travel and tourism

Some students will be able to:

Use taught vocabulary and grammar with accuracy;

 promote the developments of logical, reflecting thinking, language abilities: the ability to communicate, express views and opinion, to exchange information.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

 Social Science, Psychology, Geography, Information Technology.

Previous learning

Talking about tourism and travel.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss city’s places of interest in different countries.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

Organisation moments (WC):

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Slide (useful phrases).

Pictures

PPT

Revision. Consolidation. (GW)

Listening Task

PRE - LISTENING TASK:

Ex. 1 - 2 p. 102. Describe pictures in pairs.

You will listen to a conversation. Where are Annie and Jack? What are they planning? Try to understand it, make a graph organizer in any form you like: a table, cluster, diagram, etc. and say if the sentences are true or false.

Speaking Task. Ex. 4-5. Speak about the city of Bath/ Cambridge/ Oxford. What are you planning to do there?

Make a tourist leaflet for a holiday destination. Use a plan of Ex. 6. p. 103.

Tourist Leaflets

In the 'Tourist Leaflet' section remember to draw a text box first and write only within that. You will be marked for creating text box. Within the text box write only in bullet points.
​

Student Book p. 103.

C. D. 3. 22

Teacher’s Book p. 144

Pictures

PPT

Grammar Tables

Student Book p. 103

PicturesPPT

Giving the home task.

Ex. 6. p. 103 St. B. (w)

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?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt. )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

28. Identify the main idea in extended talks with little support.

29. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

30. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9 Science and technology

 Lesson plan 91

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

A day in cyberspace. Verbs and prepositions. p. 104 - p. 105

Learning objectives(s) that this lesson is contributing to

9. S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

9. S3 give an opinion at sentence level on a limited range of general and curricular topics

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. C3 respect differing points of view

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

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

Lesson objectives

All learners will be able to:

identify some specific information from the text and use some target vocabulary to describe social media and people’s communicationaccurately in response to prompts and in production tasks.

Most learners will be able to:

· Select, compile, and synthesize information from the reading passage " My morning online" for an oral presentation.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Make an online interview.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

Information Technology Social Science, Science, Psychology, Geography.

Previous learning

Talking about a holiday destination.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss the topic concerning social media.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

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

Warm up. Free talk about using mass media.

By the way, do you have your mobile phones with you? Please, show it to us. Do you often use it? How often do you use it? When was it invented? ( 1983 ). What century is it? (The 20^th century)

Look at the blackboard, there are three sentences but one of it is not completed. Read the sentences and complete the last one.

On the board:   

The Medieval time is famous for inquisition and conquests.

The Renaissance is famous for its so called “golden” age of art.

The 20^th century is famous for... (developing science and technology)

So, the theme of our lesson is Science and Technology.

Slide (useful phrases).

Pictures

PPT

Student Book p. 104

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

When you hear these words, Science and Technology, what associations you have connected to these words? What words do occur to your mind?

One by one go to the board and write one word.

Traveling into space      robots    a computer Internet Science and Technology  Device inventions        stereo system     discoveries.

Speak about the life

Working with the text. Lexical Work. Ex. 1. p. 104

What computer words are mentioned in the text? Give definitions to each word in blue. In pairs, make a conceptual table.

Make a conclusion about today’s modern devices.

Science

We are living in the modern world, full of computers, automatic devices, gadgets, cell phones and many other different interesting and useful things that technological progress has given us for usage.

Science has given us possibility to fly into space and step on the moon, to start studying different parts of our galaxy and even farther. For example, what wonderful pictures of our galaxy and planets and stars surrounding Earth Hubble telescope has showed to us.

Technology has made our life easier due to different discoveries. For example, nowadays we can travel with extremely high speed in different directions: many countries have high-speed trains which help us to feel comfortable all the way.

Grammar: Verbs and prepositions.

Ex. 2 – 4. p. 105 (individually).

Ex. 4. Keys:

1. posted, on; 2. Through; 3. On; 4. Opened; 5. Commented; 6. At; 7. Turned on; 8. Wake; 9. On.

A teacher divides the class into 4 groups. Each group should prepare some information about benefits and problems with using social media.

Student Book p. 104 - p. 105.

Pictures

PPT

A table

Writing

Worksheet

Writing

Worksheet

Student Book p. 105.

Pictures

PPT

Giving the home task.

W. B. p. 70 – p. 71

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?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9Science and technology

Lesson plan 92

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

The psychology of " Yes".    p. 106

Learning objectives(s) that this lesson is contributing to

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

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

9. L2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. UE8 use a variety of future active and passive and future continuous forms range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, be able to speak about the psychology of “yes” for general meaning and specific information, give a short information about the active and passive approach to life;

· Transfer information from the reading passage into a graphic organizer.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation;

Some learners will be able to:

· * Respond to and discuss the reading passage" The psychology of " Yes" using interpretive, evaluative and creative thinking skills.

* Offer constructive peer-feedback using rubric.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

Science, Psychology, Social Science, Information Technology, Medicine.

Previous learning

Talking about social media.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Speak about psychology of people.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

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

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about pictures with a word “yes”. How often do you say it? Is it possible to say “yes” more often than “no”. The teacher gives Sts. background information about Danny Wallace.

Slide (useful phrases).

Pictures

PPT

Student Book p. 106

Writing

Worksheet

Slide (useful phrases).

Teacher's Book p. 128.

Main part

The teacher asks Students to watch a video on You Tube “How to Make People Say Yes” and speak about technique to persuade people to say “yes”.

 One St. make a conclusion about the ways of saying yes.

PRE - READING EXERCISE:

The teacher shows the headline of the text to students and asks them to speak about the problem. Ex. 1

Sts. read the questions to the text to prepare the answers after reading.

WHILE - Reading exercise: Ex. 2 p. 106: give the right answers. (Pair work).

How will you react if a girlfriend or a boyfriend leaves you?

In groups, speak about optimistic and pessimistic people.

The teacher monitors students' progress and offer support where necessary.  

Then students can have a discussion to represent all the roles. (2 min per student).

Role-cards.

Discussion Director(Interpersonal Intelligence).

Task: Lead the discussion. Prepare 3 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Role-cards.

Discussion Director(Interpersonal Intelligence).

Task: Lead the discussion. Prepare 2 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Passage Picker(Body-Kinesthetic Intelligence).

Task: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss.  

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

Ä important to text

Ä surprising

Ä makes you think

Ä well written

Ä confusing

Ä interesting

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story.  

Descriptors:

1. Write 5 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word (e. g. Pg. 58 § 4).

3. Try and guess the meaning from context.  

3. Find a dictionary definition.

The STs. do Ex. 3 - 5 p. 106

Options

1. Find more that 5 phrases with look/ smell/ feel/ taste.

2. Make a list of synonyms and antonyms.

3. Create new sentences with these words.

4. Use online dictionary to find out the pronunciation of the words.

Summariser(Intrapersonal Intelligence).

Task: Prepare a brief description of the key points in the story.  

Descriptors:

1. Write at least 2 sentences.

2. Write in your own words.

3. Present the important events in a logical order.  

Options

1. Include the moral and meaning of the story.

2. Give your opinion of the story so that other students can express theirs.  

Illustrator(Visual-spatial Intelligence).

Task: Draw a picture related to the story.   

Descriptors:

1. Prepare an illustration.

2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the story.

3. Explain your illustration.

Options

You can draw a character, a moment or a setting.

Connector(Logical-mathematical Intelligence).

Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before.   

Descriptors:

1. Write at least 2 sentences. Make connections with your own experience, another text or the world.

2. Give evidence from the book to support your connection.

Options

Use graphic organiser to record and compare your connections to what happened in the text.

Character Analyser(Logical-mathematical

Intelligence).

Task: Share observations about the main characters.

Descriptors:

1. Select 3 main characters and using adjectives describe their characteristics.

2. Write at least 5 sentences.

Consider:

Ä How the character is feeling and why?

Ä How the character reacts to different events?

Ä How the character interacts with other characters

Options

Put yourself in the character's shoes and explain the story from his (her) point of view.

Creative Exercise: Ex. 6 p. 106.

Find opposites in the text, make up sentences: mean, rude, boring, negativeand optimistic.

How to Make People Say Yes - YouTube

https: //www. youtube. com/watch? v=RMUs9eGXtIw

CD. 3. 23.

Student Book p. 106

Pictures

PPT

Writing

Worksheet

Student Book p. 106

A Writing

Worksheet

Pictures

PPT

Teacher's Book p. 128.

A Writing

Worksheet

Giving the home task.

W. B. p. 72, Ex. 6 p. 106 retell

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?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan

Unit 9 Science and technology Lesson plan 93

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Language Focus. Third conditional.

Talking about theimaginary situation in the past. p. 107

Learning objectives(s) that this lesson is contributing to

9. L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. L8 recognise inconsistencies in argument in extended talk on a range of general and curricular subjects

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

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

9. L2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. L3 understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. UE17 use if / if only in third conditional structures

Lesson objectives

All learners will be able to:

· Identify the theme, give the examples of the third conditional, use active vocabulary speaking about the positive look at life;

· Transfer information from the book about grammar into a graphic organizer.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage for an oral presentation, usethird conditional sentences clearly and in the correct form.

Some learners will be able to:

· Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills.

· Apply third conditional sentences to express their own opinions and answer third conditional questions about their own lives.

· Offer constructive peer-feedback using rubric.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

 Social Science, Psychology, Physics, Geography, Information Technology.

Previous learning

Talking aboutthe psychology of saying “yes”.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Discuss the positive view to life of people in the society.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned activities

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

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

Watching the pictures, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about the last topic. The teacher asks Sts. in pairs find sentences with the third conditional.

Tell the students about why you decided to become a teacher, and about another possibility you had at that time.

 For example: ‘I decided to become an English teacher when I was 23, because I wanted to be able to travel around the world and work at the same time giving knowledge to students.

 If I hadn’t become an English teacher, I would have visited London. ’

Main part

Look at the rule and do Ex. 1 - 2 p. 107. While doing Ex. 1. the Sts. will pay attention to the facts from the life of Danny.

IF + PAST PERFECT (had +V3) – main clause SHOULD/ WOULD/COULD+ have +V3.

Grammar drill exercises:

Conditional sentences type 3

Panic at the bank

It was a quiet morning at the bank in Little Rissington. The cashiers were counting money, there were two customers in the bank and the manager was having a cup of coffee.

Suddenly a robber ran in. He was carrying a gun. One of the customers, an old lady, screamed and tried to run out of the bank. She slipped and fell over. The other customer tried to pull the robber to the floor. A cashier rang the alarm bell.

The manager telephoned the police. The robber panicked and jumped out of the window.

A policeman arrived. First he helped the old lady and then he chased the robber. The robber escaped.

What would/wouldn’t you have done if you had been the following people?

• If I had been the manager, I would (wouldn’t)…
• If I had been the cashier, I would (wouldn’t) …
• If I had been the old lady, I would (wouldn’t) …
• If I had been the second customer, I would (wouldn’t)
• If I had been the policeman, I would (wouldn’t) …
• If I had been the robber, I would (wouldn’t)

Rewrite the sentences using the third conditional Ex. 3 p. 107

(Explain the importance of putting a comma after if when it comes before the main clause)!

If Hayley hadn’t been tired, she would have gone.

Ex. 4 p. 107. Complete the sentences: Pair Work.

Creative Exercises.

Optional Activity: language focus.

Giving the home task.

W. B. p. 73, Ex. 4 p. 107 write

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?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"