Relative clauses. 1 Underline any relative pronouns that can be left out in these sentences. . 2 Replace the relative pronoun underlined with “that“, where possible.

Unit of a long term plan

Unit 9 Science and technology    Lesson plan 96

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Reacting to news and sympathizing p. 110

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:

· Understand a dialogue in which people sympathize with someone;

·  Recognize key phrases for sympathizing with someone.

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Ask for and give advice to people who you sympathize with some support.

Some learners will be able to:

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

· Create and act out their own dialogues on the topic.

· Offer constructive peer-feedback using rubric.

Value links

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

Crosscurricular links

 Social Science, Psychology, Information Technology.

Previous learning

Talking aboutdefining and non- defining relative clauses.

Useof ICT

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

Intercultural awareness

Discuss experiences in different countries concerning reaction to news.

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 the reaction to different news.

A PROBLEM SHARED IS A PROBLEN HALVED.

The teacher asks students who they talk to when they are feeling upset or worried.

Slide (useful phrases).

Pictures

PPT

Student Book p. 110

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

Main part

Ex. 1 p. 110. Identifying the feelings of a girl. Predicting based on the picture.

Answer:

They are chatting and Marie doesn’t feel happy.

Ex. 2 p. 110. Gist listening. Is Dan optimistic or pessimistic about Marie’s situation? Pay attention to useful speech phrases: It isn’t the end of the world. Don’t take it too badly. It is not worth worrying about. Cheer up!

Dan is optimistic. Prove it.

Sentence completion task. Role-play.

Ex. 3. Listen to the key - phrases and complete the dialogue:

Answers:

1. look

2. hear

3. end

4. badly

5. this

6. up

What will you advise to do? How will you sympathize people?

Ex. 4 p. 110. Sentence completion task. Role-play. Pronunciation practice. Speak about conditions in these sentences.

Ex. 5 - 6 p. 110. Do this exercise in pairs. In pairs, make new mini- dialogues using active words combinations and key - phrases.

OPTIONAL ACTIVITY: Communication. The teacher asks students to work individually and think of a situation which might make them unhappy. The students move around the class and tell each other about the situation The one student will make a general review of some problems and their solutions.

Student Book p. 110

CD. 3. 26.

Pictures

PPT

CD. 3. 27.

CD. 3. 28.

CD. 3. 29.

Student Book p. 110

Teacher's Book p. 132.

Giving the home task.

St. B. Ex. 6p. 110(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 moreable 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:

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

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

33. 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 97

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

Writing: An experience.

Practicing writing about a personal experience.  p. 111

Learning objectives(s) that this lesson is contributing to

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

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

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. L 4 understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

9. R7 recognise typical features at word, sentence and text level in a wide range of written

genres, including some which focus on unfamiliar topics

9. W1 plan, write, edit and proofread work at text level with minimal teacher support on a range of general and curricular topics

Lesson objectives

All learners will be able to:

· * Develop speaking skills through communication about a personal experience;

· * Improve reading skills through recognising typical features at word;

· * Understand the general writing structure of a model opinion essay.

· Use key phrases for an opinion essay.

Most learners will be able to:

*Select, compile, and synthesize information from the reading passage for an oral presentation.

·  *Use key phrases for writing a story with some support.

Some learners will be able to:

* Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills;

*Write an opinion essay building extensive sentences.

Value links

Cooperation, respect each other's opinion, functional literacy. Students will be able to understand that every work is important, worthy and fruitful.

Crosscurricular links

 Social Science, Information Technology, Psychology.

Previous learning

Talking about the reaction on the situations.

Useof ICT

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

Intercultural awareness

Discuss personal experiences of young people 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.

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 words on the board, the learners are asked to predict the topic of the lesson.

ROBOTICS/ Science Exam/ Fail/ feed up/ Robotics competition.

Warm up. Free talk about the theme, the problems of a boy, his feelings and emotions. In pairs, Sts. speak about this headline and give their versions.

Slide (useful phrases).

Pictures

PPT

Student Book p. 111.

Writing

Worksheet

Main part

Sts. read the text and make a mind - map: “Personal Experience". Ex. 1 p. 111.

Activity 2: Read the model text again and answer the questions. Ex. 2. p. 111.

Activity 3: The Sts. Are going to work with the words and key – phrases and in groups speak about a happy ending.

Language point: Modifying comparatives.

Order the words: Ex. 3. Optional Activity: Language Focus.

Creative exercise. Activate. Write a story with a title “A happy ending”.

Student Book p. 111

Pictures

PPT

Teacher’s Book p. 133

Giving the home task.

W. B. p. 75, A composition” A happy ending”.

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:

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

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

36. 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

School:

Teacher’s name:

Review 9 p. 114

Summative assessment for the 9th unit

Unit of a long term plan

Unit 9 Science and technology

 Lesson plan 99

School:

Date:

Teacher’s name:

Class: 9

Number absent:

Lesson title

My Country.

Science and technology. p. 112

Learning objectives(s) that this lesson is contributing to

9. L1 understand a sequence of supported classroom instructions

9. C2 use speaking and listening skills to provide sensitive feedback to peers

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

9. S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics

9. R7 recognise typical features at word, sentence and text level in a limited range of written genres

9. W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

· Develop speaking skills through communication about future cities;

· Understand a text about future cities and improve reading skills through recognising typical features at word;

· Write some ideas about future life.

· 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 using interpretive, evaluative and creative thinking skills;

Demonstrate the ability to find correct information without any mistakes;

Apply topic related vocabulary in speech with grammar accuracies.

Value links

Cooperation, respect each other's opinion and the way to live, functional literacy, love to the place you live.

Crosscurricular links

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

Previous learning

Talking about situations with happy ends.

Useof ICT

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

Intercultural awareness

Discuss the life in future cities in different countries of the world.

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 fragments from the film, the learners are asked to predict the topic of the lesson.

Warm up. Free talk about future cities. The teacher asks Sts. in pairs to speak about changes in new cities. Use a Venn’s Diagram for this task:

Compare cities: in the past/ nowadays/ in the future.

Slide (useful phrases).

Pictures

PPT

Top 10 Futuristic Movie Cities

http: //www. WatchMojo. com

Pictures

PPT

Venn Diagram.

Student Book p. 112

Main part

Look at these words and give definitions and define parts of speech.

Ex. 1 – 2 p. 112. What can you say about cities of future? Listen and read the text " Cities of the future". While listening to the text, complete it with the missing sentences.

Activity 2. Speak about the imaginary facts in the present and past. Ex. 3

Creative Exercise. Planning an expedition to a future city. Make a picture of the place you are going to visit.

Work in groups of 3; make a design of a city in 2050.

Ex. 4 – 5 p. 112.

Today, cities are overshadowed by multiple threats: climate change, overpopulation, social division, and urban warfare all endanger our way of life in urban areas. The fundamental way in which we make sense of these uncertain futures is through the imagination. Architects, artists, filmmakers and fiction writers have long been inspired to imagine cities of the future, but their work tends to be based on scientific predictions that separate hard evidence from flights of fancy. In a digital age when the real and the virtual exist together, it is important to know how the two are entangled, and how together they may help us to think of the future.
Exploring a breathtaking range of imagined cities – submerged, floating, flying, vertical, underground, ruined and salvaged.

Student Book p. 112

CD. 3. 30.

Pictures

PPT

Student Book p. 112

Giving the home task.

St. B. p. 112 Ex. 5

 A Kazakh Scientist (topic)

W. B. p. 76

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

School:

Teacher’s name:

Summative Control work for the fourth term.

Unit of a long term plan

Unit 9 Science and technology

Lesson plan 101

School:

Date:

Teacher’s name:

Class: 9

Lesson title

CLIL. Physics and chemistry: Satellites and spacecraft. p. 113

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

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. S3 explain and justify their own and others’ point of view on a range of general and curricular topics

9. S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

9. R7 recognise typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics

All learners will be able to:

· Identify the theme, plot, and new words in the reading passage " Out of this world" and use them as the basis for discussion.

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

· Offer constructive peer-feedback using rubric.

Most learners will be able to:

·Select, compile, and synthesize information from the reading passage" Out of this world" for an oral presentation.

Some learners will be able to:

· Respond to and discuss the reading passage" Out of this world" using interpretive, evaluative and creative thinking skills.

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

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

Talking about future cities.

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

Discuss explorations of space.

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 space and space travel. The teacher asks Sts. in pairs to speak about films about space and space explorations and make a list of films.

What do you know about space?

Slide (useful phrases).

Pictures

PPT

Pictures

PPT

K-W-H-L Chart.

Main part

Look at these words, give definitions and do matching exercise.

Ex. 1 – 2 p. 112. Ask the students to find out compound words.

Listen and read the text " Out of this world". While listening to the text, complete it with the missing words.

Activity 2. Answering true/false questions. Ex. 3

Brainstorming.

The students are given dates of figures. In the groups of 4, they try to give the event of great importance. The winning team will be rewarded.

1957, 3000, 1990s, 200000$, $35mln, Gagarin, Armstrong.

Discussion:

Task: Lead the discussion about the popularity of space tourism. Prepare 5 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 5 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Speak about Kazakh scientist. (Presentation of groups).

Student Book p. 113

CD. 3. 31.

Pictures

PPT

Student Book p. 113

Writing

Worksheets

Whiteboard

Giving the home task.

W. B. p. 77

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