«English Plus for Kazakhstan» Grade 9 Ағылшын тілі 9 сынып Английский язык 9 класс Oxford University Press

«English»
Corse book «English Plus for Kazakhstan» Grade 9
Oxford University Press


Short term plan 1

Term 1
Unit 1″Hobbies and qualities» School:
Date:
Teacher’sname:

Grade 9 Number present: Number absent:
Theme of the lesson: Vocabulary and language focus: Attributes and personality.
Learning objectives(s) that this lesson is contributing to 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
9.UE3 use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics
9.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
Lesson objectives All learners will be able to:
• Recognize and use nouns and adjectives of attributes and personality.
• Make adverbs from adjectives.
• Construct the sentences using comparative and superlative adjectives and adverbs with some support.
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.
Assessment criteria 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 asparticiples in practice.
Apply regular and irregular adverbs and comparativedegree structures accurately.
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.
Crosscurricular links Social studies.
Previous learning Previously learned vocabulary on the topic «Hobbies and qualities».
Useof ICT Smart board for showing a presentation, getting additional information,playing the audio, video files.
Health and Safety links 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 timings Planned activities Resources
Beginning the lesson 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?
Play the game in 2 groups. One pupil from each group 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.

Main Activities Ex.1p.8. Word formation activity.
Ex.2 p.8. Sentence completion task.
Ex.3 p.8.Completing questionnaire.Comparing answers (Venn diagram).
Ex.4 p.9. Table completion.
Ex.5 p.9. Putting the words into context.
Ex.6 p.9. Substitution table.
Ex.7 p.9. Transformation task.
Ex.8 p.9. Guessing game.
Extra task. Writing practice. Board
Projector
Internet
Presentation
Video and images
Handouts with task
Ending the lesson
Giving the hometask.WB p.6, ex.1-3 p.7
Peer-assessment.Two stars and a wish.
• You did a really good job on …
• I really like how you …
• Maybe you could …
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additionalinformation
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? Critical thinking

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

Short term plan 2

Term 1
Unit 1 «Hobbies and qualities» School:
Date:
Teacher’sname:

Grade 9 Number present: Number absent:
Theme of the lesson: Reading: Comparing generations.
Learning objectives(s) that this lesson is contributing to 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
9.R9 recognise inconsistencies in argument in extended texts on a range of general and curricular topics
9.UE14 use an increased variety of prepositions before nouns and adjectives use a growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar general and curricular topics
Lesson objectives All learners will be able to:
• Synthesize information from the reading passage about life in the 1950s.
• Demonstrate the correct use of adjectives + prepositions.
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 generationsbuilding extended sentences.
Assessment criteria 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.
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.
Crosscurricular links Social studies.
Previous learning Previously learned vocabulary on the topic «Attributes and personality».
Useof ICT Smart board for showing a presentation, getting additional information, playing the 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 timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
1/ Describe thegiven picture.
2/ What is the message conveyed by it?

Main Activities Task. With books closed, ask SS if they have seen photographs of their parents and grandparents when they were young. Ask: What were their clothes like? What were their hairstyle like?
Ask: What do you think life was like in the 1950s?
Ex.1 p.10. Prediction based on the vocabulary.
Detailed reading.
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. Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.06
Ending the lesson Giving the hometask. WB p.10
Self-reflection.

My participation in the lesson

My feelings and emotions during the lesson
My difficulties
Valuable thoughts for me from the lesson

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
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? Critical thinking

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

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

Grade 9 Number present: Number absent:
Theme of the lesson: Language focus: Past perfect and past simple.
Learning objectives(s) that this lesson is contributing to 9.W3 write with moderate grammatical accuracy on a wide 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
Lesson objectives All learners will be able to:
• Identify the difference betweenthe past perfect and past simple.
• Construct the sentences using past perfect and past simple with support.
Most learners will be able to:
• 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 pastwithout support.
Assessment criteria Demonstrate the ability to write grammatically correctsentences on familiar topics.
Apply correctly active and passive simple present and pastforms and past perfect simple forms in the context.
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.
Crosscurricular links Social studies.
Previous learning Comparing past and present generations.
Useof ICT Smart board for showing a presentation, getting additional information,playing the 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 timings Planned activities Resources
Beginning the lesson 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 about the reading text from last lesson. Write on 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.
Main Activities Ex.1 p.11. Deduction from the rules and exemplification.
Ex.2 p.11. Opening the brackets.
Ex.3 p.11. Sentence completion task.
Ex.4 p.11. Asking and answering questions with a given grammar item.
Extra task. Individual exercise. Board
Projector
Internet
Presentation
Video and images
Handouts with task

Ending the lesson
Giving the hometask.WB ex.4-5 p.7
Self-assessment.How well do I understand?
4 — I can do this and explain it to someone else.
3 — I understand and can do this by myself.
2 — I need more practice.
1 — I don’t understand this yet.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additionalinformation
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? Critical thinking

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

Short term plan 4

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

Grade 9 Number present: Number absent:
Theme of the lesson: Vocabulary and listening: Uses of get.
Learning objectives(s) that this lesson is contributing to 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
9.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics
Lesson objectives 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».
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 inthe 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.
Crosscurricular links Social studies.
Previous learning Talking about events at different times in the past.
Useof ICT Smart board for showing a presentation, getting additional information,playing the 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 timings Planned activities Resources
Beginning the lesson The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from 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.
Main Activities Ex.1 p.12. Collocations. Classifying words.
Ex.2 p.12. Multiple choice.
Ex.3 p.12. Gist listening. Matching task
Ex.4 p.12. Listening for specific information.
Choosing the best answer, a, b or c.
Ex.5 p.12.Speaking in a form of interview. Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.07

Ending the lesson Giving the hometask.WB p.8.
Self-assessment.
Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additionalinformation
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? Critical thinking

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

Short term plan 5

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

Grade 9 Number present: Number absent:
Theme of the lesson: Language focus: Past simple and continuous.
Learning objectives(s) that this lesson is contributing to 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 increased range of general and curricular topics
9.W2 write independently about factual and imaginary past events, activities and 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
Lesson objectives 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:
• 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.
Crosscurricular links Social studies.
Previous learning People talking about their memories.
Useof ICT Smart board for showing a presentation, getting additional information, playing the 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 timings Planned activities Resources
Beginning the lesson 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?
Elicit the answer (she was dancing) and write the 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).
Main Activities Ex.1 p.13. Deduction from the rules and exemplification.
Ex.2 p.13. Recognition exercise.
Ex.3 p.13. Opening the brackets.
Answering questions.
Ex.4 p.13. Structure-based substitution.
Ex.5 p.13. Ticking off items.
Ex.6 p.13. Situation-response. Improvising a dialogue.
Extra task. Writing practice. Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.08
Ending the lesson Giving the hometask. WB p.9
Self-assessment.
How well do I understand?
4 — I can do this and explain it to someone else.
3 — I understand and can do this by myself.
2 — I need more practice.
1 — I don’t understand this yet.
End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
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? Critical thinking
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths).
By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.
By outcome providing challenge, variety and choice. Observe learners when participating in use of English activities.
Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?
Formative assessment is held through observation/monitoring. Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Short term plan 6

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

Grade 9 Number present: Number absent:
Theme of the lesson: Speaking: Talking about past events.
Learning objectives(s) that this lesson is contributing to 9.L1 understand with little or no support the main points in 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.
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics.
Lesson objectives 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 usekey phrases for talking about events in the past.
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.
Assessment criteria 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.
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.
Crosscurricular links Social studies.
Previous learning People talking about past events and memories.
Useof ICT Smart board for showing a presentation, getting additional information, playing the 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 timings Planned activities Resources
Beginning the lesson 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 what important days they can 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.
Main Activities Ex.1 p.14. Picture description (guessing, speculating, interpreting).
Ex.2 p.14. Gist listening.
Ex.3 p.14. Filling in gaps.
Guided role play.
Ex.4 p.14. Choose the best answer, a, b or c.
Ex.5 p.14. Gap-filling.
RE-writing.
Guided role-play.
Ex.6 p.14. Open role-play. Speaking in a form of a dialogue. Board
Projector
Internet
Presentation
Video and images
Handouts with task
CD 1.09, 1.10, 1.11
Ending the lesson Giving the hometask. SB ex.6 p.14
Peer-assessment.
Rubric
Criteria Fluency Pronunciation and accent Vocabulary Grammar Pair work (interaction)
5 excellent Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent. Pronunciation is excellent; good effort at accent A wide range of well-chosen vocabulary Accuracy & variety of grammatical structures Actively supports, engages, listens and responds to the partner. Takes a leading role.
4
good Smooth and fluid speech; few hesitations; a slight
search for words; inaudible word or two. Pronunciation is good; good effort at accent Good range of relatively well-chosen vocabulary Some errors in grammatical structures possibly caused by attempt to include a variety. Makes an effort to interact with the partner but doesn’t take a leading role.
3
fair Speech is relatively smooth; some hesitation and unevenness caused by rephrasing and searching for words; volume wavers. Pronunciation is okay; Some effort at accent, but is definitely non-native Vocabulary range is lacking Frequent grammatical errors that do not obscure meaning; little variety in structures Some effort to interact with the partner but doesn’t take a leading role.
2
poor Speech is frequently hesitant with some sentences left uncompleted; volume very soft. Pronunciation is lacking and hard to understand; No effort towards a native accent Basic vocabulary choice with some words clearly lacking Frequent grammatical errors even in simple structures that at times obscure meaning. Limited interaction with the partner.

End
1min Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additional information
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? Critical thinking

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

4 Replies to “«English Plus for Kazakhstan» Grade 9 Ағылшын тілі 9 сынып Английский язык 9 класс Oxford University Press”

  1. Здравствуйте! Мне нужны краткосрочные планы по английскому языку по English plus grade 9 for Kazakhstan. За 3 и 4 четверть.

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