Excel 9 Module 2

Бекітемін:

Date:02.10.2021 Teacher’s name:Smagulova

G.D.
CLASS: 9A,B,V Number present: absent:
Learning 9.3.8.1- recount extended stories and events on a range of general and curricular topics
objectives 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general
that this and curricular topics;
lesson is 9.6.5.1- use questions including prepositions at what time, in which direction, from whose on a
contributing range of familiar general and curricular topics;
to 9.3.2.1- ask complex questions to get information on a range of general and curricular topics;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased
range of general and curricular topics;
Lesson All learners will be able to:
objectives use some target vocabulary successfully in opinion tasks and show some gist understanding of
the appropriate situation
Most learners will be able to:
use most target vocabulary successfully inn opinion tasks and show some gist understanding of
the appropriate situation
Some learners will be able to:
use most target vocabulary successfully in opinion tasks, read effectively for gis and identify
all specific information
Plan
Planned Teacher’s activities Student’s activities Marks Excel Resources
timings
What is in the Module? Go through the Monittoring Text book

BEGINNIN Read the title of the module topic list and
G THE Exercise & Sport and ask Ss to stimulate a
LESSON suggest what they think it means. discussion to
prompt.Ss' interest
in the module.
Explain/Elicit the meaning of any Ss find the page Check
PRESENTA unknown words, then numbers for the student’s To present
TION AND To present vocabulary for items listed. Ask answers vocabulary for
PRACTICE national games questions to check around the national games
Ss' understanding.
Go through the list of words and class
( ex. 1 p. 17)
explain/elicit the meanings of any
unknown words
Ask students look at the picture and Play the recording
match them to the national games. and ask Ss to guess
To listen for gist Monitor the the sport
Ss again to listen and check. activity
If Ss are still unsure tell them the around the
answers. class.
To talk about sporting events
Notes. .Then have Ss use their
notes and ask and answers in pairs
about the sporting events following
the examples.
To talk about famous sporting

events.
ENDING Ask various Ss around the class to describe a famous Sporting event
THE sporting event in their country.
LESSON (Ss' own answers)
Additional information
Differentiation – how do you plan Assessment – how are you Cross-curricular links
to give more support? How do planning to check learners’ Health and safety check
you plan to challenge the more learning? ICT links
able learners? check pronunciation of new Values links
prompt less able learners to engage words and reinforce with
in whole class checking and drilling where necessary
plenary activity with supportive
questioning
challenge more able learners to
come up with a strategy for
effectively
Reflection recording different types Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson
Were the lesson objectives/learning
objectives realistic?
Did I stick to timings?
What changes did I make from my

plan and why?
Бекітемін:
LESSON: Module 2 Lesson 2 School: #173

Reading 2a “Fun races”
Date:4.10.2021 Teacher’s name:Smagulova G.D.
CLASS: 9A,B Number present: absent:
Learning objectives 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and
that this lesson is curricular topics;
contributing to 9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular
topics, including some extended texts;
9.5.2.1- write independently about factual and imaginary past events, activities and experiences on a
range of familiar general and curricular topics;
9.6.14.1- use an increased variety of prepositions before nouns and adjectives; use a growing number of
dependent prepositions following nouns, adjectives and verbs on a range of familiar general and
curricular topics;
Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the
appropriate situation
use most target vocabulary successfully inn opinion tasks and show some gist understanding of the
appropriate situation
use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific
information
Assessment criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the
solutions to some of the problems
Value links Leading a healthy lifestyle
Cross - curricular History of Kazakhstan

links
ICT skills Using videos& pictures, working with URLs
Previous learning Different kinds of sport. National kinds of sport
Plan
Planned timings Teacher’s activities Pupil’s activities Assessment Excel Resources

criteria
To listen and read for gist
BEGINNING THE Ask Ss to look at the pictures look at the pictures and then Pictures
LESSON and then elicit what, if anything, elicit what, if anything
Ss know about these races.
Elicit a variety of questions
about them from Ss around the Emotion
class and write three of them on
the board. listen and read and see if
Play the recording. Ss listen and their questions are answered.
read and see if their questions
are answered.
To read for specific
PRESENTATION information (sentence Read the sentence stems and Emotion marks
AND PRACTICE completion) then read the text again and text
Ask Ss to read the sentence complete them
stems and then read the text
again and complete them.
Check Ss' answers.
То consolidate new
vocabulary
Give Ss time to look up the time to look up the meanings
meanings of the words in bold of the words in bold in their Emotion marks
in their dictionaries if necessary dictionaries if necessary and
and then match them to their then match them to their
meanings provided. meanings provided. Vocabulary
Check Ss' answers.
To practise relatives and
consolidate information in a
text
Explain the task and read out
the example. time to complete the task.
Give Ss time to complete the
task.
Elicit answers from Ss around
the class.
To present/revise sports match the items in the
injuries columns to form sports
Give Ss time to match the items injuries. Emotion marks
in the columns to form sports
injuries. textbook
Have Ss check their answers in
their dictionaries.
To practise topic-related
vocabulary
Give Ss time to complete the
sentences with the verbs in the
list.
Check Ss' answers.
To learn/practise
prepositional phrases read the sentences and
Give Ss time to read the choose the correct Emotion marks
sentences and choose the correct prepositions.
prepositions.
Check Ss' answers.
To create a fun race
Have Ss work in small groups
and think about a fun race
considering all the points and
then ask various Ss to present it
to the class.
ENDING THE To write a postcard
LESSON Explain the task and give Ss task and give Ss time to Emotion marks
time to write their postcard. Ask write their postcard.
various Ss to read out their
postcards to the class.
Alternatively, assign as HW and
check Ss' answers in the next
lesson.
Differentiation – how do you plan to give more Assessment – how are you Cross-curricular links
support? How do you plan to challenge the more planning to check learners’ Health and safety check
able learners? learning? ICT links
prompt less able learners to engage in whole class monitor for spoken accuracy in plot Values links
checking and plenary activity with supportive prediction task and use a range of
questioning oral correction techniques
provide sentence starters for final writing task
challenge more able learners to structure final
writing to include key words
Reflection Use the space below to reflect on your lesson. Answer the most relevant
Were the lesson objectives/learning objectives questions from the box on the left about your lesson
realistic?
What changes did I make from my plan and why?
Бекітемін:
Use of English 2b Reported speech
Date:5.10.2021 Teacher’s name:Alimkadir Aigerim
CLASS: 9 G Number present: absent:
Learning objectives 9.6.11.1- use an increased variety of reported speech forms for statements, questions and commands,
that this lesson is including indirect and embedded questions with know, wonder on a range of familiar general and
contributing to curricular topics;
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
with support;
with some support;
without support;
Assessment criteria Learners have used variety of reported speech forms for statements, questions and commands

Previous learning Fun Races
Plan
Planned timings Teacher’s activities Pupil’s activities Assessment Excel Resources
criteria
BEGINNING THE To present reported speech Grammar table

LESSON Read the theory box and the examples aloud. Read and write Emotions
Explain that we use reported speech to talk rules
about what someone said without using the
actual words.
Elicit the tense changes from direct speech
to reported speech from, various Ss.
PRESENTATION To present say and tell

AND PRACTICE Go through the theory box and ask Ss to to write the Emotions textbook
write the examples in their notebooks. examples in their marks
Give Ss time to complete the task and then notebooks.
check Ss' answers
To practise reported statements
Explain the task. Explain the task.
Give Ss time to complete it. time to complete
Check Ss' answers. it and
To practise changing reported speech to check answers.
direct speech
Explain the task.
Give Ss time to complete it.
Check Ss' answers.
ENDING THE Remember the reported speech theory. Ask give their own
LESSON Ss to give their own examples. examples.
(Ss' own answers)
provide support for less able learners in recounting monitor learner language for Values links
task in the form of a plot line template accuracy in opinion feedback task
and ask other learners to peer correct
errors
questions from the box on the left about your lesson
Were the lesson objectives/learning objectives
realistic?
Бекітемін:
Use of English 2b “Reporting verbs”
Date: Teacher’s name:Smagulova G.D.
CLASS: Number present: absent:
Learning objectives 9.6.11.1- use an increased variety of reported speech forms for statements, questions and commands,
that this lesson is including indirect and embedded questions with know, wonder on a range of familiar general and
contributing to curricular topics;

with support;
with some support;
without support;
Assessment criteria Learners have used variety of reported speech forms for statements, questions and commands, using in
their own sentences.
Previous learning Reported speech
Plan
Planned timings Teacher’s activities Pupil’s activities Assessment Excel
criteria Resources
To present reported questions Go through the theory Emotion
PRESENTATION Go through the theory table and read the table and read the marks Textbook
AND PRACTICE examples aloud. examples aloud.
Read and write rules in Emotion

your notebooks Marks Textbook
Explain/Elicit that when the direct question

starts with a question word, we begin the
reported question with the same question
word; when the direct question starts with a
modal then the reported question begins with
if or whether, when the direct question is a
yes/no question then the reported question
begins with if or whether.
To practise reported questions

Give Ss time to complete the task and then
check Ss' answers around the class.
Emotion
time to complete the Marks Copybooks
task and then check Ss'
answers around the
class.
To present reported orders/requests

Ask various Ss to read out the examples and
then explain/elicit how we report
orders/requests. read out the examples
To practise reported orders/requests and then explain/elicit Emotion Copybooks
Explain the task. Give Ss time to complete it how we report Marks
and then check Ss’ answers around the class. orders/requests.
ENDING THE To practise using reporting verbs copybooks

LESSON Read out the theory box and ask Ss to copy it
into their notebooks. Read out the theory Emotion
box and ask Ss to copy marks
it into their notebooks.
Explain the task and give Ss time to complete

it and then elicit answers from various Ss
around the class.
provide support for less able learners in recounting monitor learner language for Values links
task in the form of a plot line template accuracy in opinion feedback task
and ask other learners to peer correct
errors
Were the lesson objectives/learning objectives questions from the box on the left about your lesson
realistic?

Skills 2c “Taking the racing world by
storm”.SA2
Date:11.10.2019y Teacher’s name:Yensepova Zhadra
CLASS: 9B Number present: absent:
Learning objectives 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing
that this lesson is range of spoken genres;
contributing to 9.2.1.1- understand the main points in unsupported extended talk on a wide range of
general and curricular topics;
9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of
familiar general and curricular topics;
9.4.2.1- understand specific information and detail in texts on a range of familiar general
and curricular topics, including some extended texts;
9.6.17.1- 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;
use some target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate situation
use most target vocabulary successfully inn opinion tasks and show some gist
use most target vocabulary successfully in opinion tasks, read effectively for gis and
identify all specific information
Assessment Learners have met the learning objective (C10 / S7) if they can: speak about the
criteria problems and suggest the solutions to some of the problems in the pictures
Previous learning Reported speech
Plan
Planned timings Planned activities (replace the notes below with your planned Excel
activities) Resources
To read for gist
BEGINNING THE Ask Ss to read the title and look at the picture. Text
Elicit Ss’ guesses as to what the write thinks of Lyubov Andreyevna.
LESSON Play the recording. Ss read the text and find out.
Play the video for Ss and elicit their comments.
To read for specific information (T/F/DS)

PRESENTATION Ask Ss to read the statements 1 -4.
Give Ss time to read the text and complete the task marking the statements
AND PRACTICE accordingly.
Check Ss' answers around the class.
Refer Ss to the Word List to look up the words in the Check these words
word box.
ENDING THE To practise wishes Wishes
LESSON Explain the task and read out the example.
Ask Ss to work in pairs and make more wishes.
Elicit answers from Ss around the class.
Differentiation – how do you plan to give Assessment – how are you Cross-curricular links
more support? How do you plan to planning to check learners’ Health and safety check
challenge the more able learners? learning? ICT links
support less able learners in comprehension in oral explanation of themes Values links
task by encouraging them to scan text in the story monitor use of
quickly to find a section of the text that linkers for delayed corrective
contains the answer. feedback to whole class on
board
Reflection Use the space below to reflect on your lesson. Answer the
most relevant questions from the box on the left about your
Were the lesson objectives/learning lesson
What changes did I make from my plan

and why?
LESSON: Module 2 Lesson 6 School: School: #173
Skills 2c “Taking the racing world by
storm”. SA for Module 2
Date: 10.10.2019y Teacher’s name: Yensepova Zhadra
CLASS: 9A.9V Number present: absent:
Learning 9.6.9.1- use appropriately an increased variety of active and passive simple present and
objectives that this past forms and past perfect simple forms in narrative and reported speech on a range of
lesson is familiar general and curricular topics;
contributing to 9.5.8.1- spell most high-frequency vocabulary accurately for a wide range of familiar
9.2.2.1- understand most specific information in unsupported extended talk on a wide
9.1.3.1- respect differing points of view;
9.3.3.1- explain and justify their own point of view on a range of general and curricular
topics;
9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a
9.5.4.1 - use with minimal or no support style and register appropriate to a growing
variety of written genres on general and curricular topics;
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 using phrasal verbs with support;
familiar general and curricular topics using phrasal verbs with some support;
familiar general and curricular topics using phrasal verbs without support;
Assessment Learners have used appropriately an increased variety of active and passive simple
criteria present and past forms and past perfect simple forms in narrative and reported speech
on a range of familiar general and curricular topics using phrasal verbs ;
Previous learning Reported Speech
Plan
To present and practise phrasal verbs with run.
BEGINNING THE Read out the box and explain the task. Task
LESSON Give Ss time to complete the task.
Check Ss' answers.
To practise forming nouns from verbs
PRESENTATION Ask Ss to read the table and then use appropriate nouns formed from Grammar
AND PRACTICE the verbs in the list to complete the sentences. table
To listen for specific information (multiple matching)
Explain the task and ask Ss to read the list of sports.
Play the recording, then Ss listen and match the speakers to the sports
according to what they hear.
Check Ss' answers.
To talk about dangerous sports; to express an opinion
Ask Ss to discuss the questions in pairs and then ask various Ss to
share their answers with the class.
ENDING THE Ask Ss to write about sport.
LESSON Give Ss time to research online and make notes about sports. And
then use their notes to write a paragraph about the sport. Ask various
Ss to present their sport to the class
Differentiation – how do you plan to Assessment – how are you Cross-curricular links
give more support? How do you plan to planning to check learners’ Health and safety check
Values links
support less able learners in in oral explanation of themes
comprehension task by encouraging them in the story monitor use of
to scan text quickly to find a section of the linkers for delayed corrective
text that contains the answer. feedback to whole class on
board

and why?
LESSON: Module 2 Lesson 7 School: №173

Everyday English 2d “Talking about
injuries”
Date:15.10.2019 Teacher’s name:Yensepova Zhadra
CLASS: 9A.B.V Number present: absent:
Learning objectives 9.2.2.1- understand most specific information in unsupported extended talk on a wide
that this lesson is range of general and curricular topics;
contributing to 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of
familiar general and curricular topics;
9.4.9.1- recognise inconsistencies in argument in extended texts on a range of general
and curricular topics;
9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an
increased range of general and curricular topics;
9.2.7.1-recognize typical features at word, sentence and text level of a wide growing
range of spoken genres;
Assessment Learners speak about different kinds of sport in pairs. And act out their dialogues.
criteria
Previous learning My sport. Phrasal verbs.
Plan
To present situational language and identify the speakers.
BEGINNING THE Play the recording. Ss listen and repeat chorally or individually. Pay Recorder
LESSON attention to Ss' pronunciation and intonation.
Elicit which speaker (coach)says which sentence
To listen and read for specific information.
PRESENTATION Play the recording. Ss listen and follow the dialogue in their books
AND PRACTICE and find out what the coach advises Ryan to do.
To read for specific information
Read out the statements and give Ss time read the dialogue again and
then correct them.
Check Ss' answers.
To act out a dialogue
Play the recording again. Ss listen and then take roles and act out the
dialogue in closed pairs. dialogue
Monitor the activity around the class and then ask various pairs to act
out the dialogue in front of the class.
Pay attention to Ss' pronunciation and intonation.
To practice role playing.
Explain the situation. Ask Ss to work in pairs and act out a dialogue
similar to the one in Ex. 1 using the prompts. Remind Ss to use
phrases from the dialogue to help them complete the task.
Monitor the activity around the class and then ask various pairs to act
out their dialogues in front of the class.
To help Ss draw the following diagram on the board and elicit
appropriate phrases Ss should use. Write them on the board, Ss can
refer to the diagram while doing the task.
To learn the pronunciation of /u/, /u:/
Ask Ss to copy the table into their notebooks.
Model the sounds and then play the recording and give Ss time to tick
the correct sounds in the table.
Check Ss' answers.
Play the recording again with pauses for Ss to repeat chorally and/or
individually.
Pay attention to Ss' intonation and pronunciation.
ENDING THE Ask students to prepare their own dialogues. Pay attention to the Ss’
LESSON pronunciation. Ask Ss to act out their own dialogues.
monitor less able groups and participate monitor learner language for Values links
and prompt in their brainstorming activity accuracy and range in their
final three tasks. Note
particularly where they
struggle to express connections
between story frames and
events. Give whole class

and why?

Across cultures 2e “Amazing stadiums”
Date:16.10.2019 y Teacher’ s name:Yensepova Zhadra
CLASS: 9A.V Number present: absent:
Learning 9.1.5.1- use feedback to set personal learning objectives;
objectives that this 9.4.2.1- understand specific information and detail in texts on a range of familiar
lesson is general and curricular topics, including some extended texts;
contributing to 9.6.16.1- use a variety of conjunctions including so that, (in order) to indicate purpose
although, while, whereas to contrast on a range of familiar general and curricular topics;
9.1.6.1- organise and present information clearly to others;
9.1.7.1- develop and sustain a consistent argument when speaking or writing;
understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks and show some gist
understanding of the appropriate text;
use most target vocabulary successfully in opinion tasks, read effectively for gist and
identify all specific information of the text;
Assessment Learners have used vocabulary, read effectively and worked in pair researching online,
criteria prepared their own reports about stadiums.
Previous learning Dialogues about sport
Plan
То introduce the topic; to read for gist
BEGINNING THE Ask Ss to look at the pictures and elicit various questions as to what
LESSON Ss would like to know about these stadiums.
Write some of them on the board.
Ask Ss to read the text and see if their questions were answered.
To read for cohesion and coherence.

PRESENTATION Give Ss some time to read the text again and then write an
AND PRACTICE appropriate word in each gap to make a cohesive and coherent text.
Play the recording. Ss listen and check their answers.
Refer Ss to the Word List to look up the words in the Check these
words box.
Play the video for Ss and elicit their comments.
To practise conjunctions and express purpose and contrast.
Explain the task. Give Ss time to complete it using the phrases in the
list.
To compare and contrast .
Explain the task and read out the example. Then ask pairs to compare
and contrast the stadiums following the example.
Monitor the activity around the class and then ask some pairs to share
their answers with the class.
ENDING THE Ask Ss to present a stadium. Ask Ss to work in small groups and pictures
LESSON research online and collect information about another stadium around
the world and make notes under the headings. Then ask various
groups to use their notes to present the stadium to the class.
Alternatively, assign the task as HW and have Ss present the
stadiums in the next lesson.
support less able learners in productive monitor learners’ Values links
tasks by preparing prompt or sentence pronunciation of new words
starter cards and ask learners to mark word
stress

and why?

Across the curriculum 2 “First aid”
Learning 9.2.1.1- understand the main points in unsupported extended talk on a wide range of
objectives that this general and curricular topics;
lesson is 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing
contributing to range of spoken genres;
9.4.2.1- understand specific information and detail in texts on a range of familiar
general and curricular topics, including some extended texts;
9.3.6.1- link comments with growing flexibility to what others say at sentence and
discourse level in pair, group and whole class exchanges;
use most target vocabulary successfully in opinion tasks, read effectively for gist and
Assessment Ss know how to give the first aid
criteria
Previous learning Amazing stadiums
Plan
To introduce the topic.
BEGINNING THE Read the title aloud and elicit what Ss think it means. picture
LESSON Play the recording. Ss listen and read the introduction and find out.
To read for specific information.

PRESENTATION Give Ss time to read the text again and answer the questions.
AND PRACTICE Check Ss’ answers.
To consolidate new vocabulary/match synonymous phrases.
Explain the task. Give Ss time to complete it, using their dictionaries text
if necessary.
Check Ss' answers.
To consolidate information in the text.
Direct Ss' attention to the sketches and the notes underneath and
give Ss time to look through the text again.
Ask various Ss to tell the class about the recovery position and how
to use it.
ENDING THE To present a first-aid treatment. First aid

LESSON Direct Ss to the Internet to look up information about first aid.
Give Ss time to collect information.
Ask various Ss around the class to present their information to the
rest of the class.
Alternatively, assign the task as HW and ask Ss to present their
information in the next lesson.
monitor learner question writing in groups monitor learner questions for Values links
and highlight for less able learners where accuracy and encourage them
they should self-correct errors to self-correct

and why?

“A survey report” Writing 2g

CLASS: 9A.9B.9V Number present: absent:
Learning 9.4.2.1- understand specific information and detail in texts on a range of familiar
objectives(s) that general and curricular topics, including some extended texts;
this lesson is 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of
contributing to familiar general and curricular topics;
9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a
9.5.4.1 - use with minimal or no support style and register appropriate to a growing
variety of written genres on general and curricular topics;
9.5.5.1- develop with support coherent arguments supported when necessary by
examples and reasons for a range of written genres in familiar general and curricular
topics;
9.5.8.1- spell most high-frequency vocabulary accurately for a wide range of familiar
Previous learning The first aid.
Plan
To read for cohesion & coherence
Ask Ss to look at the pie charts and read the Study Skills box.
BEGINNING THE The give them time to read the text and choose the correct words.
LESSON Play the recording. Ss listen and check their answers
To read for comprehension.

PRESENTATION Ask Ss to read the text again and answer the questions.
AND PRACTICE Check Ss’ answers around the class.
To substitute useful language
Ask Ss to replace the underlined phrases in the text with suitable
alternatives from the useful language box. TEXT
Elicit answers from Ss around the class.
To conduct a survey, make pie charts,and write a survey report.
Explain the task and ask Ss to work in pairs or small groups.
Have Ss pass the survey questions around the class and ask their
classmates to answer them.
Give Ss time to turn their answers into pie charts and write a short
report analysing the results.
To simplify the task, Ss may only include a small even number of Ss
in their survey to make calculating the percentages easier.
ENDING THE Ask Ss to work in small groups and research online and collect Pie chart
LESSON information about sport and healthy lifestyle and make notes under
the headings. Then ask various groups to use their notes to present the
healthy lifestyle and the advantage of sport to the class.
prompt less able learners to engage in monitor for spoken accuracy in Values links
whole class checking and plenary activity plot prediction task and use a
with supportive questioning range of oral correction
provide sentence starters for final techniques
challenge more able learners to structure
final writing to include key words

and why?
LESSON: School: #173

Correcion work and Unit Revision
Date:25.10.2019 y Teacher name:Yensepova Zhadra
Learning 9.1.3.1- respect differing points of view;
objectives(s) that 9.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;
this lesson is 9.6.13.1- use a variety of modal forms for different functions and a limited number of
contributing to past modal forms including should/ shouldn’t have to express regret and criticism on
range of familiar general and curricular topics;
9.3.3.1- explain and justify their own point of view on a range of general and curricular
topics;
Previous learning Healthy lifestyle and sport.
Plan
To relate statements to healthy/ unhealthy habits
BEGINNING THE Ask Ss to read the statements and then give them time to decide if papers
LESSON they relate to healthy or unhealthy habits. Elicit answers from Ss
around the class.
Then elicit which ones relate to the different categories in the list.
To discuss one's lifestyle.
PRESENTATION Ask Ss to discuss their lifestyles in pairs and talk about the
AND PRACTICE importance of having a healthy lifestyle.
Monitor the activity around the class and then ask various Ss to tell
the class.
To test knowledge learnt in this module/to do a quiz.
Explain the task. Allow Ss some time to read the statements and mark
them as true or false. Recorder
Tell Ss they can review the module and find the relevant information
to help them if necessary.
Check Ss' answers.
To consolidate vocabulary learnt in the module/to write a quiz
Explain the task and give Ss time to work in pairs and look through
the module and think of quiz questions.
Tell Ss they can use the quiz in the previous task as a model.
Ss can swap their quiz with another pair and do it and then report
back to the class.
To listen and read for cohesion and coherence
Ask Ss to read the song and try and fill in an appropriate word in each
gap.
Elicit Ss' guesses as to what the song is about.
Play the recording.
Ss listen and check their answers.
To provide an alternative title for a song
Elicit suggestions from Ss around the class.
ENDING THE Ask Ss to discuss the main message of the song.

LESSON Ask Ss to think about the question in the rubric.
Ask various Ss to discuss their thoughts and then share their answers
with the class.
challenge more able learners to explain monitor learner language for Values links
connections between different elements in accuracy in opinion feedback
the story when recounting task and ask other learners to
peer correct errors

and why?

Excel 9 Module 2

Uploaded by

Copyright:

Available Formats

Excel 9 Module 2

Uploaded by

Document Information

Original Description:

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Excel 9 Module 2

Uploaded by

Copyright:

Available Formats

Бекітемін:

Date:02.10.2021 Teacher’s name:Smagulova

What is in the Module? Go through the Monittoring Text book

To talk about famous sporting

Did I stick to timings?

What changes did I make from my

LESSON: Module 2 Lesson 2 School: #173

CLASS: 9A,B Number present: absent:

Value links Leading a healthy lifestyle

Cross - curricular History of Kazakhstan

Previous learning Different kinds of sport. National kinds of sport

Planned timings Teacher’s activities Pupil’s activities Assessment Excel Resources

CLASS: 9 G Number present: absent:

ICT skills Using videos& pictures, working with URLs

BEGINNING THE To present reported speech Grammar table

PRESENTATION To present say and tell

Lesson objectives All learners will be able to:

Read and write rules in Emotion

Explain/Elicit that when the direct question

To practise reported questions

To present reported orders/requests

ENDING THE To practise using reporting verbs copybooks

Explain the task and give Ss time to complete

LESSON: Module 2 Lesson 5 School: #173

CLASS: 9B Number present: absent:

To read for specific information (T/F/DS)

Did I stick to timings?

What changes did I make from my plan

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 2 Lesson 7 School: №173

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 2 Lesson 8 School: #173

To read for cohesion and coherence.

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 2 Lesson 9 School: #173

To read for specific information.

ENDING THE To present a first-aid treatment. First aid

Did I stick to timings?

What changes did I make from my plan

LESSON: Module 2 Lesson 10 School: #173

Date:22.10.2019y Teacher’s name:Yensepova Zhadra

To read for comprehension.

Did I stick to timings?

What changes did I make from my plan

LESSON: School: #173

ENDING THE Ask Ss to discuss the main message of the song.

Did I stick to timings?

What changes did I make from my plan

You might also like