Lesson plan for the 9th Grades (Think)

TERM 2 Unit 3
Module 3 Lesson 1 EARTH AND OUR PLACE IN IT
Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson A friend to native people
Objectives according to the Curriculum 9.3.2.1 - ask complex questions to get information on a range of general and curricular topics;
9.4.3.1 - understand the detail of an argument in extended texts on a range of familiar general and curricular
topics;
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Expressing surprise
GRAMMAR present and past passive (review); past
continuous passive; future and present perfect passive
VOCABULARY verb + noun collocations; geographical features
Some learners will be able to:
Evaluation criteria • identification of levels for later work
• reinforcement of learning and pupil motivation
• identification of problem areas
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
1 Books open. Encourage students to talk about what
Students share ideas and listen to Students share ideas
they see in the picture and elicit any vocabulary that
each other and listen to each other
might be useful for following activities.
The middle Ex 2 (5 min)
of the lesson 2 As a lead-in, ask students: How can you travel to … students answer the questions and students answer the 1 point for each Book
– 35 min (city near the school)? Elicit answers from students in help each other questions and help correct answer
open class and make a note on the board. each other
Ask: Imagine there are no roads or railways. How can
you travel? How long will it take? Ask students to
discuss with a partner before listening to some of
their ideas in open class. Students discuss the questions
in pairs. If they have
access to the Internet, give them time to research their
answers to the questions before discussing them.

Speaking (5 min)
Ask students to work with a partner to discuss the Students discuss in pairs Weaker students work Teacher evaluates
pictures and title before checking their answers by with stronger students and guides
reading the text quickly. Confirm answers in open students
class. Note: the highlighted state on the map is of
Rondônia.

Pre-reading (10 min)

4 Before reading the text again, ask students to underline Students complete the task and check Students complete the 1 point for each Book, slide,
the key words in the statements that will help them with the class task and check with correct answer text. audio
decide if the sentence is true, false or not in the article. the class
Students read the article again to complete the activity They may read several
and correct the false statements. Check answers with the times
whole class. Ask students to refer to the parts of the
article to explain their answers.
Answers
1 DS 2 T 3 F 4 T 5 DS 6 T

Speaking (10 min)

1 Ask students to read the introduction and to consider Students work individually and Students work 1 point for each
whether they do this. Ask: Do you ever avoid saying answer the questions. individually and correct answer
what you really think? Can you give any examples? answer the questions.
Students discuss with a partner. Invite students to They then discuss the ideas.
share their answers in open class. They then discuss the
Give students time to read the statements and think about ideas.
what the person might be hiding. Do the first one in open
class as an example if necessary. Ask
students to work in pairs to complete the exercise. Tell
them to think about who could have said each
 statement. Check answers in open class. Tell students
that we sometimes use ‘hidden message’ language when
we want to avoid being direct. For example,
statement 4 might be used as a ‘polite’ way of accusing
somebody of copying
The end of Homework (5 min)
the lesson – Students complete the exercise in pairs. Encourage them
5 min to practise responding in such a way that the true
message is hidden. Listen to some of their responses in
open class and ask the rest of the class
to decide if the answers sound authentic.
Module 3 Lesson 2 EARTH AND OUR PLACE IN IT
Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson The passive (review): Past Cont. Passive
Objectives according to the Curriculum 9.6.1.1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar
general and curricular topics;
9.6.7.1 - use a variety of simple perfect forms including some passive forms, including time adverbials on a
range of familiar general and curricular topics;
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Evaluation criteria  Demonstrate respect to people’s opinions using lexical units of topic vocabulary
 Analyze given feedback; Form opinion and give constructive answers to feedback
 Identify facts and details in extended talks with little support
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
1 Students work on their own to complete the sentences
Students complete the sentences and Students complete the
looking back at the article. Then they compare with a
then check with the class sentences and then
partner. Have them discuss what
check with the class
tense each verb is in. During whole-class feedback,
check answers and then ask: Who did the action in each
sentence? (we can probably guess, but we don’t
know for sure).
Answers
1 is being improved (present continuous passive)
2 was attacked, was injured (past simple passive)
3 is remembered (present simple passive)
The middle Ex 2 (5 min)
of the lesson Stronger students can complete the exercise before students complete the task Weaker students work 1 point for each Book
– 35 min looking back at the article to check their answers. Allow with the article. correct answer
weaker students to look directly at the article.
Answers
1 to climb 2 to lower/lowering 3 dying 4 giving
5 to cut 6 to descend/descending
Rule
1 a gerund 2 an infinitive 3 a gerund/an infinitive
4 an infinitive/a gerund

Rule revision (5 min)

Students discuss the rule in pairs. Read the rule in open Students work in pairs and read the Students work in pairs Teacher evaluates
class and elicit answers. Refer to the examples in rule and read the rule and guides
Exercise 1 to clarify. students
Rule
1 past participle 2 by 3 action

pair work (10 min)

2 If you are short on time, set this exercise for homework Students make sentences and then Students make 1 point for each Book, slide,
but do an example in class even though this is a revision check in pairs sentences and then correct answer text
task. Draw attention to the first sentence and nominate check in pairs
students to identify the tense in open class. Ask: Which Weaker students may
is going to be the subject of the passive sentence? Invite read the rule several
students to answer. (telegraph lines) Students write the times
sentence in passive voice and compare in pairs. Check
answers in open class.
Answers
1 Telegraph lines were extended into the Amazonian
jungles
by Cвndido Rondon.
2 A skilled engineer was required.
3 Cвndido Rondon’s maps are being used to this day.
4 Many rivers were discovered along the way.

Individual work (5 min)

3 Ask students to look through the text to find and Students work individually and Weaker students may 1 point for each Book, slide
complete the sentence (Answer: was being built). Ask a complete the task. work in pairs with correct answer
student to read out the sentence and elicit from stronger one
students what tense the verb is in. (past continuous
passive) Students work in individually to complete the
rule.
 Rule
1 being 2 past participle

Practice (5 min)
4 Ask students to read the sentences for meaning and to
notice whether the subject is in singular or plural form.
Then they complete with the past continuous Students read the grammar rule and Students read the Teacher evaluates Student’s
passive form of the verbs. During feedback, point out the make sentences grammar rule and and guides Book pages
pronunciation of being /ˈbiː.ɪŋ/. make sentences students 46–47
Answers
1 was being made 2 were also being built
3 wasn’t being used 4 weren’t being treated
5 were only being used
Student’s Book pages 46–47

Pair work (5 min)

1 Ask students to complete the exercise in pairs. Remind
them to put the verbs into the correct form. During
whole-class feedback, say the collocations for Students complete the task in pairs Students complete the
students to repeat and check pronunciation. and then complete the table. task in pairs and then
Answers complete the table.
1 made 2 made 3 take 4 played Weaker students may
Books closed. Draw the five columns on the board and use grammar box.
add the four noun collocates from Exercise 1. Books
open. Ask students to work with a partner
to complete the exercise. Check answers. During
feedback, ask individuals to come to the board and drag
and drop words into the correct column.
Elicit any further examples of noun collocates from
students and add them to the table.
The end of Homework (5 min)
the lesson – In pairs, students write the next paragraph of the story.
5 min Before they start to write,
ask them to discuss what they are going to write, and
then note down some collocations to include. As they
write, monitor to help with any questions and to
check students are using collocations correctly. Ask
students to exchange paragraphs with other pairs and to
consider how similar or different their stories are, then
take feedback on this in open class.
Module 3 Lesson 3 EARTH AND OUR PLACE IN IT
Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Migration in nature
Objectives according to the Curriculum 9.6.1.1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar
general and curricular topics;
9.6.7.1 - use a variety of simple perfect forms including some passive forms, including time adverbials on a
range of familiar general and curricular topics;
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Evaluation criteria  Identify the main idea in extended talks with little support
 Identify details in a text with little support
 Interact in a pair, group and a whole class work presenting
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
SPEAKING Books closed. As a lead-in, ask students:
Students discuss and share ideas with Students discuss and
Do wild animals always stay in the same place? Which
each other share ideas with each
animals migrate from one place to another? Give
other
students two minutes to discuss their answers, and make
a list in pairs. Listen to some of their answers in open
class and write any correct answers on the board.
The middle Matching (10 min)
of the lesson Books open. Say wildebeest, and nominate a student to students complete matching and Weaker students work 1 point for each Book
– 35 min choose the correct migration route 1–3. The rest of the check each other in pairs with stronger correct answer
class agrees or disagrees. Alternatively, students do the one
matching activity in pairs before a quick show
of hands in open class and tally their answers on the
board. Do not give answers at this stage.

Pair work (5 min)

2 1.10 Tell students they are going to listen to a radio
interview about animal migration. Play the recording Students complete listening task and Students complete 1 point for each Book, audio
while students check their answers then check with the class. listening task and then correct answer
to Exercise 1. Tell them not to worry if they don’t check with the class.
understand every word, but to just focus on checking
they’ve matched the right route with the right
animal. Confirm answers in open class.
Answers
A3B1C2

pair work (10 min)

Ask students to work with a partner to try to remember
what the numbers referred to. Play the audio again for Students listen again and check the Students may work in 1 point for each Book, slide,
students to check their answers. During answers pairs. Weaker students correct answer audio
feedback, encourage students to answer in full sentences may work with
by prompting them and praising those who do. stronger one
Answers
1 The distance in kilometres swum by grey whales every
year.
2 The number of wildebeest that travel from Tanzania to
Kenya every year.
3 The distance in kilometres travelled by the wildebeest.
4 The number of wildebeest that die on the journey every
year.
5 The distance in kilometres flown by Arctic terns every
year.
6 The distance in kilometres flown by an Arctic tern
during its lifetime.

Individual work (10 min)

4 1.10 Give students time to read the sentences and
check understanding. Clarify that all the sentences Students work individually and Students may use 1 point for each Book, slide
contain incorrect information. Students work together to complete the task. vocabulary correct answer
correct the information. If necessary, play the recording
a third time for students to check their answers.
Answers
1 Grey whales swim to Alaska to find food.
2 Grey whales can be found near California or Mexico in
the winter.
3 The Mara River is near the end of the wildebeests’ Students work in pairs and discuss Students work in pairs
journey. the given situations and discuss the given
4 The Mara River is full of crocodiles. situations
 5 Arctic terns do their journey every year. Students may use
6 People don’t know how the terns always arrive at the vocabulary if needed.
same place

The end of Homework (5 min)

the lesson – Ask students to summarize the lesson and write about
5 min animal migration

Module 3 Lesson 4 EARTH AND OUR PLACE IN IT

Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Our undiscovered world
Objectives according to the Curriculum 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and
curricular topics;
Objectives of the lesson All learners will be able to:
Most learners will be able to:
FUNCTIONS encouraging someone
GRAMMAR ways of referring to the future (review); future
continuous; future perfect; past perfect
continuous; past perfect simple vs. past perfect
continuous
VOCABULARY phrases to talk about the future; phrasal verbs
Some learners will be able to:
Evaluation criteria  Read and identify the new grammar
 Identify the use of new grammar and vocabulary
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
10 Books closed. Elicit/explain that there were many
Students work with the class and Students work with the
phrases used to express surprise in the recording. Ask
share ideas class and share ideas
students if they can recall any of them, and if they can
think of any other phrases used to express surprise. Write
all correct expressions on the board.
The middle Vocabulary work (15 min)
of the lesson Books open. Look at the gapped sentences 1–5 with students listen to the task and students listen to the 1 point for each Book, audio
– 35 min students. Play the recording again for students to listen complete the gaps. task and complete the correct answer
and complete the gaps. Pause after each phrase gaps.
and ask students to repeat the phrase using suitable
intonation. Encourage students to sound enthusiastic!
Repeat the phrases several times chorally and
individually.
Answers
1 That’s quite a distance. 2 Unbelievable! Good heavens.
3 It’s amazing, isn’t it? 4 Wow. That’s phenomenal.
5 That’s incredible.

Talking about fitness (5 min)

2 Divide the class into AB pairs to create dialogues. Students work in pairs and make a Weaker students work Teacher evaluates
Give some examples of your own to get them started. dialogue in pairs with stronger and guides
For example: students students
A: My brother can run 100m in 10.3 seconds.
B: Wow. That’s phenomenal! Is he going to be at the
next Olympics?
Or A: I have been to 37 different countries.
B: That’s incredible. Which was your favourite?
Monitor to make sure students are asking followup
questions and encourage them to continue the
conversation where possible. If space allows, this
activity also works well as a mingle with students
swapping partners after each exchange. Listen to some
examples in open class as feedback

Reading (15 min)

READING
1 Ask students to name the places in the photos. If any Students work with pictures and read Students work with 1 point for each
students have been to any of the places, or any similar the article pictures and read the correct answer
places, ask if they can describe for the class what it was article
like there.
2 To encourage students to read the article quickly, set a
four-minute time limit to read and check their answers to
Exercise 1. Allow students to compare
answers with a partner before a whole-class check.
Refer back to students’ ideas on the board to check if
anyone guessed correctly.
Answers
Voronya Cave, Mariana Trench, Amazon rainforest,
deserts
3 Give students time to read the questions and deal with
any questions about vocabulary. Students reread the
article and answer the questions. Ask them
to underline the parts of the text that gave them their
 answers. Allow them to compare answers
Answers
1 Because it is so inaccessible and inhospitable to
humans.
2 Because caving is very popular in those places.
3 Freezing temperatures and high water pressure.
4 98%
5 Because there might be new species there to discover.
6 They have developed to survive in very high
temperatures
and with very little water.
The end of Revision (5 min)
the lesson – 4 Put students into small groups to discuss the questions.
5 min Monitor but do not interrupt unless errors hinder
comprehension. Make sure all students
are contributing to the discussion and encourage quieter
students to voice their opinions too. To facilitate the
involvement of quieter students, you
could assign them the role of group secretary. They are
then tasked with making detailed notes on the group’s
answers. Regroup students and ask them to
share their ideas with their new groups. Nominate two or
three students to report back on their discussions in open
class.

Module 3 Lesson 5 EARTH AND OUR PLACE IN IT

Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Passive: future, present perfect
Objectives according to the Curriculum 9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular
topics;
9.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Evaluation criteria  Identify facts and details in extended talks with little support
 Recognize the content of an extended conversation using some supporting information
 Apply the rule for compound adjectives and adjectives as participles in practice
 Apply regular and irregular adverbs and comparative degree structures accurately
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
1 Ask students to work individually to complete the
Students work individually and Students work
exercise. They can either do this from memory and then
complete the task. individually and
go back to the article to check, or go straight
complete the task.
to the article to find the sentences and complete the
Weaker students check
exercise. Students compare answers with a partner
the answers with
before feedback in open class.
stronger students.
Answers
.
1 been explored 2 been recorded 3 be understood
4 be found
The middle Rule Preparation (5 min)
of the lesson Ask students to complete the rule in pairs. Remind them Students work in pairs and complete Weaker students work 1 point for each Book
– 35 min to use the sentences in Exercise 1 to help them. the rule with stronger students correct answer
Rule
1 be 2 past participle 3 present perfect
4 past participle

Rule practice (10 min)

2 To make sure students understand why we would want Students rewrite the sentences using Students rewrite the Teacher evaluates
to use the passive in these sentences (to emphasise the the rule sentences using the and guides
object of each sentence), ask students rule students
to decide what they/people/someone refer to in each one.
In open class feedback, confirm that these all refer to
unknown or unimportant people (in these
contexts). Students rewrite the sentences.
Answers
1 The documentary about caves will be shown on TV
tonight.
2 A new cave in China will be explored in April.
3 New things will be learnt about the ocean floor.
4 2,000 different species have already been discovered in
the Amazon.
5 Some species haven’t been recorded yet.
6 The deserts haven’t been studied (much/by many
people) because they’re dangerous.

Fast finishers (10 min)

Ask students to write the negative and question forms of Students read the text and make Students read the text 1 point for each Student’s
each sentences and make sentences correct asnwer Book
of the sentences in Exercise 3. They may use the rule
3 Encourage students to read the text once for overall if needed
understanding, ignoring the spaces, by asking them to
answer the question: What’s the new documentary
series about? (unexplored caves and oceans) Students
read again and complete the text. Ask them to check
answers in pairs before whole-class feedback.
Answers
1 will be filmed 2 will be shown 3 will be presented
4 won’t be joined 5 will be chosen 6 will also be joined
7 will be covered 8 won’t be shown 9 will be offered
10 will be watched

Reading (10 min) Students work individually and Students work in

1 SPEAKING Ask students to work individually to make complete the task. They then work in different groups and Book, slide,
a list of four or five adventurous activities. If students pairs to check each other complete the task text
have difficulty coming up with ideas, brainstorm
activities in open class and create a group list on the
board. Ask students to work with a partner to discuss
which activities they have tried or would like to try.
 Encourage them to go into detail and give
reasons for their answers. Listen to some examples in
open class as feedback
The end of Homework (5 min)
the lesson – Ask students to work with a partner to decide which of
5 min the eight features they would most like to visit and rank
them from 1 to 8. Hold a class vote to find out which is
the most popular geographical feature.

Module 3 Lesson 6 EARTH AND OUR PLACE IN IT

Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Geographical features
Objectives according to the Curriculum 9.2.6.1 - deduce meaning from context in unsupported extended talk on a wide 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;
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Evaluation criteria  Apply the rule for infinitives in practice
 Differentiate between possessive and reflexive pronouns including mine, yours, ours, theirs, hers, his,
myself, yourself, themselves
 Apply regular and irregular adverbs and comparative degree structures accurately
Level of thinking skills Low order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
1 Ask students to cover the words and work with a
Students work with vocabulary. Students write new
partner to try to name each of the things. After two
vocabulary with
minutes, ask students to uncover the words and match
translation
the words to the pictures, in pairs. Check answers in
open class and take the opportunity to say the words for
students to repeat and check
pronunciation. Pay attention to the long vowel sounds in
bay; volcano and the short vowel sound in glacier.
Answers
1D2F3G4B5E6A7H8C
The middle Vocabulary (10 min)
of the lesson 2 Use the images to check/clarify: surface; erupts. Mixed-ability Students complete the 1 point foreach Book
– 35 min Ask students to work individually to complete the Stronger students can cover the sentences correct answer
sentences, then compare answers with a partner words in Exercise 1 and
before feedback in open class. attempt to complete the sentences
Answers from memory before they
1 mountain range 2 dune 3 waterfall 4 reef uncover the words and check.
 5 volcano 6 glacier 7 bay 8 canyon

Fast finishers (10 min)

Ask students to think of adjectives to describe each of Students share ideas with the class Students share ideas Teacher evaluates Student’s
the places in the photos. with the class and guides Book, slides
students
Group work (15 min)
Divide the class into small groups to Students work in groups and Students work in
complete the exercise. Make the activity into a complete the task groups and complete
competition by setting a three-minute time limit and the task
counting down every 30 seconds. When time is up, Weaker students work
regroup students so that they can compare their lists. with stronger one
This can also be turned into a quiz, with students asking
each other where the geographical features are. Listen to
some of their answers in open class.
The end of Optional extension (5 min)
the lesson – Ask students to work with a partner to decide which of
5 min the eight features they would most like to visit and rank
them from 1 to 8. Hold a class vote to find out which is
the most popular geographical feature.

Module 3 Lesson 7 EARTH AND OUR PLACE IN IT

Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Culture. Stop! Before it’s too late
Objectives according to the Curriculum 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and
 curricular topics;
9.3.8.1 - recount extended stories and events on a range of general and curricular topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Evaluation criteria  Identify facts and details in extended talks with little support
 Recognize the content of an extended conversation using some supporting information
 Convey fantasy ideas including emotions and senses
 Identify the correct form of a word, appropriate sentence structure and text layout
Level of thinking skills high order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
Stop! Before it’s too late
You could set a homework research task for students to
find out about the following items before they come up
in the text. You could then start off the lesson by asking
students to tell the class what they have found out.
The middle Preparation (10 min)
of the lesson You could search to find out how endangered individual students answer the questions and students answer the Teacher evaluates Book
– 35 min animals are. Ask: share ideas with the class questions and share and guides
Are there any endangered animals in your country? Ask ideas with the class students
students to name the animal on page 52.
Answer
Student’s own answer (for reference, it’s a golden lion
tamarin)

Reading (10 min)

2 Tell students they are going to read a text about Students read the text and answer the Students read the text Teacher evaluates Student’s
environmental damage and endangered species. Ask questions and answer the speaking skills Book
them to read it though quickly and to focus on questions and ideas.
answering the question without worrying about any
 difficult vocabulary. Check answers in open class.
If students have access to the Internet, ask them to search
for information about one of the animals and report back
to their classmates.
Answer
tiger, rhino, snow leopard, freshwater fish, golden lion
tamarin, jaguar, giant tortoise, Galapagos penguin,
Galapagos sea lion, birds, turtle

Individual work (10 min)

3 Students answer the questions and check answers with Students answer the questions and Students answer the 1 point for each Book, slide,
a partner before whole-class feedback. check answers with a partner questions and check correct answer text
Answers answers with a partner
b 350: tribes in the Amazon in Brazil c 17: percentage of
the Amazon forest lost d 1,000: distance in kilometres
from Ecuador to the Galapagos Islands e 2,000: length in
kilometres of the Great Barrier Reef f 70: percentage of
coral we could lose in the next 40 years

Group work (5 min)

4 In pairs or small groups, students discuss the question. Students work in groups and Weaker students work
If students have access to the Internet, ask them to do complete the task. with stronger students.
some online research to find out which areas of the
world suffer from environmental damage and why
certain areas of the world are in danger. Listen to some
of their ideas. Point out the underlined words in the
article. Read through the definitions and check students
understand the language used. Students work with a
partner to match the words with the definitions. If they
are unsure about some of the vocabulary, allow them to
look back at the text and guess the meaning from its
context. If time allows, they could check their answers in
a dictionary. During feedback, say the words and ask
students to repeat them.
Answers
1 global warming 2 organism 3 fear 4 fragile
5 deforestation 6 endangered 7 tiny 8 threat
The end of Hometask (5 min)
the lesson – Research task
5 min
Module 3 Lesson 8 EARTH AND OUR PLACE IN IT
Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson An article for the school magazine
Objectives according to the Curriculum 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;
9.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Some learners will be able to:
Evaluation criteria  Identify details in a text with little support
 Identify the correct form of a word, appropriate sentence structure and text layout
 Clarify the meaning of the word in a dictionary or other digital references
 Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed
sentences
Level of thinking skills high order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
1 Ask students: Have you ever written an article for a
Students discuss as the class Students discuss as the
school magazine? What was it about?
class
The middle 1 Read through the instructions and questions with the students answer the questions and students answer the Teacher evaluates
of the lesson whole class. Students read the article and answer the share ideas. questions and share and guides
– 35 min questions. Let them compare their answers with a ideas. students
partner before whole-class check.
Answers
1 To encourage people to help clean up a river.
2 The water is polluted, there are hardly any fish left, it
smells terrible and the banks are covered in litter.
3 Factories nearby and people throwing waste.
4 Factories should stop polluting, stricter laws should be
made, and people should get together to help clean up
the river banks.

2. Working in pairs, students order the words to make Students complete the task and check Students complete the 1 point for each Student’s
sentences. Check answers in open class and write the the answers. task and check the correct answer. Book
 sentences on the board. Ask students to read the article answers.
again and underline evidence for each of the statements.
Allow them to compare answers with a partner before
whole-class feedback.
Answers
1 The Quiller River was once so beautiful.
2 The situation is alarming.
3 And just look at the river banks.
Evidence:
1 There is even a song about it.
2 Newspapers have recently reported that the water of
the river is totally polluted. There are hardly any fish
left, and the water itself smells terrible.
3 They are covered in litter.

3 Read through the questions in open class. Students Students complete the task and check Weaker students may 1 point for each Book, slide,
complete the exercise with a partner and underline the each other work with stronger one correct answer text
language in the text that helped them choose their
answers. Check answers in open class.
Answers
a4b1c3d2
Student’s Book pages 54–55

4 Divide the class into small groups so that they can Students work in groups and Students work in
share ideas before writing individually at home. Students complete the task. groups and complete
make notes in preparation for writing the task.
their article. Monitor and help with any difficulties. Students may work in
Alternatively, you could ask students to work together to pairs.
produce a piece of writing in class.
5 Students can do the preparation in class, and complete
the writing at home. They should organize their work to
follow the same format as the article
in Exercise 4. Remind students to refer back to the model
text if necessary. They should use words and phrases
from Unit 6.
The end of Hometask (5 min)
the lesson – When they have finished ex 4, ask
5 min them to read their article to the class or to a partner.
Module 3 Lesson 9 EARTH AND OUR PLACE IN IT
Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Tigers return to Kazakhstan. First conditional
Objectives according to the Curriculum 9.4.6.1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and
curricular topics;
Objectives of the lesson All learners will be able to:
 Most learners will be able to:
• watch teenagers taking about the worst party they have ever been to.
• listen to teenagers organising a birthday party.
• practise offering to do something and making requests
Some learners will be able to:
Evaluation criteria  Identify facts and details in extended talks with little support
 Recognize the content of an extended conversation using some supporting information
 Interact in a pair, group and a whole class work presenting
 Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed
sentences
Level of thinking skills high order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

Warm up Ex 1 (4 min)
1 1 Ask students to look at the title and guess what the
Students predict the content and Students predict the Student’s
text is about. Invite them to suggest
check with the class content and check with Book pages
possible answers to the two pre-reading questions. Then
the class 56–57
let them read the first two paragraphs to check their
answers.
The middle Reading (15 min)
of the lesson 2 Give the students time to read the rest of the text students do reading and complete the students do reading 1 point for each
– 35 min silently. Explain or elicit the meanings of words that they task and complete the task correct answer
may not know. Let them answer the questions in pairs.
Then ask them to explain their answers by referring to
the text and the map.
Answers
1 T 2 DS 3 T 4 F 5 DS 6 T

Grammar work (10 min)

First conditional (review); unless in first
conditional sentences
1 Read through the example sentences with students and Students read the sentences and Students read the Teacher guides Student’s
ask them to offer suggestions to complete the gaps. Ask complete the gaps. They then sentences and students Book
them what they notice about the verb following unless in complete the rule complete the gaps.
the sentence and elicit that it is positive. Students then They then complete
turn to the text on page 55 again and check the rule
their answers. Remind students how to form the first
conditional by asking them: Which verb goes in each
half of the sentences? Students read through the rule box
and complete it using the examples to help them.
Answers
1 will be 2 won’t happen 3 will disappear
Rule
1 possible 2 if not

GRAMMAR (10 min)

Language note
1 Remind students that the if phrase can come first or Students complete the rules and Students complete the Teacher evaluates Book, slide,
second in the sentence but the present simple tense revise the new language rules and revise the and guides text
always goes with the if phrase. new language students
2 Remind students to use contracted forms in conditional
sentences. It is more natural in English to say If the
weather is good tomorrow, I’ll go to the beach. than …
If the weather
is good tomorrow, I will go to the beach.
3 Students may produce incorrect sentences like If I will
go … , I will … . Ask them to think about how these
sentences work in their own language.
4 Remind students that unless means if not.
5 Students may produce statements like Unless I don’t
work,
I will … Remind them that unless is always followed by
a positive verb.
Students read through sentences 1–5. Go through the
example sentence if necessary. Students work with a
partner to complete the exercise. While checking
answers in open class, say each sentence for students to
repeat and work on pronunciation.
Answers
1 If I give this phone to charity, they’ll find someone
who needs it.
2 If this tap doesn’t stop dripping, how much water will
we waste in a day?
 3 The situation will become worse if they don’t change
their behaviour.
4 Look – battery full! If you don’t disconnect the
charger, you’ll waste energy
The end of Hometask (5 min)
the lesson – Students read through questions 1–4. Go through the
5 min example if necessary, pointing out the word order in
questions. Students complete the exercise. Remind them
to use the correct question forms and to look for the
if/unless phrase carefully since it may not always be at
the start of each question. Check answers. If you’re short
on time, set this exercise as homework.
Answers
1 don’t study; won’t … get 2 is; ’ll go 3 invites; will …
buy 4 won’t help; asks

Module 3 Lesson 10 EARTH AND OUR PLACE IN IT

Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Project. Endangered animals in Kazakhstan
Objectives according to the Curriculum 9.1.6.1 - organise and present information clearly to others;
9.1.9.1 - use imagination to express thoughts, ideas, experiences and feelings
 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;
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Consonant – vowel word linking
Aim: Following on from Unit 1, students extend their knowledge of connected speech patterns. They identify
and practise linking consonant endings to words starting with all vowel sounds.
Some learners will be able to:
Evaluation criteria  Plan, write, edit and proofread work at text level
 Use punctuation marks correctly
Level of thinking skills high order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

The middle Practice (35 min)

of the lesson 1 Ask students to think on their own about an Students discuss in pairs and answer Students discuss in Teacher evaluates
– 35 min endangered animal in Kazakhstan. Put students in groups the questions pairs and answer the and guides
to share their ideas and discuss the questions for each questions students
animal.
2 Ask students to choose one endangered animal and
do research. Read out the questions and elicit what kind
of key words and phrases students can search for.
Prompt them to also look in books in the library and ask
their Science teacher.
3 Have students prepare an informative poster. If
possible, show them an online example or prepare an Students make posters and then Students make posters 1 point for each Student’s
example poster of your own. Give students time to work check each other and then check each correct answer Book
on their poster, selecting the information and organizing other
it into paragraphs. Ask them to decorate their poster and
practise presenting it.
Set time aside in a future lesson for groups to present
their posters in class. Provide written feedback to each
group. After students’ presentations, display
 their posters in the classroom or school. Invite students
to look through the display. Monitor as they look
through each other’s posters and ask and answer
questions about them.
The end of Revision (5 min)
the lesson – Students make sentences about endangered animals
5 min

Module 3 Lesson 11 EARTH AND OUR PLACE IN IT

Teacher’s name:
Date:
Grade: 9 Number of people present Number of people absent
The Theme of the lesson Get it right! 2 Photostory: episode 1с
Objectives according to the Curriculum 9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular
topics;
9.6.1.13 - use a variety of modal forms for different functions and a limited number of past modal forms
 including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular
topics
Objectives of the lesson All learners will be able to:
Most learners will be able to:
Consonant – vowel word linking
Aim: Following on from Unit 1, students extend their knowledge of connected speech patterns. They identify
and practise linking consonant endings to words starting with all vowel sounds.
Some learners will be able to:
Evaluation criteria  Plan, write, edit and proofread work at text level
 Use punctuation marks correctly
Level of thinking skills high order thinking
During the lesson:
The stage of Actions of the teacher: Actions of the pupils: Student actions with Assessment Resources
the special educational
lesson/timin needs
g
The Greetings (1 min)
beginning of The teacher greets students; students respond to greeting students respond to greeting and take students respond to
the lesson/ and take their places. their places. greeting and take their
min Hello, boys and girls! How are you? places.

The nerd
1 Pairs should try to answer the questions by looking at Students answer the questions and Students answer the
the photos, without reading the conversation. Give them check with the class questions and check
a couple of minutes for this prediction stage. with the class
Write prompts on the board to support students (e.g.
Maybe they think …, Her problem might be / could be
that…). During feedback, write students’ predictions
on the board. These can then be referred to during
feedback on Exercise 2.
The middle Practice (35 min)
of the lesson 2 1.38 Play the audio. Students read and listen to check Students listen to the audio and check Students listen to the Teacher evaluates
– 35 min their answers. Allow students to compare in pairs before their answers. audio and check their and guides
feedback in open class. During feedback, answers. students
refer to students’ predictions from Exercise 1.
Answers
They’re all talking about the boy with the laptop who
Jeff and Leo think is a nerd and he spends all his time on
his computer and doesn’t do fun, sociable things.
Flora has a problem with her computer.
3 Ask students what they think happens next. Ask them Students brainstorm the ideas and Students brainstorm 1 point for each Student’s
to brainstorm possible endings for the story. Students discuss with the class the ideas and discuss correct answer Book
work in groups with one student in each group acting with the class
as secretary and taking notes. During whole-class
feedback, write students’ ideas on the board to refer back
to once they have watched the video. Don’t give
away answers at this stage.

4 EP1c Play the video for students to check their Students watch the video and check Students watch the 1 point for each
predictions from Exercise 1. During feedback, refer to their predictions video and check their correct answer
students’ ideas on the board. Who guessed correctly? predictions
5 Check/clarify: fixes, climbing. Students complete this
exercise in pairs. Monitor and help with any difficulties.
You could do feedback by playing the
video again, pausing for clarification.
Answers
1 Richie 2 Richie 3 Mia 4 Jeff 5 Richie

PHRASES FOR FLUENCY

1 Ask students to locate expressions 1–6 in the story on Students complete the task and check Students complete the
pages 164–165 in order to identify who says them. with the class task and check with
Encourage them to try to work out the meaning of the class
the expressions using the context before they try to think Weaker students may
of how to say them in their own language. work with each other
Students compare answers with a partner and discuss
possible translations. Monitor to try to avoid discussions
slipping into L1 completely.
Answers
1 Jeff 2 Flora 3 Leo 4 Leo 5 Leo 6 Leo

2 Ask students to read the conversation quickly, ignoring

the spaces, to answer these questions:
Where’s the dad going? (shopping); What are Tom and
Mike going to do? (tidy up the house). Check answers.
Students read again and complete the conversation
before a whole-class check.
Answers
1 Pack it in 2 Got it in one 3 I’m with you on this one 4
good point 5 don’t get me wrong 6 Don’t mention it
 Word Wise
Phrases with all
1 Students work with a partner to complete the exercise.
You could ask pairs to discuss a possible context for
each sentence before choosing an
expression, for example for number 1: the speaker’s
brother spends too much time on his phone. During
feedback, elicit or explain the meaning of the six
phrases and be prepared to give further examples.
Answers
1 all day 2 After all 3 all we’re saying 4 for all I know
5 all the same 6 once and for all

2 Students work individually to complete the sentences

and compare answers with a partner before whole class
feedback.
Answers
1 all day 2 For all I know 3 after all 4 All we’re saying
5 all the same 6 once and for all

The end of Revision (5 min)

the lesson – Students make sentences about endangered animals
5 min