Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title A day in cyberspace
Learning objectives 9.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.3.3.1 give an opinion at sentence level on a limited range of general and
curricular topics
9.1.3.1 respect differing points of view
Lesson objectives Learners will be able to:
• Learn vocabulary to talk about being online.
• Read a text about someone’s morning routine online.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Students say
different words from Assessment
the picture criteria
-Identify detailed
information in
extended
conversation with
Lead – In support
• Ask students how their lives would be
different if they didn’t have social media to
communicate with friends. Would they talk
to their friends less or more?
• Students discuss the questions in pairs
before opening the discussion to the class
Middle Ex: 1 P:104 Students read My Descriptor:
of the • Students read the text and in pairs discuss morning online. - read the text
lesson the similarities and differences in their How similar is - match the words
Present morning routines. Leona’s morning to in blue with
ation • Does anyone have a routine like yours? Match the definitions
part. Leona’s? words in blue with Total: 1 point
35 min • Focus students’ attention on the words in definitions 1–10. Cards
blue. Students work individually to match Answers:
the words to the definitions. 1 streak
• Students check in pairs, then check the 2 subscriptions
answers as a class 3 DM
4 scroll Worksheet
5 poll s
6 log out
7 memories
8 memes
9 selfie
10 tagged

Students match the Descriptor:

verbs and - read the text
prepositions from again
My morning online. - match the verbs
Ex: 2 P:104 Answers: and prepositions
• Students study the text again and find the 1 wake up Total: 1 point
verbs and prepositions. 2 go on
• Check answers as a class. 3 scroll through
4 comment on
5 tag on
6 post (something)
Ex: 3 P:104 on
• Students look at the sentences and the 7 look at
text again to see where the object of the 8 turn (something)
sentence is put in relation to the on / off
preposition with the verbs in exercise 2. 9 open (something) Descriptor:
• Students work in pairs to complete the up 10 log in / out - work in pairs
rules. Students study the - complete the
• Check the answers as a class sentences. Then rules
complete the rules. Total: 1 point
Conclusion during the lesson some tasks Answers:
differentiated by outcomes of the students 1 between
and by their abilities. 2 after
3 before
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!
Unit 9 Science and technology

Teacher’s name

Date:
Grade: 9
Lesson title Verbs and prepositions.
Learning objectives 9.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.6.8.1 use a variety of future active and passive and future continuous
forms range of familiar general and curricular topics
9.1.3.1 respect differing points of view
Lesson objectives Learners will be able to:
• Learn how to use verbs and prepositions.
• Practise using verbs and prepositions
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Students say
different words from Assessment
the picture criteria
-Identify detailed
information in
extended
conversation with
Lead – In support
• Ask students how their lives would be
different if they didn’t have social media to
communicate with friends. Would they talk
to their friends less or more?
• Students discuss the questions in pairs
before opening the discussion to the class
Middle Ex: 4 P:105 Students complete Descriptor:
of the • Students work individually to complete the sentences with - work
lesson the sentences. the verbs and individually
Present • Allow students to check in pairs then prepositions in the - complete the
ation check answers a a class box. sentences
part. Answers: Total: 1 point
35 min LANGUAGE NOTE 1 posted, on Cards
Students often want to know how they can 2 through
tell where the object goes relative to the 3 on
verb and preposition. Unfortunately, there 4 opened
is no way of knowing from looking at it. 5 commented
Students will have to learn the pattern of 6 at Worksheet
each verb. 7 turned on s
8 wake
9 on
Ex: 5 P:105
Students complete
• Students look at the beginnings of
the sentences with
sentences 1−6 and think of how they can
your own ideas.
complete them. If possible, they should use Descriptor:
Work in pairs and
the language in the text, but if they don’t - work in pairs
compare your
use social media much, they can answer - complete the
answers with a
them in other ways. sentences with
partner.
• When students have finished they your own ideas
Answers:
compare their answers with their partners. Total: 1 point
Students’ own
They can do this by taking turns to listen to
answers
their partner read their sentences aloud and
saying what they do after each one.
• They could also read their partner’s
sentences first and look for any errors,
before giving the statements back for their
partner to read out Finished?
Write sentences
Finished? about the benefits
• If there are any fast finishers, they write and problems with
a few sentences on the advantages and using social media
disadvantages of using social media. One of the good
• In a stronger class, students can work things about social
individually. media is feeling part
• You may want to give this exercise to the of a group.
whole class as homework and use it for a
discussion in a future lesson
Conclusion during the lesson some tasks
differentiated by outcomes of the students
and by their abilities.
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!
Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title The psychology of "Yes".
Learning objectives 9.1.1.1 use speaking and listening skills to solve problems creatively and
cooperatively in groups
9.2.3.1 understand the detail of an argument in unsupported extended talk on
a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.6.8.1 use a variety of future active and passive and future continuous
forms range of familiar general and curricular topics
Lesson objectives Learners will be able to:
• Read about the Yes Man.
• Read for general meaning and specific information.
• Express your own opinions on being positive.
• Learn about antonyms.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Students say
different words from Assessment
the picture criteria
Lead – In -Identify detailed
• With books closed, write yes and no on information in
the board. Ask: Which word do you say extended
more – yes or no? Elicit some ideas. conversation with
• Ask: Do you think your life would be support
different if you always said ‘yes’? How?
Would the consequences be good or bad?
Elicit a range of ideas.
Middle Ex: 1 P:106 Students look at the -can read and
of the • Look at the title and the images and elicit
title of the text and listen to the text
lesson students’ predictions about the text. Ask the photos. What do Total: 1 point
Present students to justify their answers. Remind you think the text is Answers:
ation them that scanning the title and photos is aabout? Read and Students’ own
part. useful strategy when preparing to read listen to the text and answers.
35 min check your answer. Cards
Background Descriptor: - can answer the
Danny Wallace is a British film maker, - read and listen to questions
comedian, writer and TV presenter. His the text Total: 1 point
book Yes Man was published in 2005 and Answers:
describes how he spent six months saying 1 You spend less Worksheet
‘yes’ where normally he would have said time thinking s
‘no’, to make his life more interesting and about what’s
positive. The book has now been turned wrong with your
into a successful film life.
2 He spent his
Ex: 2 P:106 Students read the free time at home.
• In a weaker class, encourage students to text again and 3 By texting or
underline the parts of the text where they answer the phoning them.
find the answers, so that they can refer to questions. 4 People without
them quickly and check they have Descriptor: passion always
understood correctly. - read the text again say ‘no’.
• In a stronger class, encourage students to - answer the 5 Because the
give detailed answers. Remind them not to questions man’s philosophy
copy the text for their answers, but to interested him.
paraphrase the meaning. 6 Because he
needed change.
7 Because he
Ex: 3 P:106 realized that
• Ask students to complete the summary Students complete being optimistic
individually, then compare their answers in the summary with and generous
pairs and discuss any differences. six of the words in could make a
the box. difference to his
Ex: 4 P:106 Descriptor: life.
• Elicit that an antonym is a word with an - complete the 8 Six months
opposite meaning. Check that students summary
understand by writing some simple individually -can complete the
adjectives on the board (e.g. big, hot) and summary
eliciting the antonyms (small, cold). Students find Total: 1 point
• Students find the antonyms in the text. In antonyms in the text Answers:
a weaker class, you could ask students to for 1–6. 1 pessimistic
translate the words into their own Descriptor: 2 a stranger
language. Then encourage them to use the - find antonyms 3 advice
words in example sentences. In a stronger 4 positive
class, ask students to contextualize the 5 generous
words in sentences directly 6 interesting

Conclusion during the lesson some tasks -can find

differentiated by outcomes of the students antonyms
and by their abilities. Total: 1 point
Answers:
1 refused
2 simple
3 wealthier
4 generosity
5 unfortunately
 6 dul
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title Language Focus. Third conditional.
 Learning objectives 9.1.7.1 develop and sustain a consistent argument when speaking or writing
9.2.2.1 understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics
9.6.17.1 use if / if only in third conditional structures
Lesson objectives Learners will be able to:
• Learn the third conditional.
• Practise using the third conditional to talk about unreal situations in the
past.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Lead – In Students say

• Refer students back to the text on the Yes different words from Assessment
Man. Ask: What was the day that changed the picture criteria
Danny’s life? What happened? Elicit that -Identify detailed
Danny got on a bus and met a mystery information in
man. extended
• Ask: What if he’d been ill that day? What conversation with
if he’d stayed at home? Elicit some ideas support
and then write on the board: If he’d stayed
at home, he wouldn’t have met the man.
• Ask: Does the sentence refer to the past,
present, or future? (the past). Ask: Did it
happen or not? (it didn’t happen)
• Tell students that this is a third
conditional sentence and that we use it to
talk about unreal past situations.
Middle Ex: 1 P:107 Students complete Descriptor:
of the • In a stronger class, encourage students to
the sentences from - complete the
lesson complete the sentences from memory. the text. Then sentences
Present • Check answers with the class. Remind choose the correct Total: 1 point
ation students that each conditional sentence words in the rules
part. consists of two clauses: a condition clauseAnswers:
35 min 1 ‘d / would have
(also called ‘if clause’) and a result clause. Cards
2 wouldn’t have Descriptor:
LANGUAGE NOTE 3 hadn’t - complete the
Students often make the mistake of using 4 wouldn’t have third conditional
would have in both clauses of third 5 ’d / had sentences.
conditional sentences: If I had stayed at Rules Total: 1 point Worksheet
 home, I wouldn’t have met the man. NOT 1 past s
If I would have stayed at home, I wouldn’t 2 had, past participle
have met the man. Students may use the Students complete
past simple rather than had + past the third conditional
participle in the if clause: If I hadn’t gone sentences.
out, I wouldn’t have met him. NOT If I Answers:
didn’t go out, I wouldn’t have met him. 1 wouldn’t have met,
Students may also use an infinitive instead ‘d / had stayed
of a past participle in either clause: If I 2 would be, had got
hadn’t gone out, I wouldn’t have meet him. 3 hadn’t said,
If it hadn’t rain, we would have gone to the wouldn’t have
beach. known
Ex: 2 P:107 4 Would, have been,
• Do the first sentence with the class as an had worked 5 had
example. , asked, would have
• In a weaker class, allow students to check helped
answers in pairs before checking as a class 6 Would, have gone,
‘d / had known
Conclusion during the lesson some tasks
differentiated by outcomes of the students
and by their abilities.
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date: 04.05.23
Grade: 9 Number present: absent:
Lesson title Language Focus. Third conditional.
 Learning objectives 9.1.7.1 develop and sustain a consistent argument when speaking or writing
9.2.2.1 understand specific information in unsupported extended talk on a
wide range of general and curricular topics, including talk on a limited range
of unfamiliar topics
9.6.17.1 use if / if only in third conditional structures
Lesson objectives Learners will be able to:
• Learn the third conditional.
• Practise using the third conditional to talk about unreal situations in the
past.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Students say
Lead – In different words from Assessment
• Refer students back to the text on the Yes the picture criteria
Man. Ask: What was the day that changed -Identify detailed
Danny’s life? What happened? Elicit that information in
Danny got on a bus and met a mystery extended
man. conversation with
• Ask: What if he’d been ill that day? What support
if he’d stayed at home? Elicit some ideas
and then write on the board: If he’d stayed
at home, he wouldn’t have met the man.
• Ask: Does the sentence refer to the past,
present, or future? (the past). Ask: Did it
happen or not? (it didn’t happen)
• Tell students that this is a third
conditional sentence and that we use it to
talk about unreal past situations.
Middle Ex: 3 P:107 Students rewrite the Descriptor:
of the • Read the example with the class. Ask sentences using the - rewrite the
lesson students to underline the verbs in the two third conditional. sentences using
Present sentences. Include the words in the third
ation • Point out that the if clause can come brackets. Then listen conditional
part. either at the beginning or the end of the and check. Total: 1 point
35 min sentence (e.g. If Hayley hadn’t been tired, Answers: Cards
she would have gone. = Hayley would 1 If John hadn’t felt
have gone if she hadn’t been tired.) moody, he would
Remind students to use a comma when the have gone to the
if clause comes first. party.
 2 They wouldn’t Worksheet
have respected the s
captain if he hadn’t
played well.
3 I would have seen
Ex: 4 P:107 you if I had been
• In a weaker class, allow students time to there.
prepare some notes individually, then put 4 The team
them into pairs to read their sentences to wouldn’t have been
each other and compare their answers. pessimistic if they
• In a stronger class, encourage students to hadn’t lost last week.
ask and answer spontaneously 5 If he hadn’t met
his girlfriend, he
wouldn’t have given
up smoking.
6 He would have Descriptor:
been optimistic - ask and answer
about passing his with a partner
exams if he ‘d / had Total: 1 point
revised more.
7 If she hadn’t had a
positive attitude, she
wouldn’t have been
very successful
Conclusion during the lesson some tasks
differentiated by outcomes of the students Students Ask and
and by their abilities. answer with a
partner. What would
you have done if you
…
Answers:
Students’ own
answers
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title Phobias. Discussion about phobias
 Learning objectives 9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about
a limited range of general topics
9.4.7.1 recognize typical features at word, sentence and text level in a
limited range of written genres
9.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics
Lesson objectives Learners will be able to:
• Learn words for expressing feelings.
• Learn how to understand dictionary entries.
• Listen to a radio programme about phobias.
• Complete a personal profile
Plan

Stages Teachers’ actions Students’ actions Assessment criteria Resour

/ Time ces

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Picture
5 min letting students know what to anticipate s
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic
and aim of the lesson Good job! Student
’s book

Students say
different words from Assessment criteria
Lead – In
the picture -Identify detailed
• With books closed, write the word phobia
on the board and elicit its meaning. If information in
necessary, explain that a phobia is a strong, extended
unreasonable fear of something. conversation with
• Elicit examples of phobias from the class support
and find out if anyone suffers from a
phobia. Ask students how a phobia makes
the sufferer feel and brainstorm words for
feelings
Middle Ex: 1 P:108 Students look at the Descriptor:
of the • Read the instructions together and check dictionary entry and - read the
lesson that everyone understands abbreviation. find the instructions
Present abbreviations for the - find the
ation Ex: 2 P:108 words in the box. abbreviations
part. • Ask volunteers to read out the three Which phrases in the Total: 1 point
35 min example sentences in the dictionary entry. entry are definitions? Cards
• Check that everyone understands what a Answers:
suffix is, and elicit the two adjective verb – v; somebody
suffixes -ed and -ing. – sb; adjective – adj;
• In a weaker class, give more examples noun – n Definitions:
with -ed and -ing adjectives, e.g. They’re a sudden feeling of Worksh
bored because the film is boring. They’re fear, to make sb eets
confused because the instructions are afraid, afraid,
 confusing. Ask: How do they feel? (bored, causing fear
confused) What is the reason for the
feeling? (the film is boring, the instructions
are confusing) Students study
example sentences
Ex: 3 P:108 in the dictionary Descriptor:
• Make sure everyone understands that the entry and match - work in pairs
words in the box are verbs. Students must them with adjectives. - match them with
convert them to adjectives. Elicit how they What are two adjectives
will do this (by adding suffixes). adjective suffixes? Total: 1 point
• Students complete the adjective Answers:
columns. Allow them to work in pairs to a 3
look up the noun forms in a dictionary. b 1
Remind them to use the abbreviations to c 2
help them use the dictionary entries The two adjective
suffixes are -ed and
Ex: 4 P:108 –ing - Descriptor:
• Draw students’ attention to the All about - complete the table.
me … profile and ask them to look at the Students complete - make adjectives
photos. Elicit what they show (a plane, a the table. Make using the verbs
spider, a snake, a high cliff ). adjectives using the Total: 1 point
• Tell students they are going to listen to a verbs in the box.
radio programme about phobias. Ask them Then use a
to prepare by deciding what phobias the dictionary to find the
photos represent. nouns
• Ask students to listen for which of the Answers:
things in the photos are mentioned. In a snakes,
stronger class, ask students to name as flying,
many phobias as possible (snakes, flying, heights
heights, small spaces, crowds) Students listen to a Descriptor:
radio programme - listen to a radio
Conclusion during the lesson some tasks about phobias. programme
differentiated by outcomes of the students Which of the things - name as many
and by their abilities. in the photos do the phobias as possible
speakers mention? Total: 1 point

End of FEEDBACK Students evaluate Poster

the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage classmate
5 min with phrases like:
Well done! Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title Language Focus. Defining relative clauses
 Learning objectives 9.2.4.1 understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
9.3.8.1 recount extended stories and events on a wide range of general and
curricular topics
9.4.3.1 understand the detail of an argument- both explicitly stated and
implied - in extended texts on a wide range of familiar general and
curricular topics, and some unfamiliar topics
Lesson objectives Learners will be able to:
• Learn about defining and non-defining relative clauses
. • Practise using defining and non-defining relative clauses.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Lead – In Determines the topic Student’s
• With books closed, write on the board: and aim of the lesson Good job! book
What do you remember about the man?
Ask students whether they know which
man you are talking about. (no) Students say
• Now ask students what they remember different words from Assessment
about the ‘Yes Man’ from the reading text the picture criteria
on page 106. Ask: What do you remember -Identify detailed
about the man who said ‘Yes’ to information in
everything? Elicit some answers and then extended
write the question on the board. Underline conversation with
the relative clause. support
• Ask students to look at the two questions
and discuss the function of the relative
clause. Establish it adds information, so we
know which man the question is about
Middle Ex: 1 P:109 Students read the Descriptor:
of the • Put students into pairs to study the rules rules and find - read the rules
lesson and find examples in the text on page 108 examples for each - find examples
Present rule in the All about for each rule
ation Ex: 2 P:109 me profile on page Total: 1 point
part. • Talk through the example, drawing 108.
35 min attention to the photo. Establish that the Answers: Cards
sentence is about a man, and elicit the 1 Sentences 1, 2, 4,
relative pronouns that can be used in the 5, 6, 9, 10
relative clause (who or that). 2 Sentences .3, 8
3 Sentence 7
Ex: 3 P:109 4 Sentence 2 Worksheet
• Look at the chart and ask a volunteer to s
 read the example. Make sure everyone Students join the
understands how to use the chart. sentence halves with Descriptor:
• Students make sentences and explain where, who, whose - join the sentence
them to a partner. In a weaker class, they and which. halves with
can write the sentences out in full before Answers: where, who,
talking in pairs. In a stronger class, 2 where many high- whose and which.
encourage students to make notes rather tech companies are Total: 1 point
than writing their answers in full. located.
• Ask a few students to share their 3 which helps you
sentences with the class. generate and
remember
passwords?
4 where I can buy
smartphone screens?
5 who fixed my hard
drive problem.
6 (which) I do far
too much of .
7 whose software I
often use
Descriptor:
- make sentences
Students make using the phrases
Conclusion during the lesson some tasks sentences using the Total: 1 point
differentiated by outcomes of the students phrases in the chart.
and by their abilities. Then explain your
ideas to a partner
Answers:
Students’ own
answers.
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title Language Focus. Non - defining relative clauses.
Summative assessment for the unit «Science and Technology»
 Learning objectives 9.2.5.1 recognize the attitude or opinion of the speaker(s) in unsupported
extended talk on a wide range of general and curricular topics, including
talk on a limited range of unfamiliar topics
9.3.8.1 recount extended stories and events on a wide range of
Lesson objectives Learners will be able to:
• Learn about defining and non-defining relative clauses
. • Practise using defining and non-defining relative clauses.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Lead – In Students say

• With books closed, write on the board: different words from Assessment
What do you remember about the man? the picture criteria
Ask students whether they know which -Identify detailed
man you are talking about. (no) information in
• Now ask students what they remember extended
about the ‘Yes Man’ from the reading text conversation with
on page 106. Ask: What do you remember support
about the man who said ‘Yes’ to
everything? Elicit some answers and then
write the question on the board. Underline
the relative clause.

Middle Ex: 4 P:109 Students study the Descriptor:

of the • Draw students’ attention to the sentences from the - draw students’
lesson subheading. Point out that they have just listening. Match attention to the
Present learnt about defining relative clauses, and sentences with rules. subheading
ation now they are going to learn about non- Answers: - match sentences
part. defining relative clauses. Ask them to think 1 who is from with rules
35 min about what the difference might be. Allow London University Total: 1 point Cards
them to compare ideas in pairs. 2 who’ve had
• Check answers and ask students to similar problems
explain the difference between clauses in 3 where there are a
their own words. lot of people
4 where I had a Worksheet
Ex: 5 P:109 meeting Descriptor: s
• Read the example with the class. Write 5 whose job includes - read the
the sentence on the board and draw travelling Rules: a 2, example
attention to the pronouns and the 3 b 1, 4, 5 - use a non-
punctuation. Rub out the relative clause Students combine defining relative
 and ask: Does the sentences still make the two sentences to clause with who,
sense? (yes) make one sentence. which, where and
• In a weaker class, allow students to work Answers: whose
in pairs to combine the sentences. Check 1 Marc, whose dad Total: 1 point
answers as a class comes from Paris,
speaks French.
Summative assessment for the unit 2 My sister, who
«Science and Technology» lives in Dublin, sings
Reading in a band. / My
Task 1. Read the text. Identify what we sister, who sings in a
should and should not do when we search band, lives in
something on the Internet. Write Do if you Dublin.
should and Don`t if you shouldn`t do the 3 Last summer I
actions in statements 1-6. visited Ireland,
where my father was
Task 2. Paraphrase the given sentences so born.
it has similar meaning. Use the given 4 I can’t find my
beginnings of sentences. new coat, which I Descriptor:
Example, Several keywords will help to bought last week. 5 - read the text.
find better results. My uncle, who is Total: 6 point
Better results_______________________. very rich, has got a
Answer, Better results can be found by yacht. / My uncle,
using several keywords. who has got a yacht,
is very rich.
Writing 6 Jan works for a
Task 2. Write an essay on the following big company, which
topic: makes toys
Students read the
Do you think modern technology has made text. . Identify what
life easier and safer? Or do you think that they should and Descriptor:
modern technology has made life more should not do when - write an essay
difficult and more dangerous? What are the they search Total: 6 point
advantages and disadvantages of modern something on the
technologies? Internet
Answers:
Conclusion during the lesson some tasks Students’ own
differentiated by outcomes of the students answers.
and by their abilities. Students Write an
essay on the
following topic:
Answers:
Students’ own
answers.
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:Well
done!Brilliant!
Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title Reacting to news and sympathizing
Learning objectives 9.1.7.1 develop and sustain a consistent argument when speaking or writing
9.2.3.1 understand the detail of an argument in unsupported extended talk on
a wide range of general and curricular topics, including talk on a limited
range of unfamiliar topics
9.6.17.1 use if / if only in third conditional structures
Lesson objectives Learners will be able to:
• Listen to a conversation in which someone reacts to news and sympathizes
with a friend.
• Learn key phrases for sympathizing.
• Practise listening for detail.
• Practise reacting to new and sympathizing with someone.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria
Beginn Organization moment
ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Students say
different words from Assessment
the picture criteria
-Identify detailed
Lead – In
information in
• With books closed, write on the board: A
extended
problem shared is a problem halved. Tell
conversation with
students this is an English proverb and ask
support
them what they think it means. Accept
suggestions and establish that talking about
a problem can help us feel better about it.
• Ask students who they talk to when they
are feeling upset or worried.
Middle Ex: 1 P:110 Students look at the Descriptor:
of the • Focus on the photo. Ask: What are Marie photo. How do you - look at the
lesson and Dean doing? How do you think Marie think Marie is photo.
Present is feeling? Elicit that they are chatting and feeling? Choose the - choose the
ation Marie doesn’t look very happy. correct answer. correct answer
part. Answers: Total: 1 point
35 min b Cards

Ex: 2 P:110
• Play the CD. Students read and listen. Descriptor:
• Elicit the answer to the question Students listen to the - listen to the
dialogue. Is Dean dialogue Worksheet
optimistic or - answer to the s
pessimistic about question
Marie’s situation? Total: 1 point
Answers:
Ex: 3 P:110 Dean is optimistic
• In a weaker class, students can find the Descriptor:
key phrases in the dialogue and complete - complete the
them before listening to check. In a Students complete key phrases
stronger class, encourage students to the key phrases from - practise the
complete the key phrases from memory. the dialogue. Listen dialogue
• Remind students to listen carefully to the and check. Then Total: 1 point
intonation of the key phrases, and to try to practise the dialogue ,
convey the same emotion when they with a partner
practise the dialogue. Answers:
1 look
2 hear
3 end
4 badly
Ex: 4 P:110 5 this Descriptor:
- read the
 • Allow students time to read the 6 up sentences.
sentences. Total: 1 point
• Play the CD twice if necessary. Students listen.
Which words do you
hear?
Answers:
1 weren’t
2 won’t
3 have been
Conclusion during the lesson some tasks 4 stayed
differentiated by outcomes of the students 5 wouldn’t
and by their abilities.
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title Writing: An experience.
Learning objectives 9.2.4.1 understand implied meaning in unsupported extended talk on a wide
range of general and curricular topics, including talk on a limited range of
unfamiliar topics
9.4.5.1 deduce meaning from context in extended texts on a wide range of
familiar general and curricular topics, and some unfamiliar topics
9.5.1.1 plan, write, edit and proofread work at text level with minimal
teacher support on a range of general and curricular topics
Lesson objectives Learners will be able to:
• Study a model text.
• Learn key phrases for writing about a personal experience..
• Learn about modifying comparatives. • Write about an experience
Plan

Stages Teachers’ actions Students’ actions Assessment criteria Reso

/ Time urces

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative Assessment
the Ask about the weather. drawn to the lesson.
lesson The teacher sets the lesson objectives, Pictur
5 min letting students know what to anticipate es
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic
and aim of the lesson Good job! Stude
nt’s
book
Students say
different words from Assessment criteria
the picture -Identify detailed
information in
extended conversation
Lead – In with support
• With books closed, write robotics on the
board. Elicit the meaning (designing and
operating robots).
• Ask whether anyone has experience of
robotics, or elicit jobs that are carried out
by robots
Middle Ex: 1 P:111 Students read the -can answer the
of the • Ask students to look at the title and model text and questions
lesson photos and make predictions about text answer the questions Total: 1 point
Present content. Elicit some ideas. Descriptor: Answers:
ation • Students compare their answers in pairs. -read the model tex. 1 Failing a science
part. - answer the exam
35 min questions 2 Paragraph 2 Cards
3 He won a robotics
competition.
Ex: 2 P:111 4 He felt more useful
• In a weaker class, students can find the Students study the and sociable.
phrases in the dialogue. In a stronger class,key phrases. Put the 5 Paragraph 3 Work
encourage students to put the key phrases key phrases in the sheets
in order from memory. order of the text.
Then check your -can put the key
answers phrases in the order
Descriptor: Total: 1 point
- study the key Answers:
Ex: 3 P:111 phrases Things weren’t going
• Elicit that a modifier is a word or - put the key phrases too well for me.
expression that makes the meaning of an in the order Everything changed
adjective or adverb stronger or not so for me … … made me
strong. Students study the realize that … These
• Ask students to identify the adjectives in examples. Then days, I feel … If I
the sentences (more positive, happier, more order the words hadn’t …, I’d never
optimistic, harder, stressful). Elicit that Descriptor: have …
they are all comparative forms. - study the examples
• Students write the words in the correct - order the words
order to make sentences. Ask students to
identify the modifiers (a bit, much, a lot, -can order the words
slightly, a little, less). Total: 1 point
Answers:
1 Peter was a lot more
Students follow the optimistic
steps in the writing . 2 Can you work
guide
 Ex: 4 P:111 slightly harder?
• Students think and plan their stories 3 I’m feeling a bit
individually. This can be set for happier.
homework. • Use correction codes rather 4 Please behave a
than writing corrections on students’ work little more
(for more details on codes to use, see page respectfully.
37, exercise 4). Allow students time to 5 Life should be
correct the mistakes themselves, using the much less stressful.
codes.

Conclusion during the lesson some tasks

differentiated by outcomes of the students
and by their abilities.
End of FEEDBACK Students evaluate each Poster
the Learners provide feedback on what they other and encourage
lesson have learned at the lesson. classmate with
5 min phrases like:
Well done! Brilliant!

Unit 9 Science and technology School:

Date: Teacher name:

Grade: 9 Number present: absent:
th
Lesson title Summative Control work for the 4 term.
Learning objectives 9.2.3.1 Understand most of the detail of an argument in unsupported
extended talk on a wide range of general and curricular topics
9.4.5.1 Deduce meaning from context in extended texts on a range of
familiar general and curricular topics
9.5.7.1 Use independently appropriate layout at text level on a growing
range of general and curricular topics
9.3.8.1 Recount extended stories and events on a range of general and
curricular topics
Lesson objectives Learners will be able to:
-identify language style, tone and voice of the speaker
- compile personal vocabulary lists
-use different points of view and roles retelling stories and events
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
 develop speaking skills.
Determines the topic Student’s
and aim of the lesson book

Students say
different words from Good job!
the picture

Assessment
criteria
-Identify detailed
information in
Lead – In extended
conversation with
support

Middle LISTENING Students listen to

of the Task. Listen to two people talking about two people talking Descriptor:
lesson why they visited or moved to a particular about why they - listen to two
Present place. Match the sentences (1-2) with their visited or moved to a people
ation opinion (A – D). There are TWO extra particular place - match the
part. options. CD3 Tapescript4 Answers: sentences
35 min Total: 6 point Cards

Task. Listen to the Speaker 3. Replace the

underlined words in the sentences 1-3 with Students read the
the words from the recording. Write ONE text and circle the
WORD ONLY for each case. Use the word that can Worksheet
correct part of speech. CD3 Tapescript 5 replace the Descriptor: s
underlined word in - read the text
the text without Total: 6 point
READING changing the
Task. Read the text and circle the word that meaning
can replace the underlined word in the text Answers:
without changing the meaning
Example: (0) average greedy indicate - write an essay
way Students choose Total: 6 point
ONE of the topics
Task. Match paragraphs A – E to the topic and write an essay
sentences below. Answers:

WRITING
Choose ONE of the topics and write an
essay. Descriptor:
Topic 1. Travelling has become popular in -can answer the
recent years. What are the advantages and Students answer the question
disadvantages of travelling? question Total: 6 point
Answers:
Topic 2. Technologies are changing the
way we live. What are the advantages and
disadvantages of advanced technologies?
 SPEAKING
Task. You are given a card with a topic
and questions to speak about for 2-3
minutes. Before you speak you have one
minute to think about what you are going
to say and you can make notes if you wish.

Conclusion during the lesson some tasks

differentiated by outcomes of the students
and by their abilities.
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!

Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title My Country. Science and technology.
Learning objectives 9.4.3.1 understand the detail of an argument in extended texts on a range of
familiar general and curricular topics,
9.5.6.1 write coherently at text level using a variety of connectors on a
growing range of familiar general and curricular topics.
9.6.15.1 use infinitive forms after a growing number of adjectives and verbs;
use gerund forms after a growing variety of verbs and prepositions; use an
increased variety of prepositional verbs and phrasal verbs on a range of
familiar general and curricular topics.
Lesson objectives Learners will be able to:
• Read a text about cities in the future
. • Learn vocabulary to talk about cities.
• Identify words which can be nouns and verbs.
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
 develop speaking skills.

Determines the topic Student’s

and aim of the lesson book

Students say Good job!

different words from
the picture
Lead – In
• Ask students if they think cities will look
different in the future. Assessment
• In pairs, ask them to make a list of things criteria
that will stay the same and things which -Identify detailed
will change. information in
• Ask pairs of students to feedback their extended
ideas conversation with
support

Middle Ex: 1 P:112 Students check the Descriptor:

of the • Give out dictionaries if needed. Students meaning of these - check the
lesson work in pairs and look up the definitions of words in a meaning of these
Present the words they don’t know. dictionary. What part words
ation • Tell them to check what part of speech of speech is each Total: 1 point
part. each word is and whether it can be both a word? Which three
35 min verb and noun. words can be both Cards
• Check the answers as a class. verbs and nouns?
• Ask students if they can think of any Answers:
more words which can be used for two innovative (adj) new
parts of speech (record, travel, end, start, way of doing
etc) something solution Worksheet
(n) the answer to a s
Ex: 2 P:112 problem rapid (adj)
• Give students a minute to read the quick / fast decline
sentences in A−F (n, v) a decrease or
. • They read the text and match the deterioration, to
sentences to the gaps in the text. Remind decrease or
them that they should check that the deteriorate
missing information fits with what comes Students read the
before and after the gap. To do this they article and complete Descriptor:
need to check the sense and the grammar. it with the missing - read the article
• Students check their answers in pairs. sentences. Then - complete it with
Then play the recording for them to check listen and check your the missing
their answers answers sentence
Answers: Total: 1 point
Ex: 3 P:112 1E
• Ask students to give you an example of a 2B
first, second and third conditional 3C
sentences from the text. 4F
• Write them on the board without talking 5A
about the grammar. 6D
• Focus students’ attention on the table. Students find three
They complete this individually then check conditional Descriptor:
in pairs. sentences in the - find three
• Check the answers with a class article and exercise conditional
2. Then complete the sentences in the
 Ex: 4 P:112 table with past, article
• Focus students’ attention on the present and future. Total: 1 point
beginnings of the sentences. You may want Answers:
to give them this exercise as homework as 1 present
it requires a bit of thinking time. 2 present
• Students complete the sentences. 3 future
• In a stronger class, ask them to add why4 past
where appropriate. 5 present
• Go round the class and give help where 6 future
needed. 7 present
8 past
Conclusion during the lesson some tasks Students complete
differentiated by outcomes of the students the sentences with Descriptor:
and by their abilities. your own ideas complete the
Answers: sentences
Students’ own Total: 1 point
answers
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!
Unit 9 Science and technology

Teacher’s name:

Date:
Grade: 9 Number present: absent:
Lesson title CLIL. Physics and chemistry: Satellites and spacecraft
Learning objectives 9.3.1.1 provide basic information about themselves and others at sentence
level on an increasing range of general topics
9.4.7.1 recognise typical features at word, sentence and text level in a
limited range of written genres
9.5.1.1 plan, write, edit and proofread work at text level with support on a
limited range of general and curricular topics
9.2.1.1 understand a sequence of supported classroom instructions
Lesson objectives Learners will be able to:
• Learn vocabulary for satellites and spacecraft.
• Read a text about satellites and spacecraft
. • Talk about what things will be possible in the future
Plan

Stages Teachers’ actions Students’ actions Assessment Resources

/ Time criteria

Beginn Organization moment

ing of 1.Greeting. Students' attention is Formative
the Ask about the weather. drawn to the lesson. Assessment
lesson The teacher sets the lesson objectives, Pictures
5 min letting students know what to anticipate
from the lesson. Students discuss the
Warm-up pictures in pairs.
Method speaking phone was used to
develop speaking skills.
Determines the topic Student’s
and aim of the lesson Good job! book

Students say
 different words from Assessment
the picture criteria
-Identify detailed
information in
extended
conversation with
Lead – In support
• With books closed, draw a large circle on
the board and label it Earth. Check that
students understand the meaning, then
point to the area around it and ask: What is
this? (space)
• Ask: What is there in space? Elicit
students’ ideas. Ask: Would you like to
travel into space? Why? Elicit ideas.
Encourage students to join in and give their
opinions
Middle Ex: 1 P:113 Students check the Descriptor:
of the • Students use their dictionaries to check meaning of the - check the
lesson the meaning of the words and match the words in the box. meaning of the
Present words with the photos. Then match them words
ation • In a stronger class, ask students to use the with in the photos - match them with
part. photos and the context to work out the Answers: in the photos
35 min meaning of the words. Point out that a A weightlessness B Total: 1 point Cards
word like weightlessness looks space station
complicated, but they can figure out what C space shuttle D
it means by breaking it down into three satellite
parts: weight (a familiar word), -less (a E Earth
negative suffix), -ness (a noun suffix) Students complete Worksheet
the text with the Descriptor: s
Ex: 2 P:113 words in exercise 1. - complete the
• Ask students to read the text quickly and Then read and listen text with the
complete it with the words they have just to the text and check words in exercise
learnt. Answers: 1
• Students listen, read and check their 1 satellite Total: 1 point
answers 2 Earth
3 Space Station
4 space shuttle
5 weightlessness
Ex: 3 P:113 Students read the Descriptor:
• Students read the text again and decide if text again and write - read the text
the sentences are true or false. Remind true or false. Correct again
them to correct the false sentences. . the false sentences.. - write true or
• Check answers with the class. Answers: false.
1 True. Total: 1 point
2 False. Sputnik 1
was the first artificial
satellite. 3 True.
4 False. Teams of
researchers have
lived in space
Ex: 4 P:112 continuously since
• Allow students time to read the sentences November 2000.
and prepare their ideas. 5 False. Charles
• Put students into pairs or small groups to Simonyi has visited
discuss the sentences. space twice.
• Ask some students to report back on their 6 False. Sub-orbital
 discussions, paying attention to the use ofspacecraft reach the Descriptor:
tenses. boundaries of space. - work in pairs
• Conduct a class discussion if there are Students read - read sentences.
interesting differences of opinion.sentences. Work in Total: 1 point
Encourage students to join in by pairs and discuss
expressing their opinions and agreeing and whether you think
disagreeing with each other these things are
already possible, will
Conclusion during the lesson some tasks be possible in the
differentiated by outcomes of the students future or will never
and by their abilities. be possible.
Answers:
Students’ own
answers
End of FEEDBACK Students evaluate Poster
the Learners provide feedback on what they each other and
lesson have learned at the lesson. encourage
5 min classmate with
phrases like:
Well done!
Brilliant!