АбайҚұнанбайұлы (АбайКунанбаев)

Unit of a long term plan: Unit 5 Lesson plan 56

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

CLIL. Language and literature: The realist novel.  

Learning objectives(s) that this lesson is contributing to

9. C8 develop intercultural awareness through reading and discussion

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. L4 understand the main points of supported extended talk on a range of general and curricular topics

9. R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

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

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

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

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

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Past Tenses to speak about a novel. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about famous novelists of Kazakhstan.

Some learners will be able to:

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

· Make a presentation about the novel” Pride and Prejudice” by Jane Austen. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

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

Crosscurricular links

Literature, Social Science, Psychology, History, Information Technology, Art.

Previous learning

Talking about the realistic novel.

Use of ICT

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

Intercultural awareness

Students will be able to understand that people should read a lot.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher shows a fragment from the film and asks the students to set the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

· What types of novels do you like reading? What is your favourite novel?

· Look at the word on the board and give your commentary?

A Realistic novel/ Adventure novel/Romantic novel/ Science fiction novel

Literary realism is a branch of literature which set out to reflect society as it was, to get as close to the bone of real life as it could. It often depicts more humble or banal events than Romantic writers. So most of Jane Austen's novels are realist because they are fairly mundane; they depict fairly ordinary people, usually woman, doing fairly ordinary things. There are few locked room mysteries, no strange and mysterious happenings, or insane wives. The women do ordinary things like get married and the men are fairly ordinary men.

If you compare Pride and Prejudice to a novel like Jane Eyre, the differences become clear: no secret insane wives imprisoned in the home, no misplaced identities and no Byronic heroes.

Slide (useful phrases)

Pictures

PPT

A fragment from a film

”Pride and Prejudice”.

Student Book p. 65

Writing

Worksheet

Whiteboard

 PRE -LISTENING TASK:

Ex. 1 p. 65. (Name the period in history and give characteristic features of that time).

It is set in the nineteenth century.

LISTENING TASK:

Ex. 2 - 3 p. 65.

Speak about:

1. Families with unmarried daughters

2. Love in the 19 – th century

3. Marriage in the 19 – thin century

(Do this task in groups of 3).

While reading the text, compare the men and women status in the 19 – th century. Do it in the form of a table.

Ex. 4 p. 65

Speak about a famous Kazakh novelist.

Mukhtar Auezov

Sabit Mukanov

Gabit Musrepov

Olzhas Suleimenov

Gabit Musrepov was born in 1902 in the Kostanay region. His work in the press began with an ordinary employee and up to the chief editor. He was a brilliant journalist. Working as a journalist, he received a school of life and stories for future works. The play " Amangeldy", like the film with the same name, was created from a newspaper essay.

Literary works:

" Kyz Zhibek", " Kozy Korpesh and Bayan Sulu", " Akhan-sere-Aktokty".

OPTIONAL ACTIVITY: Vocabulary.

Student Book p. 65

Whiteboard

CD1. 31

CD2. 19.

Student Book p. 65

Writing

Worksheet

Student Book p. 65

Writing

Worksheet

Writing

Worksheet

Teacher’s Book p. 87

Teacher’s Photocopiable Recourse

p. p. 216 - 217

Giving the home task.

W. B. p. 43. Ex. 3

Ex. 4. p. 65 retell

Rules of a game (w)

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

Differentiation –

how do you plan to give more support? How do you plan to challenge the more

 able learners?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

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

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment