I did exercises for this rule without any mistakes
I understand the rule for “each other”
I will do the description of the appearance
I understand the facts about body decoration
I have answered all the questions about changing the appearance
Short term lesson plan
Unit of a long term plan
Unit 7 Music and film
Lesson plan 70
School:
Date:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Reading. Galymzhan Moldanazar. p. 82
Learning objectives(s) that this lesson is contributing to
9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9. R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
9. L8 understand supported narratives, including some extended talk, on an increasing range of general and curricular topics
9. W4 use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics
9. W5 develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics
9. S1 provide basic information about themselves and others at sentence level on an increasing range of general topics
Lesson objectives
All learners will be able to:
· Comprehend the reading;
· Discuss a problem in groups;
· Apply topic related vocabulary in speech.
Most learners will be able to:
· Comprehend the reading surely and understand main ideas while reading;
· Discuss a problem in groups and suggest solution for a problem;
· Select, compile, and synthesize information for an oral presentation
Some learners will be able to:
· Demonstrate the ability to find correct information without any mistakes;
· Comprehend the reading and understand main ideas while reading surely;
· Apply topic related vocabulary in speech with grammar accuracies.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular links
Art, Social Science, Psychology, Literature, Geography, Information Technology.
Previous learning
Talking about changing the image.
Useof ICT
Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness
Discuss the diversity of lives of musicians in Kazakhstan, in the UK, in Russia.
Health and Safety
Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings
Planned activities
Resources
Beginning of the lesson
7 min.
The lesson greeting. Pre-learning (W)
Teacher greets the class and suggests playing the game to the learners. Teacher explains the rules for this game.
· Game “Back to Blackboard” Rules:
One person stands back to the picture of a popular Kazakh singer;
Classmates should not call the name of the singer;
Classmates can give some lines from the song of this singer;
Classmates can sing some lines from the songs.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up. Free talk about popular Kazakh singers. Look at the portraits of some singers, what can you say about them? Can you name any Kazakh musicians?
Slide (useful phrases).
Pictures
PPT
Writing
Worksheet
Pictures
PPT
Student Book p. 82
Slide (useful phrases).
Main
Activities
15 min.
12 min
Ex. 1 p. 82
Look at the portraits of young people? What do you know about them? Students give their own answers.
Galymzhan Moldanazar
The students in groups will read information about a musician and make a story map. Then a leader is going to present Galymzhan Moldanazar.
Reading and listen to the text about a Kazakh musician. (W I).
Teacher suggests the list of new vocabulary with their synonyms or opposites for learners.
Ex. 1, 3 p. 82
(P) Learners work with new vocabulary first. They get a list of words, read the words with the teacher and write them down into their vocabularies. Learners create 3-4 sentences with new words.
Differentiation
Learners that are more able help the others to read the words correctly.
Ex. 3 p. 82. Working with active words.
POST -READING ACTIVITY: Ex. 4 p. 82.
Give the definition of the underlined words.
The teacher divide the class into 2 groups: boys and girls. One group will speak about a popular singer of 80s and the second group will retell the text about a modern musician. They should do it in the form of presentation.
Ex. 5 p. 82. Creative task.
Speak about a life of a musician.
Make a conclusion: Have you ever wanted to sing in public?
Describe another musician in pairs. Try to make a story map.
Student Book p. 82
Pictures
PPT
Cluster or a table.
Student Book p. 82
CD. 3. 01
Pictures
PPT
Cluster or a table.
Student Book p. 82
Ending the lesson
6 min.
Giving the home task.
W. B. p. 56
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?
Critical thinking
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:
22. Identify the main idea in extended talks with little support.
23. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
24. 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
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Appendix1
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
ü Completed the individual role-card.
ü Used extracts from the text to support his/her ideas.
ü Asked open-ended questions.
ü Listened while others talked.
ü Encouraged peers to share their ideas.
ü Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
ü Didn't complete the individual role-card.
ü Didn't appear to be listening or interrupted when others were speaking.
ü Did not use text to support his/her opinions.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1:
2:
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from the lesson about this class or individuals
that will inform my next lesson?
Student Self-Assessment Checklist Student
Name: ________________________
Date: ______________________ Think about how well you are working in your group.
Place a check mark beside the skills you demonstrate in your role.
I listen attentively to others.
I express my thinking clearly and concisely.
I take turns. I encourage participation of all group members.
I show respect for alternative points of view.
I disagree agreeably.
I synthesize information from others.
I analyze ideas of others.
I remember significant information.
I identify issues.
I make connections to prior knowledge and experiences.
Short term lesson plan
Unit of a long term plan
Unit 7Music and film
Lesson plan 71
School:
Date:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Language Focus. Active or Passive: Introduction. p. 83
Introduction. p. 83
Active or Passive: Introduction. p. 83
Learning objectives(s) that this lesson is contributing to
9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
9. C6 organise and present information clearly to others
9. L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics
9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9. R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
9. UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life, on a wide; use a variety of relative clauses including with which [whole previous clause reference]
Lesson objectives
All learners will be able to:
· develop speaking skills through communication about clothes crimes;
· improve reading skills through recognising typical features at word;
· write descriptions given facts about the clothes using passive voice.
· Most learners will be able to:
· Select, compile, and synthesize information from the reading passage for an oral presentation.
Some learners will be able to:
Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
· Demonstrate the ability to find correct information without any mistakes;
Respond to and discuss the reading passageusing interpretive, evaluative and creative thinking skills.
· Apply topic related vocabulary in speech with grammar accuracies.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular links
Social Science, Psychology, Geography, Information Technology, Art.
Previous learning
Talking about Kazakh musicians.
Useof ICT
Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness
Discuss the problems of clothes crime in different countries.
Health and Safety
Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings
Planned activities
Resources
Beginning of the lesson
7 min.
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, clothes, job performance, talent, etc. and also practice accepting compliments.
Watching the pictures, the learners are asked to predict the topic of the lesson.
Warm up. Free talk about wearing hooded sweatshirts in Britain. Ex. 1. p. 83.
The teacher asks Sts. in pairs the information about hoodies.
By the early noughties in the UK, the hoodie had become directly politicised, symbolising the furtive menace of Britain's inner-city teenage population. In May 2005, it was banned by the Bluewater shopping centre in Kent and later by several schools in England and Wales.
Slide (useful phrases).
Pictures
PPT
Student Book p. 83
Writing
Worksheet
Pictures
PPT
Slide (useful phrases).
Writing
Worksheet
Main
Activities
15 min.
12 min
Main part
Look at the sentence from the text: …young people wearing hooded sweatshirts were banned from shopping centers….
* Teacher suggests revising a basic rule for asking questions in the Passive:
(W)This information can be helpful. P. 83 Rules.
Ex. 2 p. 83. Fill in a table with the Passive Voice.
The teacher asks Sts. to read the text” Clothes Crimes” and express their own opinion. Write negative adjectives about hoodies.
Advantages of hoodies
Disadvantages of hoodies
Ex. 3 - 4. Work with grammar.
Activate. Speak about problems connected with clothes among teenagers: hoody tops, baggy jeans, jeans with holes, short skirts.
Student Book p. 83
Workbook p. 55
Pictures
PPT
Student Book p. 83
Ending the lesson
6 min.
Giving the home task.
W. B. p. 55
A mind - map: Passive Voice
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?
Critical thinking
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
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Transform the sentences from Active Voice to Passive Voice
Peter bought this house. ____________________________________________________
Mary will make the coffee. ___________________________________________________
My friends are repairing the car. ______________________________________________
Most students speak English in this class. ______________________________________
A policeman helped her. ___________________________________________________
She finished her work early. _________________________________________________
They carried him into the hospital. ____________________________________________
They make this computer in the USA. _________________________________________
They have cancelled the meeting. ____________________________________________
I sent the package to Austria by train. _________________________________________
The following sentences have2 objects, transform themin both ways :
1. Ann showed them the church. _________________________________________________
Learning objectives(s) that this lesson is contributing to
9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
9. C6 organise and present information clearly to others
9. S3 explain and justify their own and others’ point of view on a range of general and curricular topics
9. R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics
9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9. R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
9. W8 spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
· Comprehend the reading;
· Discuss a problem in groups;
· Apply topic related vocabulary in speech
Most learners will be able to:
· Comprehend the reading surely and understand main ideas while reading;
· Discuss a problem in groups and suggest solution for a problem;
· Select, compile, and synthesize information for an oral presentation
Some learners will be able to:
· Demonstrate the ability to find correct information without any mistakes;
· Comprehend the reading and understand main ideas while reading surely;
Apply topic related vocabulary in speech with grammar accuracies.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular links
Art, Social Science, Kazakh and Foreign Literature, Psychology, Information Technology.
Previous learning
Talking about clothes crimes.
Useof ICT
Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness
Discuss the process of recording music in different countries.
Health and Safety
Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings
Planned activities
Resources
Beginning of the lesson
7 min.
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Watching the pictures, listening to short fragments of different types of music, the learners are asked to predict the topic of the lesson.
Sts. sing a song in the style of country " Numb” and speak about the plot of it.
Have you ever tried to compose a song or music? Which of you studies or has finished a music school?
Warm up. Free talk. Have you ever tried to compose a song or music? Which of you studies or has finished a music school?
The teacher asks Sts. in pairs make a list of the types of music?
Slide (useful phrases).
Pictures
PPT
Course books. google. com. co/books? isbn=0521376661 Michael Swan – 1990
Country cover of " Numb" by Linking Park
Student Book p. 84
Writing
Worksheet
Pictures
PPT
Slide (useful phrases).
Main
Activities
15 min.
12 min
Main part
Look at the words. Which of these are not types of music? Ex. 1 p. 84. Write adjectives about the types of music:
Pop
Classical
funny, moving.....
exciting, fascinating....
Use dictionaries to translate the words you don't know and give definitions:
Funny, exciting, moving, dull, appealing, scary, imaginative, fascinating. Give synonyms and opposites to these words. Ex. 2 p. 84.
Speak about the famous types of music among the students of a class?
Pre-listening stage.
Predicting and guessing. Ex. 3 p. 84. Where do they say music can be recorded?
While-listening stage.
The teacher informs the class that they will be participating in the contest” Best in comprehension”.
Ex. 4. True – false sentences (Score – 6) and listen and practise the dialogue. (Score – 4).
Use active word – combinations:
To be really into, to have quite a few number one hits, a mixture of, the lyrics are really clear, to be released, to be to one of the gigs, to be to a live performance, due to go on tour. (Score – 10).
Ex. 5. Activate. Creative Task.
In pairs, speak about one’s favourite music.
Student Book p. 84
A Table
CD. 3. 02
Student Book p. 84
Writing
Worksheet
Ending the lesson
6 min.
Giving the home task.
W. B. Ex. 5. p. 84 w, W. B. p. 56
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?
Critical thinking
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
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Numb
I'm tired of being what you want me to be Feeling so faithless lost under the surface Don't know what you're expecting of me Put under the pressure of walking in your shoes (Caught in the undertow just caught in the undertow) Every step that I take is another mistake to you (Caught in the undertow just caught in the undertow)
I've become so numb I can't feel you there I've become so tired so much more aware I'm becoming this all I want to do Is be more like me and be less like you
Can't you see that you're smothering me Holding too tightly afraid to lose control Cause everything that you thought I would be Has fallen apart right in front of you (Caught in the undertow just caught in the undertow) Every step that I take is another mistake to you (Caught in the undertow just caught in the undertow) And every second I waste is more than I can take
I've become so numb I can't feel you there I've become so tired so much more aware I'm becoming this all I want to do Is be more like me and be less like you
And I know I may end up failing too But I know You were just like me with someone disappointed in you
I've become so numb I can't feel you there I've become so tired so much more aware I'm becoming this all I want to do Is be more like me and be less like you
I've become so numb I can't feel you there (I'm tired of being what you want me to be)
Numb
I'm ------- of being what you want me to be Feeling so ___ lost under the surface Don't know what you're ____ of me Put under the...... of walking in your..... (Caught in the..... just caught in the..... ) Every..... that I take is another.... to you (Caught in the undertow just caught in the undertow) I've become so.... I can't feel you..... I've become so.... so much more..... I'm becoming this all I want..... Is be more like.... and be less like..... Can't you see that you’re..... me Holding too.... afraid to lose..... Cause..... that you thought I would be Has fallen..... right in front of you (Caught in the undertow just caught in the undertow) Every step that I take is another mistake to you (Caught in the undertow just caught in the undertow) And every..... I waste is more than I can..... I've become so numb I can't feel you there I've become so tired so much more..... I'm becoming this all I want to do Is be more like.... and be less like.... And I know I may end up.... too But I..... You were just like me with someone...... in you I've become so numb I can't feel you there I've become so tired so much more aware I'm becoming this all I want to do Is be more like me and be less like you I've become so numb I can't feel you there (I'm tired of being what you want me to be).
Short term lesson plan
Unit of a long term plan
Unit 7Music and film
Lesson plan 73
School:
Date:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Language Focus. Passive: past, present and future. Passive: questions. p. 85
Learning objectives(s) that this lesson is contributing to
9. C6 organise and present information clearly to others
9. S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics
9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9. R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
9. W3 write with grammatical accuracy on a range of familiar general and curricular topics
9. UE1 use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics
Lesson objectives
All learners will be able to:
· Identify the theme, give the examples of the Passive Voice, use active vocabulary speaking about clothes and fashion. t lifestyle.
· Transfer information from the book about grammar into a graphic organizer.
· Offer constructive peer-feedback using rubric.
Most learners will be able to:
·Select, compile, and synthesize information from the reading passage for an oral presentation.
· Provide a point of view in conversations and discussions;
Some learners will be able to:
· Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills, practice transforming active sentences to passive without mistakes.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular links
Art, Social Science, Literature, Psychology, Information Technology.
Previous learning
Talking about music.
Useof ICT
Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness
Discuss the production of clothes, fashion and products in the world.
Health and Safety
Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings
Planned activities
Resources
Beginning of the lesson
7 min.
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Watching the pictures, the learners are asked to predict the topic of the lesson.
F-A-S-H-I-O-N.
PASSIVE VOICE: To be +V3
Warm up. Free talk about the theme of the lesson. The teacher asks Sts. in pairs make a mind – map of the Passive Voice.
Slide (useful phrases).
Pictures
PPT
Student Book p. 85
Writing
Worksheet
Pictures
PPT
Slide (useful phrases).
A mind - map
Main
Activities
15 min.
12 min
Main part
Look at the sentences and find sentences with a passive voice. In groups, speak about the differences between Active Voice and Passive Voice.
(W)This information can be helpful. Rules. This grammar rule also needs regular and irregular forms.
Ex. 1 - 2 p. 85. Choose the right verbs in the right voice. Do this exercise in pairs and check each other.
Listening Task 1. Ex. 3
(I) Teacher suggests listening activity to the learners. Learners listen to the text. Their first task is to answer only one question: What clothes are made for films?
Listening Task 2
II. Listen to the passage for the second time and fill in the right form of the Passive.
Remember: a word“clothes” is used only in the plural form.
• Clothes is a plural noun. If you want to talk about one shirt, one sock etc., you say a piece of clothing or an item of clothing
• Clothes is always followed by a plural verb: All my clothes are packed and I’m ready for my trip.
Teacher discusses the right answers and assesses the task asking the question: Who has 9 right answers? 8? 5? Etc. Teacher should explain the right choice in listening tasks.
III. Draw a chain of the process of creating special clothes.
IV. Ex. 4 -5 p. 85 (Grammar Exercises).
Speaking about a product of the company.
Do this activity in groups of 3.
Choose two students in each group to design a leaflet to advertise a company.
A Play.
How many activities have Sts. done?
Sts. write the activities they have done and two pupils from the class try to write the sentences. The winner is the person who will collect and write a lot of activities.
Student Book p. 85
The table
Pictures
PPT
Graphic organizers
Student Book p. 85
A Table
Graphic organizers
Student Book p. 85
Ending the lesson
6 min.
Giving the home task.
W. B. p. 57. A mind - map
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?
Critical thinking
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
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Short term lesson plan
Unit of a long term plan
Unit 7 Music and film
Lesson plan 74
School:
Date:
Teacher’s name:
Class: 9
Number present:
Number absent:
Lesson title
Changing something in a shop.
Giving feedback on a product.
p. p. 86 - 87
Giving feedback on a product.
p. p. 86 - 87
Learning objectives(s) that this lesson is contributing to
9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups
9. C6 organise and present information clearly to others
9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics
9. R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
9. R7 recognise typical features at word, sentence and text level in a wide range of written genres, including some which focus on unfamiliar topics
9. S5 keep interaction going in basic exchanges on a growing range of general and curricular topics
9. W6 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics
9. W8 spell most high-frequency words accurately for a limited range of familiar general and curricular topics
9. W6 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics
Lesson objectives
All learners will be able to:
· Identify the theme, new words and use them as the basis for discussion.
· Demonstrate basic knowledge for usage of the Present and Past Tenses.
· 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;
· Offer constructive peer-feedback using rubric.
Some learners will be able to:
· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
· Use information in new situations.
· Make a feedback on a product.
Value links
Cooperation, respect each other's opinion, functional literacy.
Crosscurricular links
Social Science, Art, Literature, Psychology, Marketing and Finance, Information Technology.
Previous learning
Talking about products.
Useof ICT
Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness
Give feedback on a bought product and learn how to buy and change something in a shop.
Health and Safety
Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.
Planned timings
Planned activities
Resources
Beginning of the lesson
5 min.
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.
Watching the pictures, the learners are asked to predict the topic of the lesson.
Warm up. Free talk. Look at the photos: Where are these people? What are they discussing? In pairs speak about shopping: how do you usually buy anything?
Can you change a bought product or clothes?
Slide (useful phrases).
Pictures
PPT
Student Book p. 86
Writing
Worksheet
Main
Activities
15 min.
12 min.
Main part:
Teacher suggests listening to the dialogue and how is the connected with Ex. 1. Is it a real life story?
Give definitions to the following words:
Record, scratch, refund, exchange, receipt,
No, I’m good.
The Introduction of new key phrases:
Sts. do Pronunciation task. Ex. 3. p. 86.
What is the dialogue about?
Ex. 4 - 5 p. 86. Creative task: make a mini - dialogue about changing things in a shop.
DISCUSSION ABOUT THE CHANGING THING.
Ex. 6 p. 86.
Ex. 1 – 2 p. 87. (Problems with a bought product).
In groups of 4, play the problem situations from Ex. 1.
Use Key Phrases of Ex. 2.
Ex. 3 p. 87.
Working with the writing guide: Giving feedback on a product. Two Sts. will read the essay; others speak later about it and give their own opinion.
The teacher pays attention to adverbs in the task and asks Sts. to do ex. 3. p. 87.
In groups of 3 or 4, Sts. write a book review or film review according to the writing guide of Ex. 5. p. 87.
1. Make sure learners understand that all the information has been included in the feedback. Encourage learners to notice how the essay has been organised into 4 paragraphs.
Student Book p. 86
CD. 3. 05
CD. 3. 06
CD. 3. 07
pictures
Student Book p. 87
A Table on p. 87
Ending the lesson
6 min.
Giving the home task.
W. B. p. 59, Ex. 4 p. 87 St. B.
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?
Critical thinking
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
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Teacher observation checklist
Student's name ________________________________________
Positive Aspects
ü Completed the individual role-card.
ü Used extracts from the text to support his/her ideas.
ü Asked open-ended questions.
ü Listened while others talked.
ü Encouraged peers to share their ideas.
Added his/her own comments and ideas to other student's comments and ideas.
Negative Aspects
ü Didn't complete the individual role-card.
ü Didn't appear to be listening or interrupted when others were speaking.
Galymzhan Moldanazar 
Short term lesson plan
