Module 4 Charities and Conflicts 1 страница

LESSON: Module 4 Lesson 10

Charities and Conflicts

Writing 4g

John’s blog

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 4. 2. 1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9. 4. 6. 1 - recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics;

9. 4. 1. 1- understand the main points in extended texts on a range of unfamiliar general and curricular topics;

9. 4. 7. 1 - recognise typical features at word, sentence and text level in a wide range of written genres;

9. 5. 1. 1 - plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics;

9. 5. 3. 1 - write with moderate grammatical accuracy on a wide 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. 5. 9. 1 - punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

9. 5. 7. 1 - use independently appropriate layout at text level on a growing range of general and curricular topics;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information

Most learners will be able to:

Listen and read for gist, read for cohesion and coherence

Some learners will be able to:

Listen and read for gist, read for cohesion and coherence, write a blog entry about volunteering

Learners have met the learning objective if they can: write a blog entry about volunteering

Explore the theme of volunteering

Geography

Using videos& pictures, working with URLs

Volunteering organizations

Planned activities (replace the notes below with your planned activities)

1 To read for specific information

  Ask Ss to read the blog entry and then elicit answer to the question.

Answer Key     

John is going to Madagascar during his summer holidays. He's going to volunteer at the Marine Research programme with Volunteer the World. He's going to collect data, assess the risks to sea creatures and help to map the sea bed and monitor populations of fish, dolphins and whales. He is very excited and can't wait for the summer holidays to come.

2 To read for structure

Ask Ss to identify the function of each paragraph.

Check Ss' answers around the class.

Answer Key

describe his duties- paragraph В

express his feelings and ask readers to leave a comment-

paragraph C

greet the readers and introduce the topic of his blog- paragraph A

Refer Ss to the Word List to look up the words in the Check these words box.

Ask Ss to use the Word List to look up the meanings of the words in the Check these words box.

3. To consolidate the information from the text to express an opinion

4. To write a  blog comment

Tell Ss to use the advert, the plan and the blog entry in Ex. 1 as a model to help them complete the task.

Remind them to use the phrases from the Useful Language box.

Give Ss time to write their blog comment and then check Ss' answers.

Alternatively, assign the task as HW and check Ss answers in the next lesson

Ss present their writings.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning    

provide sentence starters for final

challenge more able learners to structure final writing to include key words

Cross-curricular links Health and safety check ICT links Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 4 Lesson 11

Charities and Conflicts

Summative assessment for Term 2

School:

Date:

Teacher’s name:

CLASS:

Number present:

absent:

9. 3. 5. 1 -interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks;

9. 5. 3. 1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

use some target vocabulary successfully in tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully in tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in tasks, read effectively for gist and identify all specific information

Learners have met the learning objective if they can: present the project about living in the city and in the country

Explore the themes of native places

Geography

Using videos& pictures, working with URLs

Cities, rivers and mountains of the world

Planned activities (replace the notes below with your planned activities)

To revise the grammar and vocabulary points of the Module

Brainstorming in groups or in pairs

To test knowledge learnt in this module/to do a quiz.

Explain the task. Allow Ss some time to read the statements and mark them as true or false.

Tell Ss they can review the module and find the relevant information to help them if necessary.

Check Ss' answers.

To consolidate vocabulary learnt in the module/to write a quiz

Explain the task and give Ss time to work in pairs and look through the module and think of quiz questions.

Tell Ss they can use the quiz in the previous task as a model.

Ss can swap their quiz with another pair and do it and then report back to the class.

Students work individually at the SAT2 task

Teacher monitors the work

Ss give feedback on their written task

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

monitor learner question writing in groups and highlight for less able learners where they should self-correct errors

Cross-curricular links Health and safety check ICT links Values links

Reflection

Were the lesson objectives/learning objectives realistic?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Short-term plan

Unit 5Lesson 1: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Types of fiction

9. 4. 5. 1 - deduce meaning from context in extended texts on a range of familiar general and curricular topics;

9. 3. 7. 1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics;

Lesson objectives

All learners will be able to

identify some specific information and key ideas in texts and use some target language to express views and comment on some views of others with support

Most learners will be able to

identify most specific information and key ideas in texts and use a range of target language to express views and comment on some views of others with support

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Pupils can present their ideas about places in Kazakhstan which could inspire them to write their novels

Conditionals and wishes

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Beginning the Lesson

What’s in this module?     

· Read the title of the module Reading for pleasure and ask Ss to suggest what they think it means.

·  Go through the types of fiction in ex. 1 and stimulate a discussion to prompt Ss’ interest in the module to introduce the topic  

Main Activities

To introduce the topic; to read for specific information

·  Predict the types of fiction according to the pictures

· Elicit what Ss know about Bram Stoker, J. R. R. Tolkien, Don Dellilo and the famous characters they created.

· Ask Ss to read the short articles and elicit answers around the class.

Bus Stop activity

· Divide Ss into 3 groups according to their number 1, 2, 3 

· Give them 4 min to read a definite article

· Group’s speaker presents the information to other groups

· Discuss which places inspired authors to write their novels.

To develop critical thinking skills

· Work in groups

· Imagine that you are a Kazakhstani author and discuss which places in your native country would inspire you to write your novels

· Present your ideas to the class

Ending the lesson

• Reflection: a minute paper (IW)

Fill in the following reflective car

Additional information

Differentiation

Assessment

Cross-curricular links: world literature

ICT links

· prompt less able learners to engage in whole class checking and group activity with supportive questioning

· challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Through questioning, observation and praising words

check pronunciation of new words and reinforce with drilling where necessary

assessment criteria:

Pupils can present their ideas about places in Kazakhstan which could inspire them to write their novels in 7-10 sentences

Reflection (self-assessment)

cross curricular links: languages [world literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 Lesson2: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The Canterville Ghost

9. 4. 1. 1 - understand the main points in extended texts on a range of unfamiliar general and curricular topics;

9. 4. 2. 1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9. 4. 3. 1 - understand the detail of an argument in extended texts on a range of familiar general and curricular topics, including some extended texts;

9. 4. 4. 1 - read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

9. 2. 8. 1 - begin to recognize inconsistencies in argument in extended talk on a growing range of general and curricular subjects

9. 1. 3. 1- respect differing points of view;

9. 3. 7. 1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of 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;

9. 4. 7. 1 - recognize typical features at word, sentence and text level in a wide range of written genres;

Lesson objectives

All learners will be able to

identify some specific information and key ideas from the text and use some target vocabulary to recount some main points from the story

Most learners will be able to

identify most specific information and some key ideas from the text and use a range of target vocabulary to recount some main points from the story

Some learners will be able to

identify all specific information and most key ideas in texts and use a range of target language to express views and comment on views of others with little support

Pupils can present the information about Oscar Wilde according to the read text

Types of fiction

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Beginning the Lesson

· Elicit what Ss, if anything, know about Oscar Wilde and the stories he wrote

· Direct Ss attention to picture and the biography of Oscar Wilde

· Ask them to read the biography of Oscar Wilde and answer the questions

· Elicit the answers from Ss around the class

Main Activities

To listen and read for specific information

·  Ask Ss to look at the pictures and

· Elicit their guesses as to whether people in the picture are afraid of ghost or not.

· Ask Ss to read the short articles and elicit answers around the class.

· Play the recording

· Ss listen and read the text to find out

· Check Ss’ answers

To read for specific information

· Give Ss time to read the text again and the sentences

· Ss mark them as true, false or doesn’t say

Critical thinking skills

To understand character’ feelings

· Give Ss time to consider their answers referring to the text as necessary

· Ask various Ss around the class to share their answers with the class

To consolidate new vocabulary

· Give Ss time to match the words in the columns to form phrases in the text

To practice prepositional phrases

· Explain the task

· Ss complete the task and check their answers in the text

To consolidate new vocabulary

· Allow Ss to look up the meanings of the words in the list in their dictionaries if necessary

· Elicit definitions from Ss around the class

· Give Ss tome to use them to complete the sentences

· Check Ss’ answers

Ending the lesson

• Fill in the table what SS have learned at the lesson

Additional information

Differentiation

Assessment

Cross-curricular links

ICT links

· prompt less able learners to engage in whole class checking and group activity with supportive questioning

· challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Through questioning, observation and praising words

check pronunciation of new words and reinforce with drilling where necessary

assessment criteria:

Pupils can present the information about Oscar Wilde according to the read text

cross curricular links: languages [world literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 Lesson 3: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Clauses of purpose

9. 3. 8. 1 - recount extended stories and events on a range of general and curricular topics

9. 3. 4. 1 - respond with growing flexibility at both sentence and discourse level to unexpected comments on a range of general and curricular topics;

9. 6. 10. 1 - use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics;

9. 6. 16. 1 - use a variety of conjunctions including so that, (in order) to indicate purpose although, while, whereas to contrast on a range of familiar general and curricular topics

Lesson objectives

All learners will be able to

use some language from the module to express views and pose some relevant activity accurately

Most learners will be able to

use a range of language from the module to express views and pose a range of relevant activity accurately

Some learners will be able to

use a wide range of language from the module to express views and pose a range of relevant activity accurately

Pupils can assess each group presentation using causes of purpose  

character and plot vocabulary from previous section

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Beginning the Lesson

To introduce the topic of the lesson

Setting objectives by the students and comparison with the lesson objectives

Main Activities

Present Ss the clauses of purpose

· Go through the theory table and read three examples aloud

· Elict L1 equivalents for examples

· Give Ss time to complete the tsak

· Check Ss; answers around the class

· Ss choose the correct item

To retell a story from another point of view

· Explain the task

· Give the Ss time to read the story again and make notes

· Ask various Ss to retell the story from ghost’s point of view

· Ask Ss to start with the sentence given

To imagine a modern version of the story

· Play thr video for Ss

· Tell them to imagine the story takes place now

· Ask them to think how it would different and discuss in groups

· Ask various groups to present their versions of the story

Endingthelesson

Ss assess each group presentation using causes of purpose

Additional information

Differentiation

Assessment

Cross-curricular links

ICT links

· prompt less able learners to engage in whole class checking and group activity with supportive questioning

· challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Through questioning, observation and praising words

assessment criteria:

Pupils can assess each group presentation using causes of purpose  

cross curricular links: languages [world literature]

Reflection

Summary evaluation