Module 4 Charities and Conflicts 2 страница

Short-term plan

Unit 5 Lesson 4: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Journey to the center of

the Earth

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. 4. 1 - read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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. 6. 5. 1 - use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics;

9. 5. 8. 1 - spell most high-frequency vocabulary accurately for a wide 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 make Vein’s diagram to compare types of fiction in creativity of Oscar Wilde and Jules Verne

Clauses of purpose

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic, to listen for specific information

· Elicit what Ss know about Jules Verne and the stories he wrote

· Direct SS attention to the picture and the biography of Jules Verne

· Ss read his biography and answer the questions

· Elicit Ss’ answers around the class

Main Activities

To listen and read for specific information

· Read out questions

· Play the recording

· Ss listen and read the text to find out the answers

To read for specific information ( sentence completion)

· Ask Ss to read the sentence stems(1-4)

· Give Ss time to read and complete the task

· Check Ss’ answers.

To consolidate new vocabulary

· Direct Ss to the words in the list

· Give Ss time to find the adjectives the writer uses to describe them

· Check Ss’ answers.

Endingthelesson

• Vein’s diagram

Ss compare types of fiction in creativity of Oscar Wilde and Jules Verne

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 make Vein’s diagram to compare types of fiction in creativity of Oscar Wilde and Jules Verne

cross curricular links: languages [world literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 LESSON 5: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Clauses of concession

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. 4. 4. 1 - read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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

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

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 clauses of concession

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 concession

· Ask Ss what types of clauses they know

· Ss name the conjunctions the use in different types of clauses

· Ss read the theory

· Ss choose the correct item

To present and practise phrasal verbs with set

· Read out the box and explain the task

· Give Ss time to complete the sentences

· Check Ss’ answers

To draw a picture

· Explain the task and give Ss time to complete it

· Display the pictures on the classroom walls

Critical thinking

To develop character empathy skills

· Ask Ss to imagine they are a character in the story

· Have them consider the questions

· Tell their partner

· Ask various Ss around the class to share their answers

To develop creative thinking skills

· Ask Ss to work in pairs and decide what happened next in the story

· Give Ss to write the next paragraph in the story

· Ask various Ss around the class to read out their paragraphs to the class

· Play the video for Ss and elicit if anyone guessed correctly

Endingthelesson

Ss assess each group presentation using the clauses of concession

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 clauses of concession

cross curricular links: languages [world literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 Lesson 6: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The Worth of Wealth

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

9. 4. 8. 1 - use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

9. 2. 6. 1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

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

Ss can present the moral of a story in a poster

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 and key vocabulary.

· Ask Ss to look at the list of Seven Deadly Sins.

· Elicit what, if anything, Ss know about them.

· Allow Ss time to check the words in their dictionaries.

· Elicit answers from Ss around the class.

Main Activities

To listen and read for gist

· Ask Ss to read the title and the first sentence in each paragraph

· Elicit Ss guesses as to what the folk tale is about and which of the Seven Deadly Sins it refers to

· Play the recording. Ss listen to find out the answers

To read for specific information ( multiple choice)

· Ask Ss to read the questions(1-4) answer choices A-C

· Give Ss to read the text and complete the task

· Check Ss’ answers around the class

To consolidate new vocabulary

· Direct Ss to the words in bold and then give them time to match them to the definitions in the list

· Check Ss’ answers

 To understand the moral of a story

Critical thinking

· Give Ss the time to consider the questions

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

· Divide Ss in groups and ask them to present the moral of a story

Ending the lesson

 Group work

Make a poster presenting the moral of a story

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:

Ss can present the moral of a story in a poster

cross curricular links: languages [Kazakh literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 Lesson 7: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The Worth of Wealth.

                                Writing a summary

9. 1. 6. 1 - organise and present information clearly to others

9. 3. 8. 1 - recount extended stories and events on a range of 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. 2. 1 - understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

9. 5. 4. 1 - use with minimal or no support style and register appropriate to a growing variety of written genres on 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. 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. 6. 11. 1- use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics;

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

SS can write a summary of the story in 60-80 words

The moral of a folk tale

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

To practise reported speech

· Explain the task and ask Ss to find the examples of reported speech in the text

· Elicit the reported speech from various Ss around the class

To order events

·  Ask Ss to read the events and put them in the correct order referring back to the text as necessary

· Check Ss’ answers.

To write a summary

§ Explain the task

· Tell Ss to use their answers in ex. 7 to say or write a summary of the story

Descriptors:

1. Write a summary in 60-80 words

2. Use characters’ names

3. Put the events in the correct order  

4. Use the moral of the story

Ask various Ss around the class to say or read their summaries aloud to the class.

To draw a story “The World of Wealth”as a         comic strip of a story

· Explain the task and ask Ss to work in small groups.

· Tell them to divide the story into 6 parts and then draw a picture for each part to make a frame of a comic strip.                       

·   Give Ss time to complete the task in class or assign the task as HW.   

· Display the comic strips around the classroom.

Ending the lesson

  To present a folk story to the class

· Explain the task and ask Ss to work in small groups

· Give them time to research online and find a folk tale

· List the events in order they happened

· Ask groups to present the folk tale to the class

· Alternatively, assign the task as HW and have Ss to  present their folk tale the next 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

assessment criteria:

SS can write a summary of the story in 60-80 words

cross curricular links: languages [Kazakh

literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 Lesson 8: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The promised land

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

9. 2. 6. 1 - deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics;

9. 2. 7. 1 - recognize typical features at word, sentence and text level of a wide range of spoken genres;

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. 4. 1 - read a range of extended fiction and non-fiction texts on familiar and 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. 4. 8. 1 - use a range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding;

9. 5. 4. 1 - use with minimal or no support style and register appropriate to a growing variety of written genres on 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

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

Ss can read the summary and complete the gaps with the correct preposition or particle

The summary of a folk tale

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic, to listen and read for gist

· Ask Ss to read the definition

· Elicit Ss’ guesses as to how it relates to the text

· Play the recording

· Ss listen and read to find out

· Elict answers from Ss around the class

Main Activities

To read for specific information ( comprehention questions)

· Explain the task

· Allow Ss time to read the questions and then read the text again and complete the task

· Check Ss’ answers

Critical thinking

To express an opinion

· Ask Ss to discuss the questions in pairs

· Give them time to consider their answers

· Ask various Ss to tell the class

  To consolidate new vocabulary

o Give Ss the time to find the words in the text

§ Match the definitions in the list

·         Check Ss’ answers around the class

To consolidate new vocabulary

· Give Ss the time to look up the meanings of the    words in the list of their dictionaries

o Elicit definitions from Ss around the class

o Give Ss time to use them complete the sentences

o Check Ss’ answers

Ending the lesson

  To practice prepositional phrases and phrasal verbs

·    Give Ss the time to read the summary and complete the gaps with the correct preposition or particle

o Check Ss’ answers

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:

Ss can read the summary and complete the gaps with the correct preposition or particle

cross curricular links: languages [Kazakh

literature]

Reflection

Summary evaluation