Module 4 Charities and Conflicts 3 страница

Short-term plan

Unit 5 Lesson 9: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The promised land. SA5

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

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

9. 4. 9. 1 - recognise inconsistencies in argument in extended texts on a range of general and curricular topics

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;

Lesson objectives

All learners will be able to

use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Some learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

Ss can summarize a story and practise error correction

The summary of a story

Plan

Planned timings

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

Beginning the Lesson

Summative assessment

· Check the Ss knowledge of the module 5. SA  

· To test knowledge learnt in this module

· Explain the task. Allow Ss some time to do the work.

Main Activities

To introduce the topic

To summarize a story and practise error correction

· Ask Ss to work in closed pairs

· Have them read the ex. 1 again

· Make notes to write or give a summary their partner

· Ask them to make 3 deliberate mistakes which their partner must correct

· Monitor the activity around the class

· Ask some Ss to share their answers with the class

Descriptors:

1. Use geographical features to make notes to write or give a summary their partner

2. Who/What lives there?

3. make 3 deliberate mistakes which your partner must correct

Ending the lesson

  To discuss a fictional place

· Divide class into a small groups and explain the task

· Give Ss the time to think about their promised land and include the geographical features and animals/people who live there

· Ask various Ss to present their fictional places to the class

· Alternatively, assign the task as HW and have Ss to  present their fictional place in 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 summarize a story and practise error correction

cross curricular links: languages [Kazakh

literature]

Reflection

Summary evaluation

Short-term plan

Unit 5 Lesson 10: Reading for pleasure.

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Unit revision

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

9. 1. 4. 1- evaluate and respond constructively to feedback from others;

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;

Lesson objectives

All learners will be able to

use some new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Most learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce simple creative outcomes correctly

Some learners will be able to

use a range of new language learnt in the Module to respond to prompts and produce more detailed creative outcomes correctly

Ss can personalise the topic

SA

Plan

Planned timings

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

Beginning the Lesson

To discuss the quotation “A story should be told eye to eye, mind to mind, heart to heart” by Stanley Robertson( storyteller)

· To understand a quotation and express an opinion

· Ask Ss to read a quotation and discuss in pairs what they think it means from both points of view stated

· Elicit answers from Ss around the class

Main Activities

To learn about the value of storytelling

· Ask Ss to read a list of statements and tick the ones they consider as values of storytelling

· Ask Ss to compare with their partner

· Elicit answers from Ss around the class

Critical thinking. To talk about the story

· Ask Ss to think about their favourite story and make notes under headings

· Ask varuious Ss around the class to use their notes to present their stories to the class

To test knowledge learn in this module/ to do a quiz

· Explain the task

· Allow Ss some time to read the questions and mark them as T (True) or F( False)

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

· Check Ss’ answers

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

· Explain the task and allow Ss 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

To predict the content of a song and listen and read for specific information

· Read through the words in the list and explain their meaning

· Elicit Ss’ guesses as to what the singer’s dream is about

· Play the recording

· Ss listen, read and follow the song in their books to find out

Ending the lesson

  To personalise the topic

· Ask Ss to discuss the questions in pairs

· Monitor the activity around the class

· Ask various Ss to share their answers with the rest of the class

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 personalise the topic

cross curricular links: languages [Kazakh

literature]

Reflection

Summary evaluation

Short-term plan

Unit 6 Lesson 1: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Traditions and Language Introduction

9. 2. 1. 1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics;

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

use some target language correctly in response to speaking and writing task prompts and in exchanges

Most learners will be able to

use a range of target language correctly in response to speaking and writing task prompts and in exchanges

Some learners will be able to

use a range of target language correctly in response to a wider range of speaking and writing task prompts and in exchanges

Ss can present festivals in different countries

Unit revision (reading for pleasure)

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”Traditions and Language”

· Ask Ss to suggest what they think it means.

· Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Find the page numbers for

· Explain/Elicit the meaning of any unknown words

· Ss find the page numbers for the items listed.  

· Ask questions to check Ss’ understanding.

Main Activities

To present adjectives used to describe festivals

· Play the recording

· Ss listen and repeat chorally or individually

· Check their pronunciation and intonation

· Elicit L1 equivalent from Ss around the class

· Ss’ own answers

· Direct Ss’ attention to the pictures and elicit what Ss think the festivals may be like

· Read out the example and ask various Ss around the class to say similar sentences using the adjectives given for the remaining festivals

To listen for gist and talk about festivals

· Play the recording- with pauses if desired – and elicit which description ( A-F) matches which festival (1-6)

· Ask various Ss around the class to use the information in the recording to talk about each festival

Endingthelesson

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:

Ss can present festivals in different countries

cross curricular links: festivals

Reflection

Summary evaluation

Short-term plan

Unit 6 Lesson 2: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Festival Blog

Learning objectives

9. 1. 8. 1 - develop intercultural awareness through reading and discussion;

9. 2. 6. 1 - deduce meaning from context in unsupported extended talk on a wide range of 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. 5. 1 - deduce meaning from context in extended texts 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;

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

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

Assessment criteria

Ss can explain why they like or dislike the given festivals

Previouslearning

festivals

Plan

Planned timings

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

Excel Resources

Beginning the Lesson

To introduce the topic to predict the content of a text, and to read and listen for gist

· Direct Ss’ attention to the pictures

· Read out the opitions explaining the meaningof any unknown words

· Elicit which items Ss can see in which pictures

· Direct Ss’ attention to the headings

· Elicit what blog entries are about

· Play the recording

· Ss listen and follow the texts to find out

P 64 ex1

Main Activities

To read for specific information( multiple choice)

· Read through the questions 1-5

· Give Ss some time to read the blogs again

· Match them to the questions

· Check Ss’ answers around the class

To read for specific information( comprehention questions)

· Ask Ss to read the questions

· Refer back to the text and answer them

· Check Ss’ answers around the class

To consolidate new vocabulary

· Give Ss some time to read throuhg the texts again

· Find synonymous words/phrases for the words/ phrases given using their dictionaries as necessary

· Check Ss’ answers around the class

To consolidate new vocabulary from the text

· Give Ss some time to match the words to make phrases they have seen in the text

· Check Ss’ answers

To consolidate new vocabulary

· Give Ss some time to complete the task

· Check Ss’ answers

P 65 ex 2

P 65 ex 3

P 65 ex 4

P 65 ex 5

P 65 ex 6

Ending the lesson

To learn how to form nouns from verbs

· Read the theory and draw Ss’ attention how the exapmples are formed

· Ask Ss to find examples in the text

· Allow Ss time to complete the task

· Check Ss’ answers around the class

· Choose the festival and say why you like or dislike it in 6-7 sentences

P 65 ex 7

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:

Ss can explain why they like or dislike the given festivals

cross curricular links: festivals

Reflection

Summary evaluation

Short-term plan Traditions and Language

Unit 6 Lesson 3:

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Countable/uncountable nouns

9. 1. 9. 1- use imagination to express thoughts, ideas, experiences and feelings;

9. 1. 10. 1 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9. 3. 7. 1 - use appropriate subject-specific vocabulary and syntax to talk about an increased range of 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. 2. 1 - use a variety of quantifiers for countable and uncountable nouns and some noun phrases on a range of familiar general and curricular topics including majority of, minority of, a great deal of, a great number of;

9. 6. 6. 1 - use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures                          
on a range of familiar 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

Ss can complete the sentences with quantifiers: some/any little/few/many/much/a lot of

Ss tell why they like or dislike the given festivals

Plan

Planned timings

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

Excel Resources

Beginning the Lesson

To distinguish between similar words

· Explain the task

· Give Ss time to complete it

· Check Ss’ answers around the class

P 65 ex 8

Main Activities

To  make notes from the text and use the notes to talk about the topic

· Ask Ss to look at the text again

· Complete the table with the information for each heading

· Write the table on the board and copmplete it with the class

· Review the types of pronouns

· Tell Ss to include some when they present the festivals

· Ask various Ss around the class to use the completed table to present the festival

Critical thinking

To express a personal opinion and justify it

· Give Ss time to write down which festival they would like to go to and why

·  Ask various Ss around the class to read what they have written to the class

To compare two festivals

· Elicit a number of local festivals from Ss around the class and what happens at them

· Give Ss time tothinkabout a local festivaland how it is similar/different to one of the festivals from the textand write a short paragraph

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

To practise countable/uncountable nouns

· Read the grammar box aloud

· Give Ss time to complete the task

· Check Ss’ answers around the class

· Elicit the plural forms for those nouns that have plural forms

To practise quantifiers

· Give Ss time to complete the task

· Check Ss’ answers around the class

P 65 ex 9a

P 65 ex 9b

P 65 ex 10

P 66 ex 1

P 66 ex2

Ending the lesson

Complete the sentences with quantifiers: some/any little/few/many/much/a lot of

· Explain the task

· Give Ss time to complete the task

· Check Ss’ answers around the class

P 66 ex3

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:

Ss can complete the sentences with quantifiers: some/any little/few/many/much/a lot of

cross curricular links: Music and film

Reflection

Summary evaluation