Module 4 Charities and Conflicts 4 страница

Short-term plan

Unit 6 Lesson 4: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson:

Comparative/superlative adjectives

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. 5. 8. 1 - spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics;

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

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 table using comparative/superlative forms of adjectives

countable and uncountable nouns

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic

· Give Ss two minutes to underline adjectives in the text Festival Blog

· Ask them to name the most friequently used adjectives to describe festivals

· Check Ss’ answers around the class

Main Activities

To present adjectives, order of adjectives, compound

adjectives and practise order of adjectives

· Read out the theory box and explain any point Ss are unsure of

· Explain the task and go through the examples

· Give Ss time to complete the task and then check Ss’ answer

To practise compound adjectives

· Explain the task

· Give Ss time to complete it

· Check Ss’ answers

To practise compound adjectives

· Explain the task

· Give Ss time to complete it

· Check Ss’ answers

To present comparative/superlatives

· Read out the theory box and examples aloud

· Elicit that we use than in the comparative and the…of/ in the superlative

· Elicit spelling rules for the comparative/superlative

· Focus Ss’ attention on irregular forms

· Elicit the answers from Ss around the class

To practice comparative/superlative forms

· Explain the task

· Give Ss time to complete it in closed pairs

· Remind Ss that they will need to add extra words(e. g. more, than, the)

· Check Ss’ answers around the class

Ending the lesson

Complete the table using comparative/superlative forms of adjectives

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 table using comparative/superlative forms of adjectives

cross curricular links: world festivals

Reflection

Summary evaluation

Short-term plan

Unit 6 Lesson 5: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Nauryz

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

9. 2. 2. 1 - understand most specific information in unsupported extended talk on a wide range of general and curricular topics;

9. 2. 5. 1 - recognize the opinion of the speaker(s) 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

9. 3. 1. 1 - use formal and informal registers in their talk on a range of general and curricular topics;

9. 3. 3. 1 - explain and justify their own point of view on a range of general and curricular topics;

9. 3. 8. 1 - recount extended stories and events on a 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. 4. 1 - read a range of extended fiction and non-fiction texts on familiar and unfamiliar 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;

9. 5. 2. 1- write independently about factual and imaginary past events, activities and experiences 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. 6. 9. 1 - use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar 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 points of detail and writer opinions in text and use some target language to express some views and comment in speaking and writing with support

Most learners will be able to

identify most points of detail and writer opinions in text and use a range of target language to express some views and comment in speaking and writing with support

Some learners will be able to

identify most points of detail and writer opinions in text and use a range of target language to express a range of views and comment in speaking and writing with little support

Ss can create a poster advertising Nauryz

comparative/superlative adjectives

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic

· Play the recording and direct Ss’ attention to the pictures

· Elicit what images are created in their minds while listening to the music and how it makes them feel

· Elicit the answers from Ss around the class

To predict the content of the text

· Elicit what, if anything, Ss know about Nauryz

· Elicit what they can guess about it from the pictures and how they think these are related to it

· Refer Ss to Word List to look up the meanings of the words in the Check these words box

· Play the video for Ss and elicit their comments

Main Activities

To read for specific information( comprehention questions)

· Ask Ss to read the questions

· Give Ss some time to read the text again and answer them

· Check Ss’ answers around the class

To consolidate new vocabulary

· Give Ss some time to complete the phrases from the text

· Ask various Ss to use them to make sentences about Nauryz

To learn phrasal verbs with keep

· Read out the box and give Ss time to choose the correct particles for the phrasal verbs to complete the sentences

· Check Ss’ answers

· Ask Ss to choose two and draw their meanings

· Have Ss swap their drawings and guess which phrasal verbs they are of

To make notes and summarise the topic

· Write the headings on the board and ask Ss to copy them into their notebooks

· Elicit one or two notes to write under each heading

· Give Ss some time to look through the text and make more notes under each heading

· Ask various Ss to use their notes to present Nauryz

To listen for specific information

· Explain the task

· Ask Ss to read the statements to get an idea what they will listen to and what answers they have to listen for

· Play the recording and Ss complete the task

· Check Ss’ answers

To develop critical thinking

· Initiate a class discussion about Nauryz and why it is important

· Give Ss time to write some sentences about it

· Ask various Ss around the class to read out theis sentences to the class

To write an email

· Explain the task and the situation

· Give Ss time to read their emails

· Ask some Ss to read them out in class

· Point out that emails to friends are informal in style so Ss should use everyday language, short verb forms and simple linkers ( and, but, or ect)

Ending the lesson

To create a poster

Ask Ss to work in pairs or in small groups

Give Ss some time to create a poster advertising Nauryz

Display the poster around 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

 check pronunciation of new words and reinforce with drilling where necessary

assessment criteria:

Ss can create a poster advertising Nauryz

cross curricular links: festivals

Reflection

Summary evaluation

Short-term plan

Unit 6 Lesson 6: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Buying a gift

9. 3. 2. 1 - ask complex questions to get information on a range of general and curricular topics;

9. 3. 6. 1 - link comments with growing 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 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 create a poster advertising Nauryz

Plan

Planned timings

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

Beginning the Lesson

To present a situational language associated with buying a gift

· Play the recording with pauses for Ss to repeat individually

· Check Ss’ pronunciation, intonation and the use of stress rhythm

Main Activities

To listen and read for gist

· Elicit the topic of the dialogue(buying a friend a gift)

· Play the recording

· Ss listen and follow the dialogue in their books to check

To read for specific information

a)

· Read out the questions in the rubric

· Allow Ss some time to read through a dialogue again and find the answers

· Check Ss’ answers

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

b) to explain modal verbs

· Refer Ss to the underlined modal verbs in the dialogue and elicit what they express from Ss around the class

To learn synonymous phrases

· Read out the phrases

· Give Ss time to find alternative phrases in the dialogue that have a similar meaning

· Check Ss’ answers

To consolidate situational language through translation and to act out a dialogue

a)

· Elicit L1equivalents for the sentences in ex. 1from Ss around the class

· Play the recording

· Ss listen and then take the roles

· Act out a dialogue in closed pairs

· Monitor the activity around the class

· Ask various pairs to act out in front of the class

b) To practice role playing

· Explain the situation

· Tell Ss they can use any ideas of their own to complete the task

· Ss complete the task in pairs

· Ask various pairs to read out their dialogues to the class

c) to practice reported speech

· Have Ss work in pairs

· Take turns to use reported speech and report the dialogue in ex. 3

· Alternatively, ask Ss around the class to report one sentence at a time

Ending the lesson

To create a poster

· Ask Ss to work in pairs or in small groups

· Give Ss some time to create a poster advertising Nauryz

· Display the poster around 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

 check pronunciation of new words and reinforce with drilling where necessary

assessment criteria:

Ss can create a poster advertising Nauryz

cross curricular links: festivals

Reflection

Summary evaluation

Short-term plan

Unit 6 Lesson 7: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Eco-festivals 6e

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

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

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

9. 5. 2. 1- write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to

identify some specific information in texts and research and write short organised text using some of their own words

Most learners will be able to

identify most specific information in texts and research and write short organised text using a range of their own words

Some learners will be able to

identify all specific information in texts and research and write more extended organised text using a range of their own words

Ss can present the activities for the Brighter Together Festival

buying a gift

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic and predict the content of the text

· Direct Ss’ attention to the pictures and the headings

· Elicit what Ss think people can do at eco-festivals

· Play the recording

· Ss listen and follow the texts in their books and find out

Main Activities

To read for specific information ( comprehension questions)

· Give Ss some time to read the text again and answer the questions

· Check Ss’ answers

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

· Play the video for Ss and elicit their comments

To summarise themain idea of the text

· Read out two sentences

· Elicit which one best summaries the main idea of the eco-festivals

To learn and practise prepositional phrases

· Explain the task

· Give Ss time to complete it

· Check Ss’ answers around the class

Critical thinking

To think of activities to celebrate a festival

· Divide the class into groups

· Ask Ss to brainstorm the activities they could do to celebrate the Brighter Together Festival

· Encourage Ss to think of new ideas and not to just the ideas in the text

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

Ending the lesson

Present the activities for the Brighter Together Festival

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 the activities for the Brighter Together Festival

cross curricular links: world festivals

Reflection

Summary evaluation

Short-term plan

Unit 6Lesson 8: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Remembrance day in Australia

9. 1. 3. 1- respect differing points of view; 9. 1. 8. 1 - develop intercultural awareness through reading and discussion;

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. 3. 8. 1 - recount extended stories and events on a 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. 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. 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;

9. 6. 3. 1 use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide 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 make up 4 sentences using ing/-ed participles about Remembarance Day in Australia

Eco-festivals

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic and predict the content of the text

· • Read out the questions in the rubric

· Brainstorm with the class for answers

· Play the recording

· Ss listen and find out about Remembarance Day in Australia

Main Activities

To read for gist and comprehention

· Go through the Study skills  with Ss

· Explain that this advice will help Ss to complete the task successfully

· Ask Ss to read the headings aloud and elicit any unknown words

· Give Ss some time to read the text and match the headings to the paragraphs

· Check Ss’ answers

To consolidate new vocabulary

· Refer Ss to the Check these words box

· Give Ss time to complete the task and then check Ss’ answers

· Elicit the meanings of the words

· Ask Ss to use Word List or their dictionaries to look them up

· Ask Ss to complete the task and then check Ss’ answers

To consolidate vocabulary and information in the text

· Read out the words or phrases in the list

· Ask various Ss around the class to relate how these relate to

· Remembarance Day in Australia

To personalise the topic

· Set the scene

· Elicit the answers from Ss around the class

· Give Ss time to write a few sentences

· Ask Ss to read their sentences to the class

Ending the lesson

To present/practise –ing/-ed participles

· Read out the theory box and explain any point Ss are unsure of

· Explain the task

· Give Ss time to complete the task and then check Ss’ answers

· Make up 4 sentences using ing/-ed participles about Remembarance Day in Australia

Additional information

Differentiation

Assessment

Cross-curricular links: world festivals

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 make up 4 sentences using ing/-ed participles about Remembarance Day in Australia

cross curricular links: world festivals

Reflection

Summary evaluation