Module 4 Charities and Conflicts 5 страница

Short-term plan

Unit 6 Lesson 9: Traditions and Language

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Quebec winter carnival SA 5

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 - recognise typical features at word, sentence and text level in a wide range of written genres

9. 5. 3. 1- write with moderate grammatical accuracy on a wide 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

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

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 6. SA

· To test knowledge learnt in this module

· Explain the task.

· Allow Ss some time to do the work

Main Activities

To read for gist and comprehention

· Read out the Writing Tip and discuss with Ss

· Read the headings and give Ss time to read the text and match them to the paragraphs

· Check Ss’ answers

To read for cohesion and coherence; to learn to use descriptive language

· Go through the Study skills  

· Explain/elicit the meanings of the adjectives in the rubric

· Give Ss time to read the text and then check Ss’ answers

a) To analyse a rubric

· Read the rubric aloud

· Ask Ss to identify that tell them for who and what they have to write

· Check Ss’ answers

· To prepare a writing task

b) To prepare a writing task

· Present a paragraph plan

· Elicit the answers to the questions from Ss around the class

· Write Useful Language on the board

· Tell Ss to copy them in their notebooks

· Use these phrases to help them complete the task

· Give Ss time to do the writing task either in class or as HW

Ending 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 create a poster advertising Nauryz

cross curricular links: festivals

Reflection

Summary evaluation

Short-term plan

Unit 6 Lesson 10: Traditions and Language.

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

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

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

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 give a song name

SA

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic

· Elicit a number of local festivals from Ss around the class

· Elicit what happens at them

· Give Ss time to think about a local festival and how it is similar/different to one of the festivals from the Module 6

· Elicit answers from Ss around the class

Main Activities

To talk about reason to celebrate traditional festivals

· Ask Ss to read the list and choose the correct answer

· Check Ss’ answers

· Ask Ss to discuss which of them are reasons to celebrate traditional festivals

· Ask varuious Ss to tell the class

Critical thinking. To talk about the importance of keeping traditions

· Ask Ss to discuss the question in pairs using the list and their own ideas

· Ask varuious Ss to tell the class

To create a festival

· Explain the task

· Ask Ss to work in pairs or small groups

· Create a festival and make notes under the headings

· Ask various Ss to present their festivals to the class

To consolidate and test knowledge and vocabulary from the module

· Give Ss time to complete the quiz referring back to the module if necessary

· Check Ss’ answers and elicit the correct answers for the false items

To write a quiz

· Explain the task and askSs to work in pairs

· Give Ss time to look back through the module

· Think of quiz questions and compile their quiz

· Ss can exchange their quizes with other pairs

To predict the content of a song

· Elicit what Ss think the song might be about

· Play the recording

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

To listen for specific information

· Play the recording

· Ss listen and follow the song in their books and answer the questions

Ending the lesson

To give a song a title

· Elicit appropriate suggestions from various Ss 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

assessment criteria:

Ss can give a song name

cross curricular links: languages [Kazakh

literature]

Reflection

Summary evaluation

Short-term plan

Unit 7Lesson 1: Music and Film

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson:

 Music and Film. Types of films

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

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

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

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. 6. 7. 1

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 a slogan to recommend a film

Unit revision (Traditions and Language )

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” Music and Film ”

· 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 vocabulary for types of films

· Go through the list of words and elicit the meaning of any unknown words

· Play the recording for Ss to listen and repeat chorally or individually

· Check their pronunciation and intonation

To read for gist

· Ask Ss to read reviews

· Give Ss time to match them for the film posters

· Check Ss’ answers

· Elicit what type of film each one is

To practise recommending

· Ask Ss to discuss in pairs which films they have/haven’t seen and recommend a film to each other

· Monitor the activity around the class

· Ask Ss to say whether they were persuaded or not

Ending the lesson

Make a slogan to recommend a film

Give Ss time to complete the task and then 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

-check pronunciation of new words and reinforce with drilling where necessary

assessment criteria:

Ss can present a slogan to recommend a film

cross curricular links: Music and Film

Reflection

Summary evaluation

Short-term plan

Unit 7 Lesson 2: Music and films

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The Eagle Hunters

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

9. 3. 3. 1 - explain and justify their own point of view 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. 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. 3. 1 - write with moderate grammatical accuracy on a wide 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. 14. 1 - use an increased variety of prepositions before nouns and adjectives; use a growing number of dependent prepositions following nouns, adjectives and verbs on a range of familiar general and curricular topics;

9. 6. 17. 1 - use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics

9. 6. 4. 1 - use a wide variety of determiners and pre-determiner 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 talk about their favourite films using both, either, neither, all

Types of films

Plan

Planned timings

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

Beginning the Lesson

To read for gist

· Ask Ss to look at the picture and the title 

· Elicit what type of a film Ss think it is

· Give Ss time to read and find out

Main Activities

To read for cohesion and coherence ( missing sentences)

· Ask Ss to read the sentences in the list

· Read the text and match the sentences to the gaps

· Check Ss’ answers

· 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

To consolidate comprehention of a text

· Give Ss time to read through the text again if necessary and answer the questions

· Check Ss’ answers around the class

Critical thinking

To practise relatives and wishes

· Explain the task and give Ss time to complete the task

· Elicit answers around the class

To present/revise the vocabulary relating films

· Give Ss time to complete thesentences with the words in the list and then check Ss’ answers

· Have Ss check their answers in their dictionarie

To learn/ practise preposional phrases

· Give Ss time to read the sentences and choose the correct preposition

· Check Ss’ answers

Ending the lesson

To talk about films

· Ask Ss to talk about their favourite films using both, either, neither, all

· Ask various Ss to tell 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 talk about their favourite films using both, either, neither, all

cross curricular links: Music and film

Reflection

Summary evaluation

Short-term plan

Unit 7 Lesson 3: Music and film

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Relatives

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

9. 5. 5. 1 - develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in 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. 1. 1 - use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics;

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 fill in the email using some, any, no, every and their compounds

The Eagle Hunters

Plan

Planned timings

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

Beginning the Lesson

To match the poster of a film with the type of a film

· Explain the task and ask Ss to complete it

· Check Ss’ answers around the class

Main Activities

To form compound nouns

· Ask Ss to read a theory box

· Give them time to form compound nouns using the words in the box

· Check Ss’ answers

· Give Ss time to use them in complex sentences following the example

Critical thinking

To talk about the making of a film

· Give Ss time to consider their answers

· Elicit answers around the class

To write a paragraph expressing your opinion

· Explain the task

· Give Ss time towrite a paragraph expressing their opinion based on true versus fictional stories

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

To present relatives

· Read the theory box and examples aloud

· Explain that we use relatives ( who, which, whose, where, why, when) to introduce relative clauses to identify the noun in the main clause

· Explain that we use who/that instead of subject pronouns to talk about people

· We use which/that to talk about objects and animals

· We use whose i nstead of possessive adjectives to talk about possession

· We use where/when /why to talk about place/time/reason

· Explain the difference between defining non-defining relative clauses( e. g. defining- give essential information, non-defining- give extra information)

· Elicit L1equivalents for the examples

To practise relatives

· Explain the task

· Give Ss time to complete the task

· Check Ss’ answers around the class

To practise relative clauses

· Explain the task

· Give Ss some time to complete the task

· Check Ss’ answers around the class

  To present and practise some/any/no/every and compunds

· Read the table aloud and ask Ss to copy it in their notebooks

· Explain the task and give Ss time to complete it

· Check Ss’ answers around the class

Ending the lesson

Fill in: some, any, no, every and their compounds

· Explain the task

· Give Ss time to complete the task

· Check Ss’ answers 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 fill in the email using some, any, no, every and their compounds

cross curricular links: Music and film

Reflection

Summary evaluation