Module 4 Charities and Conflicts 8 страница

Short-term plan

Unit 8 Lesson 4: Travel and tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: The legend of the lake

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

9. 1. 5. 1 - use feedback to set personal learning objectives;

9. 1. 7. 1 - develop and sustain a consistent argument when speaking or writing;

9. 2. 4. 1- understand most of the implied meaning 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. 2. 7. 1 -recognize typical features at word, sentence and text level of a wide range of spoken genres

9. 3. 2. 1 - ask complex questions to get information 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. 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. 7. 1 - recognise typical features at word, sentence and text level in a wide range of written genres 9. 5. 8. 1 - spell most high-frequency vocabulary accurately for a wide 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. 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. 7. 1 - use independently appropriate layout at text level on a growing range of 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;

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 write their letters of request using the information in ex. 7

Adverbs

Plan

Planned timings

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

Beginning the Lesson

To introduce new vocabulary

· Ask Ss to read the words in the list

· Explain/elicit the meanings of any unknown ones

· Give Ss time to look at the pictures and fill in the correct words

· Tell Ss they can use their dictionaries to help them                                                                                                                                                                                                                                                                       

· Play the recording, Ss listen and check their answers

Main Activities

To listen and read for gist

· Elicit Ss’ guesses in answer to the questions

· Play the recording

· Ss listen and read to find out

To read for specific information( multiple choice)

· Explain the task

· Ask Ss to read the questions and the answer choices

· Give Ss time to read the text and complete the task

· 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

Critical thinking

To create an alternate ending to a story

· Give Ss time to consider their answers

· Elicit various answers from Ss around the class

To form adjectives from verbs

· Ask Ss to read the theory box

· Give Ss time to complete the sentences with adjectives formed from the verbs in brackets

· Check Ss’ answers

To learn and practise prepositional phrases

· Explain the task

· Give Ss some time to complete it

· Check Ss’ answers

To listen for specific information( gap fill)

· Explain the task

· Ask Ss to read the gapped advert

· Play the recording

· Ss listen and complete the gaps

· Check Ss’ answers

Pair work

To request information

· Explain the task and ask Ss to read the functions box

· Use this language to request information about the tour in ex. 7 in pair

· Monitor the activity around the class

Creativity/Projects

· Give Ss time to think of their own story about seven brothers and the lake and write it.

· Ask various Ss to read their story to the class

· Alternatively, assign the task as HW and have Ss read their stories in the next lesson

Ending the lesson

To write a letter of request

· Explain the task and give Ss time to write their letters of request using the information in ex. 7

· When they finish, have Ss swap the papers and evalute each other’s piece of writing

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 write their letters of request using the information in ex. 7

cross curricular links: Travel and Tourism

Reflection

Summary evaluation

Short-term plan

Unit 8 Lesson 5: Travel and tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Determiners / pre-determiners

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. 7. 1 - use independently appropriate layout at text level on a growing range of 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 evalute Ss’ short messages using determiners or pre-determiners

The legend of the lake

Plan

Planned timings

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

Beginning the Lesson

Add activities to Bayanaul Tour

· Elicit what Ss know about Bayanaul

· Give Ss time to write their proposals and stick on the poster

Main Activities

To present /practise determiners/ pre-determiners

· Ask Ss to read the theory box

·      

· Give Ss time to complete the task and then ask Ss’ around the class to share their sentences with the rest of the class

Answer key

1. each

2. whole

3. every

4. none

5. all

6. plenty

To present/ practise determiners/ pre-determiners

· Ask Ss to read the theory box

· Ask various Ss to tell the class how we use the determiners

SuggestedAnswer Key

· We use both, and to say we mean each one of two things/people

· We use neither/nor to say not the one or the other of two things/people

· We use either, or/either to say one or the other of two things/people

To present/ practise determiners/ pre-determiners

· Explain the task and give Ss time to complete it

· Check Ss’ answers

Answer Key

1. The whole ( of my ) family came to watch me play football.

2. Each of the passengers boarded the plain. /Each passenger boarded the plane.

3. Neither Assel nor Nurlan have got a passport.

4. Either Saule or Dina is going to help me out with my luggage.

To present/ practise determiners/ pre-determiners

· Explain the task and give Ss time to complete it

· Check Ss’ answers

Answer Key

1. whole

2. each

3. either

4. plenty

5. none

6. every

7. either

8. every

9. both

10. nor

To write short message from Astana

· Explain the task and give Ss time to complete it using the prompts provided

· Ask various Ss around the class to read out their note to the rest of the class

Ending the lesson

Evalute Ss’ short messages using determiners or pre-determiners

· 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 evalute Ss’ short messages using determiners or pre-determiners

cross curricular links: Travel and tourism

Reflection

Summary evaluation

Short-term plan

Unit 8Lesson 6: Travel and Tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Apologizing/ accepting an apology

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 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 choose the words with the same sounds from a list of the words

Determiners / pre-determiners

Plan

Planned timings

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

Beginning the Lesson

To present a situational language

· Play the recording with pauses

·  Ss listen and repeat chorally or individually

· Check Ss’ pronunciation, intonation

Main Activities

To listen and read for specific information

· Play the recording

· Ss listen and follow the dialogue in their books to find out

Answer Key

The friends are at an airport. Todd takes Rayan’s bag by mistake.

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

To identify synonymous phrases in a situational language

· Read out the phrases

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

· Check Ss’ answers and elicit L1equivalents

To act out a dialogue

· Play the recording again

· Ss listen and then take roles and act out the dialogue in closed pairs.

· Monitor the activity around the class

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

To pronounce images

· Model the sounds

· Play the recording againwith pauses for Ss to repeat chorally or individually

· Check Ss’pronunciation and intonation

· Elicit more words with the same sounds

Ending the lesson

Ss choose the words with the same sounds from a list of the words

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 choose the words with the same sounds from a list of the words

cross curricular links: Travel and Tourism

Reflection

Summary evaluation

Short-term plan

Unit 8Lesson 6: Travel and Tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Apologizing/ accepting an apology

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 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 choose the words with the same sounds from a list of the words

Determiners / pre-determiners

Plan

Planned timings

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

Beginning the Lesson

To present a situational language

· Play the recording with pauses

·  Ss listen and repeat chorally or individually

· Check Ss’ pronunciation, intonation

Main Activities

To listen and read for specific information

· Play the recording

· Ss listen and follow the dialogue in their books to find out

Answer Key

The friends are at an airport. Todd takes Rayan’s bag by mistake.

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

To identify synonymous phrases in a situational language

· Read out the phrases

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

· Check Ss’ answers and elicit L1equivalents

To act out a dialogue

· Play the recording again

· Ss listen and then take roles and act out the dialogue in closed pairs.

· Monitor the activity around the class

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

To pronounce images

· Model the sounds

· Play the recording againwith pauses for Ss to repeat chorally or individually

· Check Ss’pronunciation and intonation

· Elicit more words with the same sounds

Ending the lesson

Ss choose the words with the same sounds from a list of the words

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 choose the words with the same sounds from a list of the words

cross curricular links: Travel and Tourism

Reflection

Summary evaluation

Short-term plan

Unit 8Lesson 7: Travel and tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Man-made masterpieces

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

9. 1. 7. 1 - develop and sustain a consistent argument when speaking or writing;

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

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

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 present the notes about a famous building in Kazakhstan

Inviting/Accepting /Refusing. Pronouns

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic

· Elicit what, if anything, Ss know about UNESCO

· Explain the meanings of this abbrivation

Main Activities

To understand cultural heritage and its importance, to introduce the topic andlisten and read for gist

· Direct Ss’ attention to the definition

· Play the recording

· Ss listen and follow thetext in their books to find out how the places are UNESCO World Heritage Sites

To read for specific information (multiple matching)

· Ask Ss to read the sentences 1-5

· Give Ss time to read the text again and mark the statements

· Check Ss’ answer

Answer Key

1B 2M 3B 4B 5M

· 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 for their comments

Critical Thinking

To compare and contrust two buildings

· Give Ss time to complete the task in closed pairs

· Elicit comparisons from Ss around the class

Online Research

To write a text about a famous building

· Tell Ss research online and collect information about a famous building in their country

· Ask them to use the headings privided and make notes under them

· Alternatively, assign the task as HW and have Ss present their buildings in the next lesson

Ending the lesson

To present the notes about a famous building in Kazakhstan in 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 present the notes about a famous building in Kazakhstan in the class

cross curricular links: Travel and tourism

Reflection

Summary evaluation