Module 4 Charities and Conflicts 9 страница

Short-term plan

Unit 8 Lesson 8: Travel and Tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Man-made masterpieces around the world. Project

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

9. 2. 3. 1 - understand most of the detail of an argument in unsupported extended talk on a wide range of general and curricular topics;

9. 2. 4. 1 - understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics;

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. 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;

Lesson objectives

All learners will be able to

identify some specific information in speaking and listening and use some target vocabulary accurately in production tasks with support

Most learners will be able to

identify most specific information in speaking and listening and use most target vocabulary accurately in production tasks with support

Some learners will be able to

identify all specific information in speaking and listening and use most target vocabulary accurately in production tasks with little support

Ss can present their projects about the most famous Man-made masterpieces around the world

Man-made masterpieces in Britain and Kazakhstan

Plan

Planned timings

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

Beginning the Lesson

To introduce the topic of the lesson

· Elicit from Ss the most famous Man-made masterpieces around the world

· Ask Ss to match the names of the masterpieces with the country and stick on the map

Main Activities

To prepare a project

· Ask Ss to work in small groups

· Do some research online

· Collect information about one the most famous Man-made masterpieces around the world

· Give Ss time to prepare it

· Ask various groups to present their projects in front of the class

Ending the lesson

Elicit Ss’ comments about the projects

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 present their projects about the most famous Man-made masterpieces around the world

cross curricular links: Travel and Tourism

Reflection

Summary evaluation

Short-term plan

Unit 8 Lesson 9: Travel and Tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: Linking East and West

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

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

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. 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;

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 share the information about the Silk Road and its importance

Man-made masterpieces. Project

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

· Elicit what, if anything, Ss know about the Chang’an- Tian Shan Corridor

· Play the recording

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

Suggested Answer Key

It’s a 5, 000 km stretch of the Silk Road that ran through Kazakhstan

Main Activities

To read for specific information

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

· 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

· Read out Did you know? Box

Critical Thinking

To understand cultural heritage and its importance

· Tell Ss to refer back to p. 95 and read the information box about UNESCO again

· Give Ss time to consider their answers to the questions referring to the text as necessary

· Ask various Ss to share their answers to the class

Online Research

· Tell Ss research online and find the map of the Silk Road and print it off and mark the Chang’an- Tian Shan Corridor on it

· Have Ss use the map to present the Chang’an- Tian Shan Corridor to the class and explain its importance

· Ask various Ss around the class to give their presentations to the class

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

Ending the lesson

Ss share the information about the Silk Road and its importance

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 share the information about the Silk Road and its importance

Travel and Tourism

Reflection

Summary evaluation

Short-term plan

Unit 8 Lesson 10: Travel and Tourism

School:

Date:

Teacher name:

Grade: 9

Number present:

absent:

Theme of the lesson: A story

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. 5. 7. 1 - use independently appropriate layout at text level on a growing range of 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

Lesson objectives

All learners will be able to:

identify some speaker attitudes and opinions in listening and reading text and use some target language to express some views in speaking and writing with support

Most learners will be able to:

identify most speaker attitudes and opinions in listening text and use a range of target language to express some views in speaking and writing with support

Some learners will be able to:

identify most speaker attitudes and opinions in listening text and use a range of target language to express a range of views in speaking and writing with little support

Ss can finish the sentence where they will spend their most exciting holiday in their life and why

the Chang’an- Tian Shan Corridor

Plan

Planned timings

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

Beginning the Lesson

To determine specific features relating to stories

· Ask Ss to think of stories they have read

· Elicit answers to the questions from Ss around the class

SuggestedAnswer Key

Romance, horror, thriller, true story

Main Activities

To listen to sounds to predict a story, to read for gist

· Play the recording

· Ss listen and identify the sounds

· Elicit a number of possible storylines from Ss around the class

· Give Ss time to read the story to check if their guesses were correct

To read for order of events

· Read out the Study skills  box and explain that this tip will help Ss to complete the writing task successfully

· Give Ss time to read the story again

· Read the events and put them in the correct order

· Check Ss’ answers

Answer Key

1c 2 b 3 e 4 a 5 f 6 d

To identify and practise linking words

· Explain the task and give Ss time to complete it

· Elicit from Ss around the class

To practise wishes

· Explain the task and read out the examples

· Give Ss time to think of wishes people in the story could say as in the example

· Elicit answers from Ss around the class

To write a story

· Explain the situation

· Give Ss time to write their stories using the plan and the story in ex. 2 as a model

· Remind them to include some of the linkers from ex. 4

· Check Ss’ answers

· Alternatively, assign the task as HW and check Ss’ answers in the next lesson

Activity for weaker classes

· Give Ss the above model taking out the topic sentence or linkers

· Ss suggest appropriate topic sentences or complete the text with appropriate linkers

Ending the lesson

Finish the sentence: The most exciting holiday in my life will be in …

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 finish the sentence where they will spend their most exciting holiday in their life and why

cross curricular links: Travel and Tourism

Reflection

Summary evaluation

Module 9 Science and technology

 Lesson 1 Gadgets

School:

Date:

Teacher name:

CLASS: 9

absent:

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

9. S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9. 3. 7. 1- use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics;

Lesson objectives

All learners will be able to:

identify some of the main ideas and specific information correctly and use some target vocabulary correctly in response to prompts and freer speaking tasks

Most learners will be able to:

identify most of the main ideas and specific information correctly and use a range of target vocabulary correctly in response to prompts and freer speaking tasks

Some learners will be able to:

identify all of the main ideas and specific information correctly and use a range of target vocabulary correctly in response to prompts and freer speaking tasks

SS can present their description of the picture to the class

Plan

Planned activities

What is in this module? SS read the title of the module Science and technology and suggest what it means. Prompt Ss interest in the module 

To introduce the topic

Brainstorm with the class for as many gargets aa Ss can think of and write them on the board

Ss copy the words into the notebooks

(Smartphone, MP3 player, GPs, etc. )

To introduce new vocabulary

Go through the list of features and explain the meanings of any unknown words and then read out the example sentence.  

Elicit which gargets have/haven’t got the features in the list from Ss around the class

To present new vocabulary

Explain the meaning of any unknown words

Elicit how we use the gargets in the pictures.

To describe a picture

Ss work in pairs and take turns to describe one of the pictures to their partner using word phrases

Ask some SS to present their description of the picture to the class

  P 99 ex 2

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

SS can present their description of the picture to the class

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

Module 9  Science and technology

 Lesson 2 The age of cybernetics

School:

Date:

Teacher name:

CLASS: 9

absent:

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. 3. 1 - understand the detail of an argument in extended texts on a range of familiar 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. 5. 8. 1 - spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics

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

9. 3. 3. 1- explain and justify their own point of view 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;

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. 8. 1 - use a variety of future forms, including some passives, on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

identify some of the main ideas and specific information correctly in the text and use some target vocabulary correctly while answering the questions and doing vocabulary tasks and free speaking/writing

Most learners will be able to:

identify some of the main ideas and specific information correctly in the text and use rangeof target vocabulary correctly while answering the questions and doing vocabulary tasksand free speaking

Some learners will be able to:

identify all of the main ideas and specific information correctly and use a range of target vocabulary while answering the questions and doing vocabulary tasksand free speaking

SS can write about the cyborg and write a description of it using word formation

Gargets

Plan

Planned activities

Introduce the topic and predict the context

Direct Ss attention to the dictionary definition and elicit what a cyborg is

Direct Ss attention to the pictures and elicit how SS think they are like a cyborg

Play the recording. Ss listen and follow the text in their books and find out

To read for specific information

. Direct Ss attention to the study skills box. Read it out and point out that this advice will help Ss to complete the task successfully

Ss read 5 questions and the possible answers

Ss read the text again and check Ss answers

Ask Ss to justify their answers

To consolidate new vocabulary

Go through the list of verbs and explain their meanings

Give Ss time to complete the task and check the answers

Grammar

To learn/Practise words with the similar meaning

To consolidate/paraphrase information in a text

To write down few sentences based on the ideas in the text about the positive consequences of cybernetic

Expand the topic

Explain the task and give Ss time to think of their own cyborg and write a description of it.

Ask Ss to read their descriptions to the class

  P 101 ex 8

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?

Assessment – how are you planning to check learners’ learning?

SS can write about the cyborg and write a description of it using word formation

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

check pronunciation of new words and reinforce with drilling where necessary

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson