Appendix1. Teacher observation checklist. Student's name ________________________________________. Positive Aspects. Negative Aspects

Unit of a long term plan: Unit 5 Lesson plan 53

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Language Focus. Future Continuous.

many, a lot of.

Talking about food and meals.

Learning objectives(s) that this lesson is contributing to

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. C9 use imagination to express thoughts, ideas, experiences and feelings

9. UE7 use perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life, on a wide; use a variety of relative clauses including with which [whole previous clause reference]

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

9. S8 recount extended stories and events on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Future Continuous. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about future activities.

Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about future plans and after respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

 Social Science, Psychology, Information Technology, Geography.

Previous learning

Talking about future plans and activities

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be able to understand that people should plan their activities.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

· Do you organize events with our friends?

· Imagine you want to organize a party or barbecue with some friends. What are you going to plan and what food will you buy?

Slide (useful phrases)

Pictures

PPT

Write the words in the list. The teacher points out that some words and explaining a new rule: Future Continuous. All Continuous tenses mean a process or duration and are happening in a certain time either in the present, past or future. Please, look at the sentences and make some sentences in the Future Continuous.

What will you be eating at the party?

Ex. 1 -3 p. 61. Complete the sentences.

(In a weaker class this ex. can be done in pairs).

The Consolidation of a structure: Past Simple and Past Continuous). A story in the Past Tenses.

 Make a group presentation about the rules and change a story in the past tenses into Future Simple and Future Continuous.

Ex. 4 - 5 p. 61. Choose the correct words and read a dialogue. What have you learnt from these exercises?

Ex. 6 p. 61. Creative exercise

Speak in pairs about the activities next weekend at a certain time.

OPTIONAL ACTIVITY: Writing and Speaking.

Write about the group’s plan for the next holidays. What will a student be doing at this time during the holidays?

Make a mind – map of the Future Continuous.

Writing

Worksheet

A crossword

Student Book p. 61

Writing

Worksheet

Teacher’s Book p. 83

Writing

Worksheet

A mind - map

Giving the home task. W. B. p. 41

Peer-assessment. Rubric

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

Additionalinformation

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?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Identify the main idea in extended talks with little support.

2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

3. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Unit of a long term plan: Unit 5 Lesson plan 54

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Planning a project.

Talking about how to plan an event. p. 62

A book blurb. p. 63

Learning objectives(s) that this lesson is contributing to

9. S1 provide basic information about themselves and others at sentence level on an increasing range of general topics

9. C6 organise and present information clearly to others

9. R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

9. W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics

9. W5 link without support sentences using basic coordinating connectors

Lesson objectives

All learners will be able to:

· Understand the main ideas of the dialogue in which people plan a book club and describe a book.

· Recognize key phrases and Future Continuous to talk about future activities.

· Act situations making, accepting a future plan.

Most learners will be able to:

· Understand details in listening extracts.

· Use topic related vocabulary in their dialogues.

· Create their own dialogues based on the given situations and act.

Some learners will be able to:

· Understand detailed information from the dialogues while listening.

· Apply topic related vocabulary in speech fluently.

· Create their own dialogues on the topic without support and act.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

Literature, Social Science, Psychology, Information Technology.

Previous learning

Talking about future events.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be able to understand that people should attend a book club and be able to describe a book they have read.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

· What do you usually do after school? When and where do you meet your friends? Ex. 1 p. 62

·  Look at the photo on p. 62 and guess the topic of their conversation? Write the theme on lists of paper.

· Do you know the meaning of a word a “book blurb”

Slide (useful phrases)

Pictures

PPT

Student Book p. 62

Writing

Worksheet

A picture

LISTENING TASK:

Listen to the dialogue and answer the question: How will book club members decide which books to read?

In groups of 3, write the work of a book club and choose the first book to read and discuss together.

Look at the key phrases. Invitations. Ex. 3 p. 62. Sentence completion task. Role-play.

The teacher offers the groups 5 books and asks them to read the book blurbs and speak about the books.

Ex. 1 p. 63 Work with the blurb of “The Lost World”. Find compound adjectives and quantities in the text.

 Ex. 2 – 3 p. 63 (a pair – work).

Writing Guide:

A Blurb in English for any book.

Student Book p. 62

CD2. 16

CD2. 07.

Pair work. Teacher's

Photocopiable Resources p. 203

Student Book p. 63

A Table

Student Book p. 63

Writing

Worksheet

Giving the home task.

Ex. 4 p. 63 (project), W. B. p. 43 Ex. 1 -2

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

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?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

4. Identify the main idea in extended talks with little support.

5. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

6. Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment

Unit of a long term plan: Unit 5      Lesson plan 55

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

My Country. Abai Qunanbaiuli.

Learning objectives(s) that this lesson is contributing to

9. C1 use speaking and listening skills to solve problems creatively and cooperatively in groups

9. L7 recognise typical features at word, sentence and text level of a range of spoken genres

9. C8 develop intercultural awareness through reading and discussion

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

9. UE3 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

9. R5 deduce meaning from context in short texts on a limited range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

· Identify the theme, new words and use them as the basis for discussion.

· Demonstrate knowledge for usage of the Past tenses. Transfer information from the given information into a graphic organizer.

Most learners will be able to:

· Select, compile, and synthesize information for an oral presentation

· Provide a point of view in conversations and discussions; speak about a great Kazakh poet.

· Some learners will be able to:

· Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

· Make a presentation about famous poets. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

.

Value links

Cooperation, respect each other's opinion, functional literacy.

Crosscurricular links

Literature, Social Science, Psychology, Information Technology, Art.

Previous learning

Talking about famous poets.

Useof ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Students will be able to understand that people should be fond of reading and writing poems.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk.

· A teacher asks Sts. to discuss in groups what they know about a famous Kazakh writer and poet.

Group work of three.

Slide (useful phrases)

Pictures

PPT

Student Book p. 64

A video. A Short fragment from the film devoted to Abai Kunanbaiuli.

Poems of Abai Kunanbaiuli.

Presentation

Pictures

Cluster

LISTENING and READING TASKS:

Listen and read the text quickly. What interesting facts about a great person have you learnt?

While-reading stage.

Students move their eyes over the text quickly (3 minutes). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discusses what the text is about.

Discussion Director(Interpersonal Intelligence).

Task: Lead the discussion. Prepare 2 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going

Options

1. Write more than 2 questions.

2. Think of new way to present your work. (E. g. quiz).

Here are some ideas:

Ä Can you prove that...

Ä Why did the character...?

Ä Predict what would happen if...

Passage Picker(Body-Kinesthetic Intelligence).

Task: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss.  

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

Ä important to text

Ä surprising

Ä makes you think

Ä well written

Ä confusing

Ä interesting

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story.  

Descriptors:

1. Write 3 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word (e. g. Pg. 58 § 4).

3. Try and guess the meaning from context.  

3. Find a dictionary definition.

Options

1. Find more that 3 words or phrases.

2. Make a list of synonyms and antonyms.

3. Create new sentences with these words.

4. Use online dictionary to find out the pronunciation of the words.

Summariser(Intrapersonal Intelligence).

Task: Prepare a brief description of the key points in the story.  

Descriptors:

1. Write at least 4 sentences.

2. Write in your own words.

3. Present the important events in a logical order.  

Options

1. Include the meaning of the story.

Illustrator(Visual-spatial Intelligence).

Task: Draw a picture related to the story.   

Descriptors:

1. Prepare an illustration.

2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the story.

3. Explain your illustration.

Options

You can draw a character, a moment or a setting.

Connector(Logical-mathematical Intelligence).

Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before.   

Descriptors:

1. Write at least 2 sentences. Make connections with your own experience, another text or the world.

2. Give evidence from the book to support your connection.

Options

Use graphic organiser to record and compare your connections to what happened in the text.

Character Analyser(Logical-mathematical

Intelligence).

Task: Share observations about the main characters.

Descriptors:

1. Select 2 main characters and using adjectives describe their characteristics.

2. Write at least 4 sentences.

Consider:

Ä How the character reacts to different events?

Options

Put yourself in the character's shoes and explain the story from his (her) point of view.

Post-reading stage.

Next, students complete peer-evaluation form.

Ex. 4 – 5 p. 64

What other Kazakh writers and poets do you know?

Student Book p. 64

CD2. 18.

Pair work.

Student Book p. 66

Writing

Worksheet

Student Book p. 64

Writing

Worksheets

Writing

Worksheets

Student Book p. 64

Ex. 1 – 3 p. 64

Writing

Worksheets

Giving the home task. W. B. p. 42, Kazakh writers( a report)

Students express their attitude to the lesson and give self-assessment using the method: “ Six thinking hats ”:

· Green: How can you use today's learning in different subjects?

· Red: How do you feel about your work today?

· White: What have you leant today?

· Black: What were the weaknesses of your work?

· Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

Yellow: What did you like about today's lesson?

Slide (Homework)

Slide " Six thinking hats"

Differentiation –

how do you plan to give more support?

Assessment –

how are you planning to check learners’learning?

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

Demonstrate the ability to participate in a conversation.

Descriptor:

A learner:

· selects an appropriate answer.

· completes the task.

· uses appropriate subject-specific vocabulary while speaking.

· discusses questions and answers the questions within the group.

· Observation

· Feedback on the work

· Peer-assessment