Read the text and do the tasks below.

Unit of a long term plan: Unit 5 Lesson plan 58

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Project: A poem

Learning objectives(s) that this lesson is contributing to

9. C8 develop intercultural awareness through reading and discussion

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

9. S1 use formal and informal language registers in their talk on a range of general and curricular topics

9. S2 ask complex questions to get information about a wide range of general and curricular topics

9. S3 explain and justify their own and others’ point of view on a range of 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 rhyming patterns in poems and the ability to recite a poem. 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 poetry.

Some learners will be able to:

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

· Compose poems in different languages. 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 poems.

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 like to read poems and try to compose their own works.

Health and Safety

Breaks and physical activities used.

Plan

Planned activities

Resources

The lesson greeting.

The teacher begins the lesson with a sonnet of W. Shakespeare” Age and Youth”. The students see the portraits of well – known Kazakh, Russian, English, American and French poets.

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

Warm up. Free talk. Today we are having an unusual lesson – The lesson of Poetry.

· Do you like poems? Have you ever composed poems?

· About what is the sonnet?

Slide (useful phrases)

Pictures

PPT

The portraits of well – known Kazakh, Russian, English, American and French poets.

Writing

Worksheet

In groups make a poster about the meaning of a poem by R. L. Stevenson. Follow the structure of answers. Ex. 1 – 3 p. 67. Two students will speak about the biography of R. L. Stevenson.

Find rhyming words:

Speak about the patterns od rhyming words:

ABAB CDCD EFEF

AABBCCDD

Ex. 3 – 4 p. 67

A Contest of poems devoted to love

Students prepared poems in different languages with a presentation of a poet. After the reciting of a poem, they ask the group the meaning of it.

Student Book p. 67

CD2. 21

Writing

Worksheet

Whiteboard

Giving the home task. W. B. p. 45 A project: a poem

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:

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

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

9. 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 6 Tradition and language

Lesson plan 59

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Relationships.

Talking about traditional stories.

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. C2 use speaking and listening skills to provide sensitive feedback to peers

9. C3 respect differing points of view

9. C5 use feedback to set personal learning objectives

9. W8 spell most high-frequency words accurately for a limited range of general topics of familiar general topic

9. S3 give an opinion at sentence level on a limited range of general and curricular topics

9. S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general 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 Present Perfect + for and since. 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 traditions and customs.  

Some learners will be able to:

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

Make a presentation about traditions of Kazakhstan. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

Value links

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

Crosscurricular links

Culture, Art, Social Science, Psychology, Information Technology, Geography.

Previous learning

Talking about traditional stories.

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 know and respect traditions and customs of their country and the country the language of which they learn.

Health and Safety

Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

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.

· When you hear the words " tradition" and " customs" what associations do you have? What traditions and customs do people have? Do people try to keep traditions alive?

· Look at the photo and guess the traditions:

Thanksgiving (fourth Thursday in November)

Toy dastarkhan

Betashar

Maslenitsa

Britain is full of culture and traditions which have been around for hundreds of years. British customs and traditions are famous all over the world. When people think of Britain they often think of people drinking tea, eating fish and chips and wearing bowler hats, but there is more to Britain than just those things.

Poppy Day or Remembrance Day

In groups speak about these traditions.

Slide (useful phrases).

Pictures

PPT

Student Book p. 68

Writing

Worksheet

Pictures

PPT

Writing

Worksheet

READING  TASK:

Match the facts with people and countries.

Don’t forget to underline new words and be able to say their meanings.

Answer: free

Ex. 1 - 2 p. 68

How do people keep the traditions alive?

Do traditional stories travel from one country to another?

While reading the text write down word – combinations:

Which of the traditional stories did you like best of all?

Explain: “Remember the ant”.

THE INTRODUCTION OF GRAMMAR. Present Perfect.

Ex. 4 - 5 p. 69 Sentence completion task with adverbs:

The teacher asks Sts. to listen to the song " Brighton in the rain" and put down the verbs and underline the position of adverbs in the Present Perfect.

Brighton in the Rain

Fill in the gaps and complete the song lyrics with the Present Perfect Tense of the verbs listed below. (verbs may be used more than once). Listen to the song and check your answer

I’ve never (1) _ _ _ _ to Athens and I’ve never (2) _ _ _ _ to Rome.

I've only (3) _ _ _ _ the Pyramids in picture books at home.

I've never (4) _ _ _ _ _ _ across the sea or (5) _ _ _ _ inside a plane.

I've always (6) _ _ _ _ _ my holidays in Brighton in the rain.

I've never (7) _ _ _ _ _ foreign food or (8) _ _ _ _ in a foreign bar.

I've never (9) _ _ _ _ _ _ a foreign girl or (10) _ _ _ _ _ _ a foreign car.

I've never (11) _ _ _ to find my way in a country I don’t know.

I've always (12) _ _ _ _ _ just where I am and where I’ll never go.

I've (13) _ _ _ _ travel books by writers who have (14) _ _ _ _ to Pakistan.

I’ve (15) _ _ _ _ _ people telling stories of adventures in Iran.

I’ve (16) _ _ _ _ _ _ _ TV documentaries about China and Brazil.

But I've never (17) _ _ _ _ abroad myself. It’s making me feel ill.

I've (18) _ _ _ _ _ _ _ several languages like Hindi and Malay.

I've (19) _ _ _ _ _ _ lots of useful sentences I’ve never (20) _ _ _ _ able to say.

The furthest place I’ve ever (21) _ _ _ _ was to the Isle of Man, and that was full of tourists from Korea and Japan.

Student Book p. 68

Student Book p. 68

Writing

Worksheet

A Table

Student Book p. 68

Student Book p. 69

A Table

A song“ Brighton in the Rain”.

Homework: W. B. p. 46, Ex. 5 – 6 p. 69 St. B.

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:

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

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

12. 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