Brighton in the Rain. Unit 6 Tradition and language. Lesson plan 60. Lesson title. Learning objectives(s) that this lesson is contributing to

Unit of a long term plan

Unit 6 Tradition and language

Lesson plan 60

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Reading: Marriage.  p. 70

Learning objectives(s) that this lesson is contributing to

9. S3 give an opinion at sentence level on a limited 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

9. R6 recognise the attitude or opinion of the writer in short texts on a limited range of general and curricular topics

9. R7 recognise typical features at word, sentence and text level in a limited range of written genres

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

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 Simple for retelling a story about arranged marriage. 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 arranged marriages using active vocabulary.

Some learners will be able to:

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

· Make a presentation about marriages in 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

 Social Science, Psychology, Information Technology, Geography, Biology.

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 keep their traditions and customs.

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.

Plan

Planned activities

Resources

The lesson greeting.

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

Speak about arranged marriage

Warm up. Free talk.

On the board you can see the word: Marriage

What do you imagine when you hear this word?

How will you choose your future husbands /wives?

ARRANGED MARRIAGE

What do you think about it?

Slide (useful phrases)

Pictures

PPT

Student Book p. 70

Writing

Worksheet

Pictures

Student Book p. 70

Ex. 1

Teacher’s Book p. 92 Background.

LISTENING TASK:

Read and listen to the text and express your opinions:

Discuss the text using the method of six hats:

1 group will speak about facts.

2 group - feelings.

3 group - creative ideas.

4 group -negative aspects.

5 group - benefit from the holidays in jungle.

6 group - conclusion.

Ex. 2 p. 70 True - false sentences.

Vocabulary work: find verbs with prepositions and make your sentences. Ex. 3 - 4 p. 70.

Ex. 5 p. 70. Creative exercise

Optional activity: Reading.

Teacher's Book p. 92.

Student Book p. 70

CD2. 22

Writing

Worksheet

Six hats method

Student Book p. 70

A table

Teacher's Book p. 92.

Giving the home task: W. B. p. 50

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:

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

Unit of a long term plan

Unit 6. Tradition and language

Lesson plan 61

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Language Focus: Present Perfect + for and since

Learning objectives(s) that this lesson is contributing to

9. C8 develop intercultural awareness through reading and discussion

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. UE9 use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics

9. R8 use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

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 relations between people.

Some learners will be able to:

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

· Make a story about cultural problems. 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 relationship.

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.

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.

 When you want to speak about activities which you have done recently and have a result, what structures and grammar tenses can you use? We can use Present Perfect with a definite word indicator.  Look at the picture and give your sentences:

Slide (useful phrases)

Pictures

PPT

Student Book p. 71

Writing

Worksheet

U2 SONG FOR TEACHING PRESENT PERFECT

This song is great for teaching Present Perfect. There are around 10 present perfect sentences. Aside from the normal listening activities, get the students to complete blanks spaces. Ask them to identify the grammar mistake (I have spoke). For discussion the students can talk about all the things the singer " has done". After, students will write things they have done and things they still want to do.

Think of something that you really want to do in your life, but you haven’t been able to do yet

Ex. 2 p. 71

- since - if the starting point is given (two o'clock, last Friday, 1998)
- for - if the period of time is given (twenty minutes, two days, one year)

Decide whether to use »since« or »for«.

1. 1. I have been waiting since for 4 o'clock.

2. 2. Sue has only been waiting since for 20 minutes.

3. 3. Tim and Tina have been learning English since for six years.

4. 4. Fred and Frida have been learning French since for 1998.

5. 5. Joe and Josephine have been going out together since for Valentine's Day.

6. 6. I haven't been on holiday since for last July.

7. 7. Mary has been saving her money since for many years.

8. 8. I haven't eaten anything since for breakfast.

9. 9. You have been watching TV since for hours.

10. We have been living here since for 2 months.

Ex. 3 p. 71. Sentence completion task. Speak about the main character.

Use ex. 4 to make questions about you.

Put the sentences into interrogative form: Ex. 5 p. 73.

In groups of 4 write 4 sentences about the duration of the done activity using: How long

A game" The best listener". The Sts. listen and try to pronounce correctly.

Imagine a perfect holiday. Write about the activities you have done during it.

Student Book p. 71

A table

U2 - I Still Haven't Found What I'm Looking for (Official Video)

https: //www. youtube. com/watch? v=e3-5YC_oHjE

Writing

Worksheet

Writing

Worksheet

Student Book p. 71

Giving the home task.

W. B. p. 47

Ex. 5 p. 71 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:

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

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

15. 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 62

School:

Date:

Teacher’s name:

Class: 9

Number present:

Number absent:

Lesson title

Extreme adjectives.

Learning objectives(s) that this lesson is contributing to

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

9. C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

9. L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. L2 understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9. R2 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar topics

9. R4 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar 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.

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 extreme adjectives. 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 experiences.

· Some learners will be able to:

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

· Make a presentation about the experiences using extreme adjectives. 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

 Social Science, Information Technology, Geography, Biology, P. E., sport.

Previous learning

Talking about the experiences.

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 speak about their experiences and give some advice.

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.

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.

Focus on the photos of great dates and elicit what the people are doing. What adjectives can you use to describe these things. (exciting, awful, stunning).

Slide (useful phrases)

Pictures

PPT

Student Book p. 72

Writing

Worksheet

LISTENING TASK:

Vocabulary exercises. Ex. 1 - 2 p. 72

The teacher asks Sts. To give the meaning of extreme adjectives.

Vocabulary work:

Ex. 3 p. 72. I have never done this because it’s…..

Circle two adjectives to make a pair and describe great dates:

1. awful/ interesting/ hilarious/ bad

2. gorgeous/ furious/ angry/ memorable

3. exhausting/ unpleasant/ terrifying/ tiring

4. frightening/ terrifying/ hilarious/ unpleasant

5. funny/ interesting/ fascinating/ memorable

6. gorgeous/ revolting/ unpleasant/ terrifying.

LISTENING TASK.

Ex. 4 -5 p. 72.

Complete the table.

The class is divided into 7 groups and speaks about the experiences using extra adjectives.

Optional Activity: Vocabulary and Listening.

5 minute test, Test Bank MultiRom.

Student Book p. 72

CD2. 23

A table

Writing

Worksheet

Teacher’s Book p. 156

Writing Worksheet

CD2. 24

Student Book p. 72

Teacher's Book p. 94.

Giving the home task.  W. B. p. 48

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:

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

· Peer-assessment