Group Assessment. Unit 6. Tradition and language. Lesson plan 67. Summative Assessment for the 6th Unit. Review. Summative Assessment tasks

Unit of a long term plan:

Unit 6. Tradition and language

Lesson plan 67.

School:

Date:

Teacher's name:

CLASS: 9

Summative assessment for the 6th unit.

Review

Unit of a long term plan:

Unit 6. Tradition and language

Lesson plan 68

School:

Date:

Teacher's name:

CLASS: 9

Skills Round - up. p. 79

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. S6 link comments with flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges

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

9. W3 write with grammatical accuracy on a range of familiar general and curricular topics

9. W6 write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

All learners will be able to:

· Use some target vocabulary successfully in speaking tasks and show some basic organisational coherence and cohesion in a writing task.

· Demonstrate basic knowledge for usage of the structures: Present Perfect/ Present Perfect Continuous and PastSimple Tenses Offer constructive peer-feedback using rubric.

Most learners will be able to:

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

· Provide a point of view in conversations and discussions;

· Use most target vocabulary successfully in speaking tasks and show clear organisational coherence and cohesion in writing task

Some learners will be able to:

· Apply the correct form of the studied grammar tenses in the context;

·Use most target vocabulary successfully in speaking tasks and show good organisational coherence and cohesion and some elements of appropriate style in writing task.

·Justify a decision and use information in new situations.

Higher order thinking skills (according to the revised Bloom's taxonomy).

· Read the given text and identify the general information.

· Demonstrate skills of organizing and expressing ideas accurately.

· Illustrate a viewpoint in a discussion.

Active vocabulary of lessons 59 - 68

Responsibility, Global Citizenship, cooperation, respect each other's opinion, functional literacy.

Literature, Social Science, Psychology, History, Geography, P. E., Information Technology, Biology, Art.

Vocabulary relating to language and literature.

Plan

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

Organisation moments (WC):

Teacher informs learners that the aims of this lesson are to revise the material that was taught in this unit.

Revision. Consolidation. (GW)

Rules for Jeopardy game

There are 2 kinds of games. Teacher can feel free to choose any or play during the whole lesson.

1. Students play jeopardy in groups.

2. They have to choose a category and a point value.

3. Teacher clicks on the chosen box for the question.

(The teacher may want to set a time limit for answering the question)

4. To see if a student or group is correct, click again for the answer.

5. Click the Back to Board button on the slide to return to the main board.

5. If the student or team is correct, they are awarded the point value of the question

6. Continue until all questions have been answered. The team with the most points wins.

Ex. 1 - 2 p. 78 (Revision of vocabulary)

Revision of Grammar.  Present Perfect/ Present Perfect Continuous/ Past Simple

 ( +, -, ? forms )

Ex. 3 - 4 ( do ex. individually)

LISTENING TASK:

You will listen to a text and complete the sentences:

COMMUNICATION.

Choose the correct responses to the sentences:

Ex. 6 p. 78

SKILLS ROUND - UP.

LISTENING.

Ex. 1 - 3 p. 79.

Speaking: Ex. 4 - 5 p. 79. Situations in a big city.

Writing: Ex. 6. p. 79

A letter to a friend about a situation of losing or finding something. (Fast finishes can swap emails with another fast finisher.

If a teacher has time, she/ he can ask students to do Optional activity: Consolidation.

Home task.

W. B. p. 53, St. B. p. 78 Ex. 4.

FEEDBACK: Your impression!

Sts write their impression of the whole unit and share ideas with their classmates.

3 – new words you have taught at the lesson;

2 – adjectives to describe the lesson

1 – one activity you like

Additional information

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

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Health and safety check

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Critical thinking

Critical thinking on this lesson lies in understanding grammar point of these rules in English language and it is based on clarity, accuracy, precision, depth, breadth, and fairness.

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials.