Term 1. Unit 1 "Hobbies and qualities"

School:

Date:

Teacher name:

Grade: 9 A

Number present:

absent:

Lesson title

Reading: Comparing generations.

Learning objectives

9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts.

9.6.14.1 use an increased variety of prepositions before nouns and adjectives use a growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar 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

Learners will be able to:

• Synthesize information from the reading passage about life in the 1950s.

• Demonstrate the correct use of adjectives + prepositions.

• Interpret a text comparing past and present generations.

Express their opinions about different generations building

extended sentences.

Plan

Stages / Time

Beginning

5min

Teachers’ actions

Students’ actions

Assessment criteria

Resources

1.Greeting.

Ask about the weather.

Pre-teaching vocabulary

Warm-up

1/ Describe the given picture.

2/ What is the message conveyed by it?

• With books closed, ask students if they have seen photographs of their parents and grandparents when they were young.

Lead – In

What do you think life was like in the 1950s?

Which of these things do you think were common in the 1950s?

Which are common now?

In differentiation part«Think and share» method was used to check up student’s vocabulary knowledge.

Students respond to greeting

The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Sts try to answer the questions using student’s vocabulary knowledge.

They think and share their answer

At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Good job!

Pictures

PPT

Main part

5min

9 min

6min

5min

10min

Pre- Reading Activity.

Task 1 (S, R, I.W) Teacher asks: what do you think life was like in the 1950s? Students give their answer. Prediction based on the vocabulary. Detailed reading. Comparing.

While-reading

Exercise 2

- Task 2 (R, I. W, Dif. tasks)

Knowing each student’s level of knowledge, teacher gives everybody the task.

For A learners- teacher gives sentences (based on the texts) to correct the false ones.

For B learners- teacher gives the exercise, based on the texts. Exercise should be done by completing the sentences with appropriate preposition using support in the box and your own ideas.

1.I`m not very fond ___...

2.I never get bored ___...

3.These days people are crazy _...

4.I`m not very good ___...

5.Marilyn Monroe was famous __..

6.… today are different ___ those in the fifties

For C learners – teacher gives the questions to answer them.

1. How was free time spent in the fifties?

2. Do people have more hobbies now than in the past?

3. Do you think different generations should do things together? Why?

4. Do you think it`s better to be a teenager now than in the fifties?

Task 3 (S, GW)

Teacher divides the class into 2 groups – «young generation» and «old generations». Students should read the texts one more time and make debates proving hobbies of young or old generation.

Every member of the group should take part in discussion, should be involved in work process.

Students express their ideas

Descriptor:

1. Read the texts.

2. Find out that part of information, which of different trades of old and young generations.

3. Present your report orally.

Descriptor:

1. Look through the texts.

2. Correct the false sentences.

Students read, listen and compare their answers with the text.

Descriptor:

1. Look through the texts.

2. Fill in the gaps with suitable prepositions.

Complete the sentences by your own ideas

Descriptor:

1. Look through the texts

2. Answer the questions

Descriptor:

1. Read the texts.

2. Find out advantages of hobbies of young or old generations.

3. Express your own opinion.

4. Give reasoning.

Assessment: Teacher assesses himself/herself by giving oral feedback to each student.

3 points-great work, the student knows how to work with information, operates with grammar forms freely.

2 points-good work, the student understands the distinction between old and young generations.

1 point-this student should work harder and be more attentive while reading.

Assessment: Teacher counts how many variants were right.

7-8points- excellent!

4-6 points –good work!

1-3 try hard!

Assessment: Teacher counts how many variants were right.

5-6 points- excellent!

3-4 points –good work!

1-2 try hard!

Assessment: Teacher counts how many variants were right.

4 - answers- excellent!

2-3 - answers –good work!

1- answers - try hard!

Assessment: Groups assess each other be oral feedback. Teacher makes a conclusion by his own feedback orally.

Student’s book

Worksheets

Student’s book

End 5 min

Giving the hometask. WB p.10

Self-reflection

Reflection

“Thank you”

The teacher also thanks his class for working at the lesson.

At the end of the lesson each student says thank you to members of other group, whose work, help, answer was useful for him.

Students use their stickers to show their knowledge according to the lesson.

Poster Success

Term 1. Unit 1 "Hobbies and qualities"

School:

Date:

Teacher name:

Grade: 9 A

Number present:

absent:

Lesson title

Reading: Comparing generations.

Learning objectives

9.4.2.1 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts.

9.6.14.1 use an increased variety of prepositions before nouns and adjectives use a growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar 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

Learners will be able to:

• Synthesize information from the reading passage about life in the 1950s.

• Demonstrate the correct use of adjectives + prepositions.

• Interpret a text comparing past and present generations.

Express their opinions about different generations building

extended sentences.

Plan

Stages / Time

Beginning

5min

Teachers’ actions

Students’ actions

Assessment criteria

Resources

1.Greeting.

Ask about the weather.

Pre-teaching vocabulary

Warm-up

1/ Describe the given picture.

2/ What is the message conveyed by it?

• With books closed, ask students if they have seen photographs of their parents and grandparents when they were young.

Lead – In

What do you think life was like in the 1950s?

Which of these things do you think were common in the 1950s?

Which are common now?

In differentiation part«Think and share» method was used to check up student’s vocabulary knowledge.

Students respond to greeting

The wish flower” method helps to start the lesson with good wishes to each other.

The aim: To develop Ss speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Sts try to answer the questions using student’s vocabulary knowledge.

They think and share their answer

At the organization moment T tries to award active Ss.

«The praise» method is used to evaluate Ss with phrases like:

“Good job!

Well done!”

Good job!

Pictures

PPT

Main part

5min

9 min

6min

5min

10min

Pre- Reading Activity.

Task 1 (S, R, I.W) Teacher asks: what do you think life was like in the 1950s? Students give their answer. Prediction based on the vocabulary. Detailed reading. Comparing.

While-reading

Exercise 2

- Task 2 (R, I. W, Dif. tasks)

Knowing each student’s level of knowledge, teacher gives everybody the task.

For A learners- teacher gives sentences (based on the texts) to correct the false ones.

For B learners- teacher gives the exercise, based on the texts. Exercise should be done by completing the sentences with appropriate preposition using support in the box and your own ideas.

1.I`m not very fond ___...

2.I never get bored ___...

3.These days people are crazy _...

4.I`m not very good ___...

5.Marilyn Monroe was famous __..

6.… today are different ___ those in the fifties

For C learners – teacher gives the questions to answer them.

1. How was free time spent in the fifties?

2. Do people have more hobbies now than in the past?

3. Do you think different generations should do things together? Why?

4. Do you think it`s better to be a teenager now than in the fifties?

Task 3 (S, GW)

Teacher divides the class into 2 groups – «young generation» and «old generations». Students should read the texts one more time and make debates proving hobbies of young or old generation.

Every member of the group should take part in discussion, should be involved in work process.

Students express their ideas

Descriptor:

1. Read the texts.

2. Find out that part of information, which of different trades of old and young generations.

3. Present your report orally.

Descriptor:

1. Look through the texts.

2. Correct the false sentences.

Students read, listen and compare their answers with the text.

Descriptor:

1. Look through the texts.

2. Fill in the gaps with suitable prepositions.

Complete the sentences by your own ideas

Descriptor:

1. Look through the texts

2. Answer the questions

Descriptor:

1. Read the texts.

2. Find out advantages of hobbies of young or old generations.

3. Express your own opinion.

4. Give reasoning.

Assessment: Teacher assesses himself/herself by giving oral feedback to each student.

3 points-great work, the student knows how to work with information, operates with grammar forms freely.

2 points-good work, the student understands the distinction between old and young generations.

1 point-this student should work harder and be more attentive while reading.

Assessment: Teacher counts how many variants were right.

7-8points- excellent!

4-6 points –good work!

1-3 try hard!

Assessment: Teacher counts how many variants were right.

5-6 points- excellent!

3-4 points –good work!

1-2 try hard!

Assessment: Teacher counts how many variants were right.

4 - answers- excellent!

2-3 - answers –good work!

1- answers - try hard!

Assessment: Groups assess each other be oral feedback. Teacher makes a conclusion by his own feedback orally.

Student’s book

Worksheets

Student’s book

End 5 min

Giving the hometask. WB p.10

Self-reflection

Reflection

“Thank you”

The teacher also thanks his class for working at the lesson.

At the end of the lesson each student says thank you to members of other group, whose work, help, answer was useful for him.

Students use their stickers to show their knowledge according to the lesson.

Poster Success