Abai Qunanbaiuli

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

School: 7

Date: 25.01.2020

Teacher’s name: Nigmetova Aidana

Class: 9a

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 timings

Planned activities

Resources

Beginning the lesson

6 min.

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

Main

Activities

15 min.

13 min.

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:

• Can you prove that ...

• Why did the character...?

• 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:

• important to text

• surprising

• makes you think

• well written

• confusing

• 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:

• 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?