Charities and conflict

Charities and Conflicts

Vocabulary Social problems

School: 157

Date:

Teacher’s name: Zakiyeva Nazerke

CLASS: 9

Number present:

absent:

Learning objectives that this lesson is contributing to

9.2.5.1 - recognize the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics;

9.1.1.1- use speaking and listening skills to solve problems creatively and cooperatively in groups;

9.6.8.1 - use a variety of future forms, including some passives, on a range of familiar general and curricular topics;

9.1.2.1- use speaking and listening skills to provide sensitive feedback to peers;

Lesson objectives

All learners will be able to:

Listen and read for gist, read for specific information, use topic related vocabulary

Most learners will be able to:

Listen and read for gist, read for specific information, use topic related vocabulary, get an overview of a module,

Some learners will be able to:

Listen and read for gist, read for specific information, use vocabulary about charities and conflicts in different exercises

Assessment criteria

Learners have met the learning objective if they can: talk about charities and conflicts

Value links

Explore the themes of charity

Cross – curricular links

Volunteering

ICT skills

Using videos& pictures, working with URLs

Previous learning

Vocabulary “Earth and our place on it”

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

BEGINNING THE LESSON

What’s in this module?

Read the title of the module Charities and Conflicts and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

Find the page numbers for

Explain/Elicit the meaning of any unknown words, then Ss find the page numbers for the items listed. Ask questions to check Ss’ understanding.

Answer Key

emergency services (p.48) What number do you dial for the emergency services in your country? How many emergency services do you have? Have you ever needed to call them?

a quotation (p. 52) Do you know any famous quotations? Why is it important to know what famous people have said?

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

Vocabulary

1 To present vocabulary related to social problems

Direct Ss to the pictures. Play the recording. Ss listen and repeat chorally and/or individually.

Elicit the L1 equivalents.

2 To practise new vocabulary

Draw Ss’ attention to the pictures (1-8) and elicit what they show.

Monitor the activity around the class and then ask various Ss to tell the class.

Ss listen and identify which social problem each person feels is the most serious.

Answer Key

Sophie - war Richard - famine Mary -homelessness

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

3 To personalize the topic

Elicit answers to the questions in the rubric from various Ss around the class.

Suggested Answer Key

I think poverty and famine are the most serious problems because these are two basic needs. We need to make sure everyone has enough to eat and a decent place to live so that people will have better lives.

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book

ENDING THE LESSON

Ss discuss in groups the social problems of modern world

Reflection

Ss evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Whiteboard

Pupils Book