DISCОURSЕ AS A LANGUAGЕ ACTIVITY PRОCЕSS

Unit: 1 OUR WORLD

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Welcome back to school again! Diagnostic test

Learning objective (s) that this lesson is contributing to

• identification of levels for later work

• reinforcement of learning and pupil motivation

• identification of problem areas

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

7.1.9.1- use imagination to express thoughts, ideas, experiences and feelings

7.6.1.1- use some abstract nouns and complex noun phrases on a limited range of familiar general and curricular topics;

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Unit presentation

• Books closed. Tell students briefl y about the last party you

attended or organised, e.g.: Last Saturday it was my brother’s

birthday. We had a party for him. All his friends came and

everyone enjoyed themselves.

Background

The Dragon Dance is a traditional Chinese dance most often performed in festive celebrations. A team of dancers skillfully control a long and flexible figure of a dragon using poles attached on the dragon’s head and along the length of its body. The dragon is considered to be a river spirit, so the dance mimics its movement in the water. Chinese dragons are symbols of good luck in China and the dragon dance is often performed during Chinese New Year.

Practice

• At this point you revise the words celebrate and celebration.

• Ask students to think about the types of parties (big or small) that people organise and why, e.g. a birthday party, a wedding reception, a New Year’s Eve party, a carnival party.

• Ask students to open their books at page 4.

• Give them a moment to look at the photo and then ask them to describe it briefly.

• Put students into pairs to answer the three questions.

• Check answers with the class.

• Tell students that the themes of Unit 1 are organising and

enjoying different types of celebration around the world.

Suggested answers

• The people are probably watching or participating in a celebration.

• I think this celebration is probably Asian, possibly a Chinese

New Year celebration, because there’s a Chinese dragon.

• I’d like to join the celebration. I’d like to see how the dragon

moves

Diagnostic test

For identification of levels for later work, reinforcement of learning and pupil motivation, identification of problem areas students have diagnostic test.

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Celebrations

Learning objective (s) that this lesson is contributing to

8.1.3.1- respect differing points of view;

8.1.4.1- evaluate and respond constructively to feedback from others;

8.2.1.1- understand with little support the main points in extended talk on a limited range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary to describe celebrations.

• listen to people talking about different types of celebration.

• talk about the celebrations they enjoy the most.

Some learners will be able to:

Success criteria

• Demonstrate respect to people’s opinions using lexical units of topic vocabulary

• Analyze given feedback; Form opinion and give constructive answers to feedback

Identify facts and details in extended talks with little support

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Ask: What are the most important events in life?

• Elicit students’ ideas and put them on the board, e.g. births, important birthdays, weddings, leaving school, anniversaries, etc.

Background

Prom refers to a formal dance, usually one held to celebrate the

end of high school or college, to which students wear suits and

dresses. Proms have long been associated with American high

school culture, and feature prominently in fi lms and TV dramas from the USA.

Practice

1.02 Ask students to open their books at page 5.

• Put students into pairs to match the activities with the photos. Tell them that some expressions could describe both photos.

• Play the recording for students to listen and repeat the phrases.

• Check the answers, asking student to justify their choices.

Suggested answers

The carnival: set off fi reworks, make special food

The prom: give a present

Both: put up decorations, dress up for the occasion, play music, hold a contest, have a good time

Background

The Carnival of Cultures (or ‘Karneval der Kulturen’ in German) is a free festival which takes place in late May or early June in Berlin. It has taken place annually since 1966 and celebrates the cultural diversity of the German capital.

2 • Refer students to the gapped text about the Carnival

of Cultures.

• Ask students to read the text through once to get a general

idea of its content.

• Students should then work alone to complete the text with

the correct form of the phrases from Exercise 1.

• Check answers.

Answers

2 put up decorations 3 set off fi reworks

4 make special food 5 give a present 6 play music

7 has a good time

Background

The festival referred to in the recording in Exercise 3 is La Diada de Sant Jordi (literally, the day of St. George), with Sant Jordi being the patron saint of Catalonia. The tradition on this day is to celebrate love.

1.03 Tell students they are going to listen to two people talking about two different celebrations.

• Ask students to copy the table into their notebooks.

• Play the recording for students to complete the table with the information about the celebrations.

• Check answers.

Answers:

Juan:

Celebration: National Book Day

(April 23)

Activities: buy books and roses and give them as presents;

writing contests

Luana:

Celebration: birthday

Activities: have a cake and a party; make special food; dress

up; put up decorations

Optional activity

Optional activity

• Put students into pairs to talk about the things theylike and dislike doing when celebrating or organizing celebrations.

• Encourage students to use the phrases in Exercise 1, where possible e.g. I love giving people presents and putting up decorations, but I don’t like making

special food.

Your turn

4 • Refer students to the questions.

• Put students into pairs to ask and answer the questions.

• Ask some students to report back to the class on which festivals their partner celebrates and how he or she likes to celebrate them.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 122 and do the exercises for Celebrations.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: 1 OUR WORLD

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: A magazine article. Prom or Morp

Learning objective (s) that this lesson is contributing to

8.2.2.1- understand with little support most specific information in extended talk on a limited range of general and curricular topics;

8.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics;

8.3.6.1- begin to link comments with some flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an article about proms and morps.

• learn verbs and prepositions.

• talk about school parties.

Some learners will be able to:

Success criteria

• Identify the main idea in extended talks with little support

• Identify details in a text with little support

Interact in a pair, group and a whole class work presenting

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

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

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Warm up

• Books closed. Ask: What’s the best party you’ve ever been to and why?

• Put students into pairs to ask and answer the question.

Background

See the Background note on page 39 above.

Practice

1 Ask students to open their books at page 6.

• Put students into pairs and ask them to look at the photos and describe the kind of celebrations the photos show. Students may say things such as: The celebrations must be formal because the teenagers are wearing dressed and suits. One of the boys is playing music and everyone is wearing T-shirts.

2 • Ask students to read the article to fi nd out what the

difference between a prom and a morp is.

• Check answers.

• Refer students to the information in the FACT! box.

You could then ask students why people in other countries seem so keen to copy aspects of American culture.

Answer

A morp is organised by the students, so it’s cheaper and

more informal.

3 • Refer students to headings 1–6.

• Ask students to read the article again.

• Students can then work alone to match the headings with the paragraphs.

• Help weaker students with this exercise by reminding

them that they should scan the article for key words, i.e.

they should either look for the actual words in the headings or related words.

• Check answers.

Answers

2 E 3 A 4 F 5 C 6 B

4 • Ask students to read the text again.

• Put students into pairs to decide which sentences are true and which false. Students should correct the false sentences.

• Check answers.

Answers

1 F (Prom night is also celebrated in the UK.)

2 T

3 T

4 T

5 F (Students can party all night and carry on the next day.)

6 F (The writer says it doesn’t matter if you like a prom or a morp.)

Explore

verbs and prepositions

5. • Refer students to the verbs in the box.

• Ask students to fi nd these verbs in the article (they are

highlighted in bold in the text) and to note down which

prepositions follow them. Point out that some of these verbs can be followed by more than one preposition (e.g. look at, 770 ₸ - Сатып алу

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