Module 6 Traditions and language

School gymnasium #32

Teacher’s name:

Zhazira Kenzhehanova, Beisen Sapar

Date: 29.01.2024

Grade: 9 «Г»

Number of people present

Number of people absent

The Theme of the lesson

Traditions Around the World

The Natural world

9.2.2.1 – Students understand the main information from an extended text with little or no support.

9.2.6.1 – Students deduce the meaning of unfamiliar words from context with little or no support.

9.5.8.1 – Students spell most high-frequency vocabulary accurately on a range of familiar topics.

Objectives of the lesson

All learners will:

Use words related to traditions of different nations in their speech.

Most learners will:

Answer questions about traditions using new vocabulary.

Some learners will:

Deduce the meaning of unfamiliar words from context.

Evaluation criteria

• A learner can understand and use new words related to traditions in their speech.

• A learner can answer questions about different traditions using new vocabulary.

• A learner can share his or her personal point of view about traditions of different nations.

Level of thinking skills

Low-order thinking skills – understanding and remembering new words.

Mid-order thinking skills – applying new vocabulary in speech and answering questions.

High-order thinking skills – analyzing and discussing different traditions, expressing personal opinions.

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson/

min

Warm-up (3 min) – "Start Thinking!"

• Greet the students and introduce the topic of traditions.

• Ask students: “Do you know any international traditions?”

• Write key responses on the board to activate prior knowledge.

• Encourage students to share traditions they celebrate.

• Provide an example: “In Kazakhstan, we have the tradition of Nauryz. Does anyone know about it?”

• Guide discussion towards traditions mentioned in the lesson.

• Answer teacher’s questions.

• Share their own cultural experiences.

• Provide visual aids (pictures of different traditions).

• Allow extra thinking time.

Oral participation.

The middle of the lesson – 20 min

Reading Activity (10 min) – Exercise 1

• Explain the task: “Quickly read the article and identify the most surprising tradition.”

• Before reading, pre-teach key vocabulary (e.g., "custom", "tradition", "ritual").

• Ask guiding questions: “What do you expect the text to be about?”

• Play the recording (if available) or read aloud difficult words.

• Monitor students as they read and assist with pronunciation if needed.

• After reading, ask: “Which tradition do you find the most surprising?” and facilitate a short discussion.

Vocabulary Task (5 min) – Exercise 2

• Explain the task: “Look at the bold words in the text and match them with their meanings.”

• Write the bold words on the board and elicit meanings from students.

• Give additional examples of how the words are used in different contexts.

• Guide students through each phrase, ensuring comprehension.

• Monitor pair or group discussions.

Reading for Detail (5 min) – Exercise 3

Explain: “Five sentences have been removed from the text. Choose the correct ones.”

Model how to find the missing sentence using keywords.

Allow students to compare answers in pairs before discussing as a class.

Speaking Practice (5 min) – "Have Your Say!"

Write discussion questions on the board:

1. Do you think some traditions will disappear over time?

2. Discuss some examples of such traditions.

Model a short response and encourage discussion.

Monitor group discussions and provide support.

Read the text while ignoring the gaps.

Identify and discuss the most surprising tradition.

• Identify and match the correct meaning for each phrase.

• Justify their answers by referring to the text.

• Discuss answers in pairs before sharing with the class.

Read the text again carefully.

Identify and choose the correct missing sentences.

Compare answers with a partner before class discussion.

Discuss questions in small groups.

Share personal experiences and opinions.

Provide a simplified version of the text if necessary.

Allow paired reading.

Provide examples of each phrase in different contexts.

Offer multiple-choice answers.

Provide sentence stems to guide sentence matching.

Read the options aloud for students who need support.

Allow students to use sentence starters.

Pair weaker students with stronger peers for support.

Class discussion.

Points: 3 (for correctly identifying and discussing a tradition).

Peer checking.

2 (for correctly matching the vocabulary words).

Group discussion.

Points: 3 (for correctly choosing the missing sentences).

Oral participation.

Points: 2 (for active participation in discussion).

Text from the book.

Textbook.

Handouts with missing sentences, textbook.

Discussion prompts, whiteboard

The end of the lesson – 2 min

Homework (5 min)

Ex – 2,3,4 p.64,65