Module 7

Teacher’s name:

Zhomartov Nurali Ruslanovich

Date:

27.02.2024

Grade: 9Б

Number of people present: 13

Number of people absent:

The Theme of the lesson

Cause and effect linkers

Objectives according to the Curriculum

9.3.3.1 - explain and justify their own point of view on a range of general and curricular topics;

9.3.7.1 - use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

- watch teenagers taking about the worst party they have ever been to.

- listen to teenagers organising a birthday party.

practise offering to do something and making requests.

Some learners will be able to:

Evaluation criteria

Identify facts and details in extended talks with little support

Recognize the content of an extended conversation using some supporting information

Apply regular and irregular adverbs and comparative degree structures accurately

Level of thinking skills

Higher-order thinking skills

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/

5 min

Good morning, class! I hope you're all feeling excited for today's English lesson.

For our warm-up activity, we're going to work on cause and effect linkers. But first, let's greet each other. Turn to your neighbor and say, "Good morning, how are you today?"

Now, let's dive into our warm-up. I'll give you a cause or an effect, and I want you to provide the corresponding linker. For example, if I say "The rain was heavy, ___________ the streets flooded," you would fill in the blank with the appropriate linker.

Are you ready? Let's begin:

She missed the bus, ____________ she was late for school.

He studied hard, ____________ he passed the exam.

The baby was crying loudly, ____________ she wanted attention.

The chef burnt the pizza, ____________ it tasted terrible.

They practiced every day, ____________ they won the competition.

Take a moment to think about the linkers that would complete each sentence. When you're ready, feel free to share your answers.

Students respond to the greeting from the teacher and take their places in the classroom.

They may say:

"Hello, teacher! We're good, thank you."

"Hi! We're fine, how about you?"

"Good morning/afternoon, everyone! We're doing well, thanks."

Students then settle down at their desks or assigned seats, ready to begin the lesson. WARM UP.

Great job setting the stage for the warm-up activity! Here are some possible linkers that the students might use to complete the sentences:

She missed the bus, so she was late for school.

He studied hard, so he passed the exam.

The baby was crying loudly, because she wanted attention.

The chef burnt the pizza, so it tasted terrible.

They practiced every day, and as a result, they won the competition.

Encourage the students to share their answers and discuss any variations they may have. This will help reinforce their understanding of cause and effect linkers.

Students respond to the greeting from the teacher and take their places in the classroom.

They may say:

"Hello, teacher! We're good, thank you."

"Hi! We're fine, how about you?"

"Good morning/afternoon, everyone! We're doing well, thanks."

Students then settle down at their desks or assigned seats, ready to begin the lesson.

Student Response to Greeting: Observe how students respond to the greeting. Are they attentive and responsive? Do they greet the teacher back appropriately? This can provide insights into students' social skills and their level of engagement at the beginning of the lesson.

1 point for each correct answer

Whiteboard

https://www.youtube.com/watch?v=Twh4brVHnE8

The middle of the lesson – 30 min

Cause and effect linkers

1 Ask students to complete sentences 1–4 with possible words that fit before locating the sentences in the blog to compare their answers. Ask students to work with a partner to complete the rule. Check answers

in open class. Refer to the examples in Exercise 1 to clarify and add further examples if necessary.

Answers

1 Due to 2 as a result of 3 because of 4 consequently

Rule

1 because of 2 Consequently If you’re short on time, set this exercise for

homework. Ask students to read the instructions and example. Students work individually to complete the exercise and then check their answers with a partner before whole-class feedback. During feedback refer to

the rule for clarification.

Answers

1 result of eating 2 due to the bad weather

3 because of a 4 as a result of 5 due to (a)

VOCABULARY

Adjectives commonly used to describe films

1 Ask students to look back at the blog for help in completing the exercise. Allow them to compare answers with a partner before checking with the

whole class. Say the words for students to repeat and check pronunciation. Write the words on the board to elicit and mark the stress on each word. Point out the

stress on fetch in far-fetched.

Answers

1 delightful 2 stunning 3 thrilling 4 sentimental

5 far-fetched 6 breathtaking 7 memorable

8 action-packed

2 If you’re short on time, you can set this exercise for homework. Give students time to read the sentences and deal with any queries. Check/clarify: on the edge

of my seat; car chases; dull. Ask students to work with a partner to choose the correct word to complete each sentence. During feedback, ask students to say why the wrong answer is not suitable.

Answers

1 thrilling 2 sentimental 3 delightful

4 action-packed 5 far-fetched 6 stunning

7 memorable 8 breathtaking

3 Students work in pairs to come up with examples. Ask them to write them down in their notebooks. Monitor and help with vocabulary and ideas as

necessary. For feedback, listen to some of their ideas in open class. Ask: Which adjectives was it easier to

think of example films for? Why?

SPEAKING

Give some examples of your own or elicit some in open class to get students started. Put students into pairs to create their lists. Encourage them to go into detail when giving their reasons for choosing films and challenge

them to use all of the adjectives in Exercise 2. When students have completed their lists, put pairs together to make groups of four. Ask them to compare and agree on a list of four for each category. Listen to some example lists in open class and decide on the best films in each

category as a class.

Ask students to complete sentences 1–4 with possible words that fit before locating the sentences in the blog to compare their answers.

Examples:

"Due to"

"As a result of"

"Because of"

"Consequently"

Ask students to work with a partner to complete the rule. Check answers in open class. Refer to the examples in Exercise 1 to clarify and add further examples if necessary.

Rule:

"Because of"

"Consequently"

VOCABULARY

Adjectives commonly used to describe films

Ask students to look back at the blog for help in completing the exercise. Allow them to compare answers with a partner before checking with the whole class. Say the words for students to repeat and check pronunciation. Write the words on the board to elicit and mark the stress on each word. Point out the stress on "fetch" in "far-fetched".

Answers:

delightful

stunning

thrilling

sentimental

far-fetched

breathtaking

memorable

action-packed

If you’re short on time, you can set this exercise for homework. Give students time to read the sentences and deal with any queries. Check/clarify: on the edge of my seat; car chases; dull. Ask students to work with a partner to choose the correct word to complete each sentence. During feedback, ask students to say why the wrong answer is not suitable.

Answers:

thrilling

sentimental

delightful

action-packed

far-fetched

stunning

memorable

breathtaking

Students work in pairs to come up with examples. Ask them to write them down in their notebooks. Monitor and help with vocabulary and ideas as necessary. For feedback, listen to some of their ideas in open class. Ask: Which adjectives was it easier to think of example films for? Why?

SPEAKING

Give some examples of your own or elicit some in open class to get students started. Put students into pairs to create their lists. Encourage them to go into detail when giving their reasons for choosing films and challenge them to use all of the adjectives in Exercise 2. When students have completed their lists, put pairs together to make groups of four. Ask them to compare and agree on a list of four for each category. Listen to some example lists in open class and decide on the best films in each category as a class.

This sequence of activities is designed to reinforce cause and effect linkers, expand vocabulary related to film descriptions, and encourage speaking practice by discussing favorite films. It provides both individual and collaborative learning opportunities.

For students with special needs, it's important to ensure that the activities are accessible and provide necessary support. Here are a few suggestions to accommodate students with special needs:

Clarify Instructions: Ensure that the instructions are clear and concise. Repeat or rephrase them if necessary. Provide visual aids or written instructions as additional support.

Provide Additional Time: Allow extra time for students to complete tasks or exercises. Flexibility in time management can reduce stress and help students with special needs to fully participate.

Modify Tasks: If some tasks are too challenging, consider simplifying them or breaking them down into smaller steps. Provide alternative ways for students to demonstrate understanding, such as verbal responses or drawing pictures.

Offer Peer Support: Pair students with special needs with a peer buddy who can offer assistance and support during activities. Encourage collaboration and teamwork.

Use Multi-Sensory Approaches: Incorporate various sensory modalities into the lesson, such as visual aids, hands-on activities, or auditory cues. This can cater to different learning styles and enhance comprehension.

Provide Individualized Feedback: Offer personalized feedback and encouragement to students with special needs. Focus on their strengths and areas for improvement, and celebrate their progress.

Create a Positive Learning Environment: Foster a supportive and inclusive classroom atmosphere where all students feel valued and respected. Encourage empathy and understanding among classmates.

By implementing these strategies, you can create an inclusive learning environment where students with special needs can actively participate and succeed in the lesson activities.

Assessment Criteria:

Completion of Exercise 1:

Students should correctly complete sentences 1-4 with the appropriate cause and effect linkers.

Each correct answer is worth 1 point, totaling 4 points for this part.

Understanding and application of the rule for cause and effect linkers:

Students should demonstrate understanding by correctly completing the rule.

Each correct part of the rule is worth 1 point, totaling 2 points for this part.

Completion of Exercise 2:

Students should choose the correct adjectives to describe films in each sentence.

Each correct answer is worth 1 point, totaling 8 points for this part.

Participation in Exercise 3:

Students should actively participate in pairs to come up with examples of films.

Each pair's contribution is assessed based on their ability to generate examples and engage in discussion.

Full participation is worth 2 points.

Overall, the assessment is out of 10 points, with points distributed across the completion of exercises, understanding of rules, and active participation in speaking activities.

Book

PPT

PPT

Music

Words

Book, slide

Handouts

PPT

Book

PPT

Music

PPT

The end of the lesson – 10 min