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Қалған материалдарды ертең жүктей аласыз.
Ок
Материалдың қысқаша нұсқасы
Short term plan: Term 3
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Unit 5 Reading for pleasure
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Lesson 49 |
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Teacher name: |
Ashimov A |
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Date: 08.01.2024 |
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Grade: 9 А,Ә |
Number present: |
absent: |
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Lesson title |
Vocabulary and language Focus. Literary genres. |
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Learning objectives |
9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings 9.2.1.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics 9.3.1.1 use formal and informal language registers in their talk on a range of general and curricular topic |
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Lesson objectives |
Learners will be able to: • Learn how to make compound nouns to describe literary genres. • Practice using complex compound nouns to describe books. • Do a quiz on recognizing literary genres. |
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Value links |
Family – Family values are moral and ethical principles of typical family life, including sacrificing for loved ones, putting your loved ones first, and keeping your loved ones at the centre of your thoughts and actions. |
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Plan |
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Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
1.Greeting. Ask about the weather. Warm-up • With books closed, write literature on the board. Ask students what they think it means. Ask: Are all novels literature? • Encourage them to come to a conclusion by themselves. You might want to tell them literature often refers to books in which the writing is considered superior. • In pairs, students make a list of all the genres of books they can remember. Set a time limit. • Ask a pair to read their list out and ask other students to add to it Lead – In
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The wish flower” method helps to start the lesson with good wishes to each other. The aim: To develop Ss speaking skills and create friendly atmosphere Efficiency: By telling the wishes they show their appreciations . Students express their ideas |
At the organization moment T tries to award active Ss. «The praise» method is used to evaluate Ss with phrases like: “Good job! Well done!”
Good job! |
Pictures
PPT |
|
Middle of the lesson Presentation part. 35 min |
Ex:1 P:56 • In pairs, students make a list of all the genres of books they can remember. Set a time limit. • Ask a pair to read their list out and ask other students to add to it Differentiation: «Verbal support» method is used to help Students use new words in the text. Ex: 2 P:56 • Ask a few students about the books they like to read. Ask: What genre is it? Then ask for more details. When was it written? If students say it was written a few years ago, tell them it is a contemporary novel. Ask: Who tells the story? Does the writer use I (the first person) or do they talk about the main character as he / she (the third person)? • Continue to ask questions about the theme, building up a description of the book, until you can produce a description such as It’s a contemporary novel about teenagers, written in the first person Ex: 3 P:56 • Draw students’ attention to the book covers in the quiz. In pairs and without reading the texts, students decide what the genres are from the cover photos. • Invite students to give their answers to the class and explain why they came up with their description. |
Students in pairs, make a list of all the genres of books you know. ANSWERS: adventure story, romance, horror, science-fiction, mystery, crime, humorous, thriller, poetry, drama Students put the words in order to make complex noun phrases to describe books ANSWERS: 1 nineteenth century romantic poetry 2 historical drama about social injustice 3 romantic novel told in the third person 4 twentieth century adventure story from an animal’s point of view 5 nineteenth century gothic novel told in the first person Students read the literary extracts . Then match them with the descriptions in exercise 2 ANSWERS: A nineteenth century romantic poetry B historical drama about social injustice C romantic novel told in the third person D twentieth century adventure story from an animal’s point of view E nineteenth century gothic novel narrated in the first person |
Assessment criteria - Learn how to make compound nouns to describe literary genres. Descriptor: - make a list of all the genres of books you know.
Assessment criteria: - Practice using complex compound nouns to describe books. Descriptor: - put the words in order to make complex noun phrases to describe books -Make CCQ questions Yes / No |
Cards Student’s book Worksheet Student’s book |
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End of the lesson 5 min |
Giving the hometask. Ex: 1 P:38 wb Self-reflection |
Peer-assessment. Two stars and a wish.
Maybe you could ... |
Students use their stickers to show their knowledge according to the lesson. |
Poster Success
|
Short term plan: Term 3
|
Unit 5 Reading for pleasure
|
Lesson 50 |
||
|
Teacher name: |
Ashimov A |
||
|
Date: 0970172024 |
|
||
|
Grade: 9 А. Ә |
Number present: |
absent: |
|
|
Lesson title |
Reading. Fiction. Discussing a text about the benefits of reading. |
||
|
Learning objectives |
9.4.4.1 read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics 9.2.4.1 understand the main points of supported extended talk on a range of general and curricular topics 9.5.1.1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics |
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Lesson objectives |
Learners will be able to: • Read a text about how someone benefited from reading. • Learn compound nouns related to learning. • Discuss the benefits of reading and what you can learn from books |
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|
Value links |
Loyalty – Loyalty might be a core personal value to you if you highly prize friends that are reliable and trustworthy. You might put your friends or chosen family first, always being there for them when they need you. |
||
|
Plan |
|||
|
Stages / Time |
Teachers’ actions |
Students’ actions |
Assessment criteria |
Resources |
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Beginning of the lesson 5 min |
1.Greeting. Ask about the weather. Warm-up • Draw students’ attention to the photo. Ask students what sort of book they think the boy is reading. • Ask why they think he is reading rather than playing beach games with others or swimming in the sea. Accept all answers. Lead – In
The team here at Basmo is not only dedicated
to pushing you beyond your curr Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз Short term
plan: Term
3
Unit
5 Reading for
pleasure
Lesson
49 Teacher
name: Ashimov
A Date: 08.01.2024 Grade:
9 А,Ә Number
present: absent: Lesson
title Vocabulary and language Focus.
Literary genres.
Learning
objectives 9.1.9.1
use imagination to
express thoughts, ideas, experiences and
feelings 9.2.1.1
understand the main
points in unsupported extended talk on a wide range of general
and curricular topics, including talk
on a limited range of unfamiliar
topics 9.3.1.1
use formal and
informal language registers in their talk on a range of general and
curricular topic
Lesson
objectives
Learners will be able
to: • Learn how to make compound nouns to describe literary
genres. • Practice using complex compound nouns to describe
books. • Do a quiz on recognizing literary
genres.
Value
links Family – Family
values are moral and ethical principles of typical family life,
including sacrificing for loved ones, putting your loved ones
first, and keeping your loved ones at the centre of your thoughts
and actions. Plan
Stages
/ Time Teachers’
actions Students’ actions Assessment
criteria Resources Beginning of the
lesson 5 min 1.Greeting. Ask about the
weather. Warm-up • With books closed, write literature on
the board. Ask students what they think it means. Ask: Are all
novels literature? • Encourage them to come to a conclusion
by themselves. You might want to tell them literature often refers
to books in which the writing is considered
superior. • In pairs, students make a list of all
the genres of books they can remember. Set a time
limit. • Ask a pair to read their list out and
ask other students to add to it Lead –
In
The wish
flower”
method helps to start the lesson with good wishes to each
other. The aim:
To
develop Ss speaking skills and create friendly
atmosphere Efficiency: By telling the wishes they
show their appreciations . Students express
their ideas At
the organization moment T tries to award active
Ss. «The praise» method is used to evaluate Ss with phrases
like: “Good
job! Well
done!”
Good
job! Pictures
PPT Middle of the lesson Presentation part. 35 min Ex:1 P:56 • In pairs,
students make a list of all the genres of books they can remember.
Set a time limit. • Ask a pair
to read their list out and ask other students to add to
it Differentiation: «Verbal
support»
method is
used to help Students use new words in the
text. Ex: 2 P:56 • Ask a few
students about the books they like to read. Ask: What genre is it?
Then ask for more details. When was it written? If students say it
was written a few years ago, tell them it is a contemporary novel.
Ask: Who tells the story? Does the writer use I (the first person)
or do they talk about the main character as he / she (the third
person)? • Continue to
ask questions about the theme, building up a description of the
book, until you can produce a description such as It’s a
contemporary novel about teenagers, written in the first
person Ex: 3 P:56 • Draw students’ attention to the book
covers in the quiz. In pairs and without reading the texts,
students decide what the genres are from the cover
photos. • Invite students to give their answers
to the class and explain why they came up with their
description.
Students in
pairs, make a list of all the genres of books you
know. ANSWERS: adventure
story, romance, horror, science-fiction, mystery, crime, humorous,
thriller, poetry, drama Students put the words in order
to make complex noun phrases to describe books ANSWERS: 1 nineteenth century romantic
poetry 2 historical drama about social
injustice 3 romantic novel told in the third
person 4 twentieth century adventure story from an
animal’s point of view 5 nineteenth century gothic novel told in
the first person Students read the literary extracts . Then
match them with the descriptions in exercise 2 ANSWERS: A nineteenth century romantic
poetry B historical drama about social
injustice C romantic novel told in the third
person D twentieth century adventure story from an
animal’s point of view E nineteenth century gothic novel narrated
in the first person Assessment
criteria
-
Learn how to make compound nouns to describe
literary genres. Descriptor:
-
make a list of all the genres of books you know.
Assessment
criteria:
- Practice using complex compound nouns to describe
books. Descriptor: - put the words in order to make complex
noun phrases to describe books -Make CCQ
questions Yes / No Cards Student’s
book Worksheet Student’s
book End of the
lesson 5 min Giving the
hometask. Ex:
1 P:38 wb Self-reflection Peer-assessment. Two stars and a
wish. You did a really good job on
... I really like how you
... Maybe you could
... Students use their stickers to show their
knowledge according to the lesson. Poster Success
Short term
plan: Term
3 Unit
5 Reading for
pleasure
Lesson
50 Teacher
name: Ashimov
A Date:
0970172024 Grade:
9 А.
Ә Number
present: absent: Lesson
title Reading. Fiction. Discussing a text
about the benefits of
reading.
Learning
objectives 9.4.4.1
read a wide range of
extended fiction and non-fiction texts on familiar and unfamiliar
general and curricular topics 9.2.4.1
understand the main
points of supported extended talk on a range of general and
curricular topics 9.5.1.1
plan, write, edit and
proofread work at text level with support on a limited range of
general and curricular topics
Lesson
objectives
Learners will be able
to: • Read a text about how someone benefited from
reading. • Learn compound nouns related to
learning. • Discuss the benefits of reading and what you can learn from
books Value
links Loyalty – Loyalty
might be a core personal value to you if you highly prize friends
that are reliable and trustworthy. You might put your friends or
chosen family first, always being there for them when they need
you. Plan
Stages
/ Time Teachers’
actions Students’ actions Assessment
criteria Resources Beginning of the
lesson 5 min 1.Greeting. Ask about the
weather. Warm-up • Draw students’ attention to the photo.
Ask students what sort of book they think the boy is
reading. • Ask why they think he is reading rather
than playing beach games with others or swimming in the sea. Accept
all answers. Lead –
In
The team here at Basmo is not only dedicated
to pushing you beyond your curr | |||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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