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Жақын арада сайт әкімшілігі сізбен хабарласады
Бонусты жинап картаңызға (kaspi Gold, Halyk bank) шығарып аласыз
ҚМЖ English Plus 9 grade
Дипломдар мен сертификаттарды алып үлгеріңіз!
Материалдың толық нұсқасын
жүктеп алып көруге болады
Methodological recommendations
for Lesson Planning
on the subject "English"
Corse book "English Plus for Kazakhstan" Grade 9
Oxford University Press
Short term plan 1
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Vocabulary and language focus: Attributes and personality. |
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Learning objectives(s) that this lesson is contributing to |
9.C6 organise and present information clearly to others 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.UE3 use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics 9.UE12 use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Form ideas effectively and demonstrate the ability to express them clearly. Provide a point of view in conversations and discussions. Apply the rule for compound adjectives and adjectives as participles in practice. Apply regular and irregular adverbs and comparative degree structures accurately. Descriptor. A learner:
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Value links |
Knowing yourself, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
Previously learned vocabulary on the topic "Hobbies and qualities". |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety links |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Pantomime: 'What do you like? Play the game in 2 groups. One pupil from each group comes to the board and mimes a hobby. The other group tries to guess the hobby. If they guess correctly, they win one point. At the end of the game, the group with the most points is the winner. |
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Main Activities |
Ex.1 p.8. Word formation activity. Ex.2 p.8. Sentence completion task. Ex.3 p.8. Completing questionnaire. Comparing answers (Venn diagram). Ex.4 p.9. Table completion. Ex.5 p.9. Putting the words into context. Ex.6 p.9. Substitution table. Ex.7 p.9. Transformation task. Ex.8 p.9. Guessing game. Extra task. Writing practice. |
Board Projector Internet Presentation Video and images Handouts with task |
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Ending the lesson |
Giving the hometask. WB p.6, ex.1-3 p.7 Peer-assessment. Two stars and a wish.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas. |
Short term plan 2
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Reading: Comparing generations. |
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Learning objectives(s) that this lesson is contributing to |
9.C7 develop and sustain a consistent argument when speaking or writing 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.R9 recognise inconsistencies in argument in extended texts on a range of general and curricular topics 9.UE14 use an increased variety of prepositions before nouns and adjectives use a growing number of dependent prepositions following nouns and adjectives and an increased variety of dependent prepositions following verbs on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Make an argument and evolve reasoning while speaking. Identify particular information and details in reading passage. Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Employ the rule for nouns and adjectives in common prepositional phrases in practice. Descriptor. A learner:
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Value links |
Respecting yourself and others. |
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Cross curricular links |
Social studies. |
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Previous learning |
Previously learned vocabulary on the topic "Attributes and personality". |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. 1/ Describe the given picture. 2/ What is the message conveyed by it? |
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Main Activities |
Task. With books closed, ask SS if they have seen photographs of their parents and grandparents when they were young. Ask: What were their clothes like? What were their hairstyle like? Ask: What do you think life was like in the 1950s? Ex.1 p.10. Prediction based on the vocabulary. Detailed reading. Comparing. Ex.2 p.10. Justifying True/False statements with reference to the text. Ex.3 p.10. Gap-filling. Ex.4 p.10. Sentence completion. Ex.5 p.10. Class discussion. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.06 |
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Ending the lesson |
Giving the hometask. WB p.10 Self-reflection.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas. |
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Short term plan 3
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Language focus: Past perfect and past simple. |
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Learning objectives(s) that this lesson is contributing to |
9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Demonstrate the ability to write grammatically correct sentences on familiar topics. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
Comparing past and present generations. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books close, ask the SS what they remember about the reading text from last lesson. Write on the board the example I visited my gran last weekend and she'd found some of her old photos. Underline she'd found. Ask: When did I visit my gran? (last weekend). When did she find the photos, before or after I visited? (before I visited). Tell SS that this tense is called the past perfect. |
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Main Activities |
Ex.1 p.11. Deduction from the rules and exemplification. Ex.2 p.11. Opening the brackets. Ex.3 p.11. Sentence completion task. Ex.4 p.11. Asking and answering questions with a given grammar item. Extra task. Individual exercise. |
Board Projector Internet Presentation Video and images Handouts with task |
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Ending the lesson |
Giving the hometask. WB ex.4-5 p.7 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas. |
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Short term plan 4
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Vocabulary and listening: Uses of get. |
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Learning objectives(s) that this lesson is contributing to |
9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Identify facts and details in extended talks with little support. Demonstrate the ability to participate in a conversation. Apply some abstract nouns and complex noun phrases in the context. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
Talking about events at different times in the past. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Write make, do, collect and write on the board as headings. With books closed, SS work in pairs and brainstorm words you use with each. |
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Main Activities |
Ex.1 p.12. Collocations. Classifying words. Ex.2 p.12. Multiple choice. Ex.3 p.12. Gist listening. Matching task Ex.4 p.12. Listening for specific information. Choosing the best answer, a, b or c. Ex.5 p.12. Speaking in a form of interview. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.07 |
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Ending the lesson |
Giving the hometask. WB p.8. Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 5
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Language focus: Past simple and continuous. |
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Learning objectives(s) that this lesson is contributing to |
9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Write sentences about real and imaginary past events connecting them into paragraphs. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
People talking about their memories. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Refer SS back to the photos on p.12. Ask What was Clare doing when she first heard the music? Elicit the answer (she was dancing) and write the sentence on the board: She was dancing when she heard the music. Underline the verbs and elicit that they are in the past continuous and past simple. Ask: Which action happened first? (she was dancing); Did she continuous dancing when she hear it? (yes). |
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Main Activities |
Ex.1 p.13. Deduction from the rules and exemplification. Ex.2 p.13. Recognition exercise. Ex.3 p.13. Opening the brackets. Answering questions. Ex.4 p.13. Structure-based substitution. Ex.5 p.13. Ticking off items. Ex.6 p.13. Situation-response. Improvising a dialogue. Extra task. Writing practice. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.08 |
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Ending the lesson |
Giving the hometask. WB p.9 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 6
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Speaking: Talking about past events. |
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Learning objectives(s) that this lesson is contributing to |
9.L1 understand with little or no support the main points in extended talk on a wide range of general and curricular topics. 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks. 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics. |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Identify the main idea in extended talk. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
People talking about past events and memories. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS what important days they can remember from the past. Elicit some answers, e.g. the first day at a new school, a holiday, New Year, etc. Ask SS to describe what they remember and how they felt. |
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Main Activities |
Ex.1 p.14. Picture description (guessing, speculating, interpreting). Ex.2 p.14. Gist listening. Ex.3 p.14. Filling in gaps. Guided role play. Ex.4 p.14. Choose the best answer, a, b or c. Ex.5 p.14. Gap-filling. RE-writing. Guided role-play. Ex.6 p.14. Open role-play. Speaking in a form of a dialogue. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.09, 1.10, 1.11 |
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Ending the lesson |
Giving the hometask. SB ex.6 p.14 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 7
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Writing: Describing a decade. |
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Learning objectives(s) that this lesson is contributing to |
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R5 deduce meaning from context in extended texts on a range of familiar general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the meaning and content of the reading texts. Write sentences about real and imaginary past events connecting them into paragraphs. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
|
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Cross curricular links |
Social studies. |
|
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Previous learning |
Talking about events in the past. |
|
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write the following on the board: Berlin Wall built, first moon landing, the Beatles become popular. Ask SS what they think all these events have in common. Tell them that they all happened in the same decade and invite SS to guess which one. Confirm that it is the 1960s. Ask: What else do you know about the 1960s? |
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Main Activities |
Ex.1 p.15. Skimming. Questioning. Ex.2 p.15. Recognizing language structures. Ex.3 p.15. Sentence completion task. Ex.4 p.15. Writing guide. Questioning in groups. Sharing ideas. Structuring. |
Board Projector Internet Presentation Video and images Handouts with task |
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Ending the lesson |
Giving the hometask. WB p.11. Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 8
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
My country: Comparing generations. |
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Learning objectives(s) that this lesson is contributing to |
9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.R9 recognise inconsistencies in argument in extended texts on a range of general and curricular topics 9.UE3 use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics 9.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Apply the rule for compound adjectives and adjectives as participles in practice. Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Demonstrate the ability to participate in a conversation. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
Describing a decade. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ask SS to work in pairs and talk about what they know about their grandparents as young people. What jobs did they do and what did they do in their free time? When they have finished, they join a second pair and tell each other what they've found out about their partner's grandparents. |
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Main Activities |
Ex.1 p.16. Prediction based on the pictures. Ex.2 p.16. Detailed reading. Justifying true/false statements with reference to the text. Ex.3 p.16. Matching pair. Ex.4 p.16. Associated ideas. Ex.5 p.16. Active reading (note "used to"). Induction of the rules form exercises. Ex.6 p.16. Gap-filling. Ex.7 p.16. Reacting to a text. Personal experiences. Venn diagram. Discussion. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.12 |
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Ending the lesson |
Giving the hometask. SB ex.7 p.16 (a dialogue) “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title. Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 9
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
CLIL: Media studies. The British sense of humour. |
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Learning objectives(s) that this lesson is contributing to |
9.C8 develop intercultural awareness through reading and discussion 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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Some learners will be able to: |
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Assessment criteria |
Raise awareness about cultural diversity through reading and discussion. Provide a point of view in conversations and discussions. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify particular information and details in reading passage. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
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Cross curricular links |
Social studies. |
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Previous learning |
Comparing generations. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS what makes them laugh. Elicit ideas about films, books, TV programmes, etc. and encourage SS to express their opinions. Ask SS if they know the character Mr. Bean. Ask: Do you find him funny? |
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Main Activities |
Ex.1 p.17. Presenting new words. Definition. Activating vocabulary. Text completion. Ex.2 p.17. Focus listening. Ex.3 p.17. Answering questions. Ex.4 p.17. Discussion task (expressing opinion). Ex.5 p.17. Role-play. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.13 |
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Ending the lesson |
Giving the hometask. WB p.12 Self-assessment. KWL
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 11
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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|||||
Date: |
Teacher’s name: |
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|||||
Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Review. Unit 1. |
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Learning objectives(s) that this lesson is contributing to |
9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE3 use a variety of compound adjectives and adjectives as participles and a variety of comparative structures to indicate degree on a range of familiar general and curricular topics 9.UE9 use appropriately an increased variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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||||||
Most learners will be able to: |
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||||||
Some learners will be able to: |
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||||||
Assessment criteria |
Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Provide a point of view in conversations and discussions. Apply the rule for compound adjectives and adjectives as participles in practice. Apply correctly active and passive simple present and past forms and past perfect simple forms in the context. Descriptor. A learner:
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Value links |
Respecting yourself and others, being open to experiencing new things. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
Talking about the British sense of humour. |
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|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
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Main Activities |
Ex.1 p.18. Word formation activity. Ex.2 p.18. Odd one out. Ex.3 p.18. Filling in the blanks. Ex.4 p.18. Multiple choice task. Ex.5 p.18. Opening the brackets. Ex.6 p.18. Matching task. Ex.7 p.18. Focus listening. Justifying true/false statements with reference to the text. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.14 |
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Ending the lesson |
Giving the hometask. SB p.19 Self-assessment. Pair share At the end of a lesson learners share with their partner:
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 12
Term 1 Unit 1 "Hobbies and qualities" |
School: |
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|||||
Date: |
Teacher’s name: |
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|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Project: An interview summary: teenage years. |
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Learning objectives(s) that this lesson is contributing to |
9.S3 explain and justify their own point of view on a range of general and curricular topics 9.R5 deduce meaning from context in extended texts on a range of familiar general and curricular topics 9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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||||||
Most learners will be able to: |
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||||||
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||||||
Some learners will be able to: |
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||||||
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|
||||||
Assessment criteria |
Provide a point of view in conversations and discussions. Identify the meaning and details of the reading texts on familiar topics and draw conclusion by reasoning. Evolve arguments, reasons, and evidence for a limited range of written genres. Descriptor. A learner:
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|||||
Value links |
Respecting yourself and others, being open to experiencing new things. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
Review. Unit 1. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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|||||
Plan |
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||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write My teenage years on the board and elicit or explain the meaning. Elicit ideas that SS associate with being a teenager and some things that define and unify a group of people who are teenagers in the same decade. If SS are struggling give them some categories and decades and brainstorm associations, for example, fashion and fair styles in the 1980s, music in the 1960s, exciting new technology in the 1990s. |
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Main Activities |
Ex.1 p.19. Communicative reading. Matching questions with extracts. Ex.2 p.19. Find someone who... SS develop questions about the topic. Interview. Taking notes. Summarizing. Illustration. Ex.3 p.19. Giving presentation. Feedback on the project. |
Board Projector Internet Presentation Video and images Handouts with task |
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Ending the lesson |
Giving the hometask. WB p.13 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 13
Term 1 Unit 2 "Exercise and sport" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Medical science. |
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Learning objectives(s) that this lesson is contributing to |
9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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||||||
Most learners will be able to: |
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||||||
Some learners will be able to: |
||||||
|
||||||
Assessment criteria |
Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Provide a point of view in conversations and discussions. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes. |
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Value links |
Taking care of your body and health. |
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Cross curricular links |
Physical education. |
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Previous learning |
Teenage years. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write health and exercise on the board and elicit the connection between the two. Ask: Can you be healthy without doing exercise? |
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Main Activities |
Ex.1 p.20. Conveying the meaning of new words. Classifying words. Ex.2 p.20. Collocation tables. Ex.3 p.20. Discussing questionnaire. Predicting based on the True/False questions. Checking SS's answers. Ex.4 p.21. Matching task. Ranking discussion. Ex.5 p.21. Substitution drill (Blank-filling). Ex.6 p.21. Information transfer. Ex.7 p.21. Structure-based substitution. Communication drill. Extra task. Making sentences. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.15 |
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Ending the lesson |
Giving the hometask. WB p.14. Self-reflection. "Message". Pupils write 7 words of the greatest importance for the topic of the lesson. |
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 14
Term 1 Unit 2 "Exercise and sport" |
School: |
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Date: |
Teacher’s name: |
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Grade 9 |
Number present: |
Number absent: |
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Theme of the lesson: |
Alternative therapy. |
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Learning objectives(s) that this lesson is contributing to |
9.S3 explain and justify their own point of view on a range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.UE1 use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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Most learners will be able to: |
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||||||||||
Some learners will be able to: |
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|
||||||||||
Assessment criteria |
Provide a point of view in conversations and discussions. Identify particular information and details in reading passage. Apply some abstract nouns and complex noun phrases in the context. |
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Value links |
Taking care of your body and health. |
|||||||||
Cross curricular links |
Physical education. |
|||||||||
Previous learning |
Medical science. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||||||
Plan |
||||||||||
Planned timings |
Planned activities |
Resources |
||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write the quote form Hippocrates "Walking is man's best medicine" on the board and ask SS what they think it means. Elicit or explain that it probably means that keeping active improves your health. |
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Main Activities |
Ex.1 p.22. Predicting based on the title, pictures. Ex.2 p.22. Detailed reading. Completing gapped text with sentences. Ex.3 p.22. Table completion. Ex.4 p.22. Word-formation activity. Ex.5 p.22. Speaking in a form of discussion. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.16 |
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Ending the lesson |
Giving the hometask. WB p.18 Self-reflection.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||
Additional information |
||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 15
Term 1 Unit 2 "Exercise and sport" |
School: |
|||||
Date: |
Teacher’s name: |
|||||
Grade 9 |
Number present: |
Number absent: |
||||
Theme of the lesson: |
May, might, could, must, can't. |
|||||
Learning objectives(s) that this lesson is contributing to |
9.C6 organise and present information clearly to others 9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Assessment criteria |
Form ideas effectively and demonstrate the ability to express them clearly. Convey fantasy ideas and experiences including emotions and senses. Demonstrate the ability to write grammatically correct sentences on familiar topics. Apply modal verbs for different purposes. |
|||||
Value links |
Taking care of your body and health. |
|||||
Cross curricular links |
Physical education. |
|||||
Previous learning |
Alternative therapy. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Refer SS back to the text on pp.22-23 and ask: Do you think that swimming in cold water helps depression? Elicit a range of ideas including that idea that it is possible it works. Write on the board: Swimming in cold water might help depression and underline might. Elicit or explain that meaning (it is possible that it works). Tell SS they are going to learn some other ways of expressing possibility and certainly. |
|
||||
Main Activities |
Ex.1 p.23. Induction of the rules from examples and explication. Ex.2 p.23. Multiple choice. Ex.3 p.23. Cue sentences. Ex.4 p.23. Extension. Extra task. Making statements on the pictures given. Guessing, speculating, interpreting. |
Board Projector Internet Presentation Video and images Handouts with task |
||||
Ending the lesson |
Giving the hometask. WB p.15. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 16
Term 1 Unit 2 "Exercise and sport" |
School: |
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|||||
Date: |
Teacher’s name: |
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|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Vocabulary and listening: Phrasal verbs. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Identify the position of speakers in an extended talk with some support. Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Express thoughts about the given topic in the conversations. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. |
|
|||||
Value links |
Taking care of your body and health. |
|
|||||
Cross curricular links |
Physical education. |
|
|||||
Previous learning |
May, might, could, must, can't. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write health and lifestyle on the board and elicit or teach the meaning. Ask: How can your lifestyle affect your health? Elicit some ideas. Ask: How can you change your lifestyle to make you healthier? Elicit a range of ideas. |
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|||||
Main Activities |
Ex.1 p.24. Showing lexical relations (synonyms). Ex.2 p.24. Study strategy. Ex.3 p.24. Generating interest. Gist listening. Identifying situations and people. Ex.4 p.24. Judging whether some statements about the listening text are true or false. Ex.5 p.24. Improvising a conversation. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.17 |
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Ending the lesson |
Giving the hometask. WB p.16 Self-assessment. Summary sentence Ask learners to write one sentence to summarize what they know about the topic. |
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|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 17
Term 1 Unit 2 "Exercise and sport" |
School: |
|||||
Date: |
Teacher’s name: |
|||||
Grade 9 |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Past modals. |
|||||
Learning objectives(s) that this lesson is contributing to |
9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.L4 understand most of the implied meaning in unsupported extended talk on a wide range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Assessment criteria |
Convey fantasy ideas and experiences including emotions and senses. Recognise the content of an extended conversation using some supporting information. Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs. Apply modal verbs for different purposes. |
|||||
Value links |
Taking care of your body and health. |
|||||
Cross curricular links |
Physical education. |
|||||
Previous learning |
Vocabulary and listening: Phrasal verbs. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS to remember how we express possibility in the present. Give them some scenarios and elicit sentences using may, might, could, must, can't. For example, say: Joe's doing his driving test after only three lessons. (He can't be ready/must be very confident). Look, it's getting cloudy. It may/might rain this afternoon), etc. . Tell SS they are going to learn how to express possibility in the past. |
|
||||
Main Activities |
Ex.1 p.25. Induction of the rules from examples and explication. Ex.2 p.25. Transformation exercise. Ex.3 p.25. Multiple choice. Ex.4 p.25. Cue sentences. Ex.5 p.25. Speaking on a suggested topic.. Ex.6 p.25. Making statements on the pictures. Guessing, speculating, interpreting. Extra task. Writing practice. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.18 |
||||
Ending the lesson |
Giving the hometask. WB p.17 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 18
Term 1 Unit 2 "Exercise and sport" |
School: |
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|||||||||||||||||||||||||||||||||||
Date: |
Teacher’s name: |
|
|||||||||||||||||||||||||||||||||||
Grade 9 |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Exchanging opinions. |
|
|||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
9.L5 recognise the opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
|
|||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Most learners will be able to: |
|
||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Assessment criteria |
Identify the position of speakers in an extended talk with some support. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes. |
|
|||||||||||||||||||||||||||||||||||
Value links |
Taking care of your body and health. |
|
|||||||||||||||||||||||||||||||||||
Cross curricular links |
Physical education. |
|
|||||||||||||||||||||||||||||||||||
Previous learning |
Past modals. |
|
|||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||||||||||||||||||||||||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, see how many suggestions for a healthy lifestyle SS can remember from the eight-point health plan on p.24. Ask where SS come across advice about health. Elicit suggestions for how the government and schools can communicate with young people about health issues, e.g. TV advertising and posters. |
|
|||||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.26. Discovery activity. Ex.2 p.26. Gist listening. Answering questions. Ex.3 p.26. Focus listening. Ticking off items. Guided role play. Ex.4 p.26. Recognition exercise. Substitution drill. Ex.5 p.26. Practise structures. Ex.6 p.26. Improvising a dialogue. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.19, 1.20 |
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Ending the lesson |
Giving the hometask. Make your own personalized version of the poster for healthy lifestyle. Peer-assessment. Rubric
|
||||||||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||||||||||||||||||||||||||
Additional information |
|
||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 19
Term 1 Unit 2 "Exercise and sport" |
School: |
|
||||||||||||||||||||||||||||||
Date: |
Teacher’s name: |
|
||||||||||||||||||||||||||||||
Grade 9 |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: A discussion essay. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R6 recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics 9.W5 develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics 9.W6 write coherently at text level using a variety of connectors on a growing range of familiar general and curricular topics |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Assessment criteria |
Use topic appropriate words in justifying their point of view. Interpret the information to identify the author’s attitude and opinion. Evolve arguments, reasons, and evidence for a limited range of written genres. Connect sentences into paragraphs with basic connectors and linking words. |
|
||||||||||||||||||||||||||||||
Value links |
Taking care of your body and health. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Physical education. |
|
||||||||||||||||||||||||||||||
Previous learning |
Exchanging opinions. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write footballer's salaries on the board and elicit the meaning. Ask: Do you think footballers should be paid a lot of money for what they do? Elicit some opinions. Write For and Against on the board and list arguments under the two headings as SS give them. Tell SS they are going to learn how to present arguments for and against in a discussion essay. |
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.27. Skimming. Questioning. Ex.2 p.27. Recognizing language structures. Ex.3 p.27. Transformation exercise. Table completion task. Ex.4 p.27. Multiple choice. Ex.5 p.27. Writing guide. Questioning in groups. Sharing ideas. Structuring. |
Board Projector Internet Presentation Video and images Handouts with task |
||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. WB p.19 Peer-assessment. Rubric
|
|||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 21
Term 1 Unit 2 "Exercise and sport" |
School: |
|
|||||
Date: |
Teacher’s name: |
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
My country: Exercise and sport. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.W1 plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Identify the main idea of text on unfamiliar and curricular topics. Make a clear plan of writing; Write a text; Check the written draft. Apply modal verbs for different purposes. |
|
|||||
Value links |
Taking care of your body and health. |
|
|||||
Cross curricular links |
Physical education. |
|
|||||
Previous learning |
Writing: A discussion essay. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Have a race to find which group can list the most Kazakh sportspeople in two minutes. After two minutes, find out which group had the longest list and declare them the winner. Ask that pair for their answers and write them on the board. Ask other groups to contribute more names if they have them. |
|
|||||
Main Activities |
Ex.1 p.28. Building background knowledge. Ex.2 p.28. Detailed reading. Matching task. Ex.3 p.28. Table completion. Word formation activity. Brainstorming. Ex.4 p.28. Induction of the rules from examples and explication. Ex.5 p.28. Sentence completion task. Ex.6 p.28. Writing practice. Guessing and speculating. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.21 |
|||||
Ending the lesson |
Giving the hometask. SB p.28 ex.6 Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 23
Term 1 Unit 2 "Exercise and sport" |
School: |
||||
Date: |
Teacher’s name: |
||||
Grade 9 |
Number present: |
Number absent: |
|||
Theme of the lesson: |
CLIL: Biology: Healthy eating. |
||||
Learning objectives(s) that this lesson is contributing to |
9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts |
||||
Lesson objectives |
All learners will be able to: |
||||
|
|||||
Most learners will be able to: |
|||||
|
|||||
Some learners will be able to: |
|||||
|
|||||
Assessment criteria |
Provide a point of view in conversations and discussions. Use topic appropriate words in justifying their point of view. Find particular facts and parts in reading passage. |
||||
Value links |
Taking care of your body and health. |
||||
Cross curricular links |
Physical education. |
||||
Previous learning |
My country: Exercise and sport. |
||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
||||
Plan |
|||||
Planned timings |
Planned activities |
Resources |
|||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write An apple a day keeps the doctor away on the board. Ask SS what the proverb means. Elicit that the proverb is not meant literally, but suggests that if we eat healthy foods life fruit, we will or get ill. Ask SS whether they think their diets are healthy. Do they think about what they eat? Elicit examples of healthy and unhealthy foods. |
|
|||
Main Activities |
Ex.1 p.29. Conveying the meaning of new words through definitions. Ex.2 p.29. Communicative reading. Reacting to a text. Ex.3 p.29. Choose the best answer, a, b or c. Ex.4 p.29. Speaking in a form of presentation. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.22 |
|||
Ending the lesson |
Giving the hometask. WB p.20 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson. |
|
|||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|||
Additional information |
|||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 24
Term 1 Unit 2 "Exercise and sport" |
School: |
|
|||||
Date: |
Teacher’s name: |
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review. Unit 2. Skills round-up. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE13 use a variety of modal forms for different functions and a limited number of past modal forms including should/ shouldn’t have to express regret and criticism on range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Identify facts and details in extended talks with little support. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Apply modal verbs for different purposes. |
|
|||||
Value links |
Taking care of your body and health. |
|
|||||
Cross curricular links |
Physical education. |
|
|||||
Previous learning |
CLIL: Biology: Healthy eating. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
|||||
Main Activities |
Ex.1 p.30. Gap-filling. Ex.2 p.30. Word formation activity. Ex.3 p.30. Blank-filling Ex.4 p.30. Filling in gaps. Ex.5 p.30. Multiple choice. Ex.6 p.30. Substitution drill Ex.1 p.31. Brainstorming. Ex.2 p.31. Gist listening. Identifying situations and people. Ex.4-5 p.31. improvising a conversation. |
Board Projector Internet Presentation Video and images Handouts with task CD 1,24 |
|||||
Ending the lesson |
Giving the hometask. WB p.21 Peer-assessment. Two stars and a wish.
|
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|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 25
Term 2 Unit 3"Our planet" |
School: |
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Date:
|
Teacher’s name:
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|||||
Grade 9 |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Vocabulary and language focus: Geography and the environment. |
|||||
Learning objectives(s) that this lesson is contributing to |
9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE10 use present continuous forms and past continuous, including a growing variety of passive forms, on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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|
||||||
Most learners will be able to: |
||||||
|
|
|||||
Some learners will be able to: |
||||||
|
||||||
Assessment criteria |
Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Employ the rule for using present continuous forms for present and future meaning and past continuous in the context. |
|||||
Value links |
Respecting and protecting the environment. |
|||||
Cross curricular links |
Ecology, Geography. |
|||||
Previous learning |
Review Unit 2. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||
Health and Safety links |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. |
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||||
|
Warm up. With books closed, write the environment on the board and elicit or explain the meaning. Put SS into pairs and give them two minutes to write down as many words connected to the environment as they can in English. Elicit answers and write the words related to the environment on the board. Point to a couple of words and ask SS to explain what they mean and why they are important. |
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||||
Main Activities |
Ex.1 p.32. Matching task. Ex.2 p.32. Questionnaire. Ex.3 p.32. Gap filling. Speaking in a form of discussion. Ex.4 p.32. Induction of the rules from exercises and explication. Ex.5 p.32. Gist listening. True/false statements. Ex.6 p.32. Sentence completion task. Giving opinions, agreeing and disagreeing. Extra task. Writing practice. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.25 |
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Ending the lesson |
Giving the hometask. WB p.22 Self-assessment. Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas. |
Short term plan 26
Term 2 Unit 3"Our planet" |
School: |
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Date:
|
Teacher’s name:
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|||||||||
Grade 9 |
Number present: |
Number absent: |
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||||||||
Theme of the lesson: |
Reading: Our responsibility to platen Earth. |
|
|||||||||
Learning objectives(s) that this lesson is contributing to |
9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.R9 recognise inconsistencies in argument in extended texts on a range of general and curricular topics |
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|||||||||
Lesson objectives |
All learners will be able to: |
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|||||||||
|
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||||||||||
Most learners will be able to: |
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||||||||||
|
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||||||||||
Some learners will be able to: |
|
||||||||||
|
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||||||||||
Assessment criteria |
Express thoughts about the given topic in the conversations. Use topic appropriate words in justifying their point of view. Identify the main idea of text on unfamiliar and curricular topics. Find claim, reasons and evidence in the text to recognise inconsistencies in argument |
|
|||||||||
Value links |
Respecting and protecting the environment. |
|
|||||||||
Cross curricular links |
Ecology, Geography. |
|
|||||||||
Previous learning |
Vocabulary and language focus: Geography and the environment. |
|
|||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||||||
Plan |
|
||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write sustainability on the board and ask SS what they think it means. Elicit or explain that it means not doing anything that endangers the environment for future generations. Ask SS to think of what sort of developments could cause problems for people in the future. Elicit ideas and ask other SS if they agree. |
|
|||||||||
Main Activities |
Ex.1 p.34. Building background knowledge. Ex.2 p.34. Detailed reading. Justifying True/False statements with reference to the text. Ex.3 p.34. Matching words. Ex.4 p.34. Expressing opinions (reacting to a text). |
Board Projector Internet Presentation Video and images Handouts with task CD 1.26 |
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Ending the lesson |
Giving the hometask. WB p.26 Self-reflection.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||
Additional information |
|
||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas. |
|
Short term plan 27
Term 2 Unit 3"Our planet" |
School: |
|
|||||
Date:
|
Teacher’s name:
|
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Language focus: First conditional. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.S2 ask complex questions to get information on a range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Discuss a problem in groups and suggest a solution to a problem. Make up complex interrogative sentences to get information about the topic. Differentiate between if/unless in first conditional clauses. |
|
|||||
Value links |
Respecting and protecting the environment. |
|
|||||
Cross curricular links |
Ecology. |
|
|||||
Previous learning |
Reading: Our responsibility to platen Earth. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books close, ask: What will happen if you look for Sealand on the map? Elicit the answer (You won't find it). Write on the board: If you look for Sealand on the map, you won't find it. Ask SS to translate it into their own language. Elicit or teach that it is a first conditional sentence. Ask: Does it refer to a present action, or a possible action in the future? (a possible action in the future). |
|
|||||
Main Activities |
Ex.1 p.35. Induction of the rules from examples and explication. Ex.2 p.35. Opening the brackets. Ex.3 p.35. Completion drill. Ex.4 p.35. Structure-based substitution. Extra task. Transformation exercise. |
Board Projector Internet Presentation Video and images Handouts with task |
|||||
Ending the lesson |
Giving the hometask. WB p.23 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas. |
|
Short term plan 28
Term 2 Unit 3"Our planet" |
School: |
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|||||||||||
Date:
|
Teacher’s name:
|
|
|||||||||||
Grade 9 |
Number present: |
Number absent: |
|
||||||||||
Theme of the lesson: |
Vocabulary and listening: Government policies. |
|
|||||||||||
Learning objectives(s) that this lesson is contributing to |
9.C7 develop and sustain a consistent argument when speaking or writing 9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
|
|||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||
|
|
||||||||||||
Most learners will be able to: |
|
||||||||||||
|
|
||||||||||||
Some learners will be able to: |
|
||||||||||||
|
|
||||||||||||
Assessment criteria |
Make an argument and evolve reasoning while speaking or writing. Identify facts and details in extended talks with little support. Use topic appropriate words in justifying their point of view. |
|
|||||||||||
Value links |
Respecting and protecting the environment. |
|
|||||||||||
Cross curricular links |
Ecology, Social studies. |
|
|||||||||||
Previous learning |
First conditional. |
|
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||||||||
Plan |
|
||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books close, ask: Would you like to be the president of Kazakhstan? Why? Elicit some ideas. Ask: What things would you change to help the environment? Why? Elicit some ideas. Don't worry at this stage if SS don't use the correct verb forms, but just concentrate on encouraging them to think of ideas. |
|
|||||||||||
Main Activities |
Ex.1 p.36. Conveying the meaning of the words provided. Giving opinions, agreeing and disagreeing. Ex.2 p.36. Listening for global information. Ticking off items in a list. Ex.3 p.36. Listening for specific information. Sentence completion. Ex.4 p.36. Information transfer. Ranking (priority) discussion. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.27 |
|||||||||||
Ending the lesson |
Giving the hometask. WB p.24. Self-assessment.
If children liked something at the lesson they put it into the column “plus”, if they didn’t like or were bored during some part of the lesson, they can use the column “minus”, the section “interesting” is for those activities which were interesting during the lesson. |
|
|||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||
Additional information |
|
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 29
Term 2 Unit 3"Our planet" |
School: |
|
|||||
Date:
|
Teacher’s name:
|
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Language focus: First and second conditionals. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Demonstrate the ability to participate in a conversation. Demonstrate the ability to write grammatically correct sentences on familiar topics. Differentiate between if/unless in first conditional clauses. |
|
|||||
Value links |
Respecting and protecting the environment. |
|
|||||
Cross curricular links |
Ecology. |
|
|||||
Previous learning |
Government policies. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books close, write on the board: If I was president, ... and elicit an ending to the sentence. Write the ending so that you have a complete sentence on the board. Ask SS to translate the sentence into their own language and elicit or teach that it is a second conditional sentences. |
|
|||||
Main Activities |
Ex.1 p.37. Deduction from the rules and exemplification. Ex.2 p.37. Multiple choice. Ex.3 p.37. Situation-response. Ex.4 p.37. Matching task. Ex.5 p.37. Structure-based substitution. Ex.6 p.37. Completion drill. Asking and answering questions. Extra task. Extension. |
Board Projector Internet Presentation Video and images Handouts with task |
|||||
Ending the lesson |
Giving the hometask. WB p.25 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 30
Term 2 Unit 3"Our planet" |
School: |
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|||||||||||||||||||||||||||||||||||
Date:
|
Teacher’s name:
|
|
|||||||||||||||||||||||||||||||||||
Grade 9 |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Apologizing. |
|
|||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics |
|
|||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Most learners will be able to: |
|
||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Assessment criteria |
Figure out the content of a conversation with some support in extended talkю Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Differentiate between if/unless in first conditional clauses. |
|
|||||||||||||||||||||||||||||||||||
Value links |
Respecting and protecting the environment. |
|
|||||||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
|||||||||||||||||||||||||||||||||||
Previous learning |
First and second conditionals. |
|
|||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||||||||||||||||||||||||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write I'm sorry on the board and elicit its meaning. Ask SS in what kinds of situations they might apologize. Elicit examples and suggestions. Briefly discuss a few of the scenarios that the SS suggest. Establish how we feel when we apologize, and why it is sometimes difficult to apologize. Elicit the concept of regret and teach the word. |
|
|||||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.38. Picture description (guessing, speculating, interpreting). Ex.2 p.38. Gist listening. Comprehension question. Ex.3 p.38. Focus listening. Ticking off items. Guided role play. Ex.4 p.38. Deduction from the rules and exemplification. Ex.5 p.38. Opening the brackets. Guided role-playing. Ex.6 p.38. Open role-play. Speaking in a form of a dialogue. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.28, 1.29 |
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Ending the lesson |
Giving the hometask. SB ex.6 p.38 Peer-assessment. Rubric
|
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||||||||||||||||||||||||||
Additional information |
|
||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 31
Term 2 Unit 3"Our planet" |
School: |
|
|||||||||||||||||||||||||||||||||||||||||||||||
Date:
|
Teacher’s name:
|
|
|||||||||||||||||||||||||||||||||||||||||||||||
Grade 9 |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: An opinion essay. |
|
|||||||||||||||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.UE6 use relative, demonstrative, indefinite, quantitative pronouns and a variety of reflexive pronoun structures on a range of familiar general and curricular topics |
|
|||||||||||||||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||||||||||||||
Most learners will be able to: |
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||||||||||||||
Assessment criteria |
Use topic appropriate words in justifying their point of view. Identify the main idea of text on unfamiliar and curricular topics. Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs. Differentiate between relative pronouns including who, which, where, why. |
|
|||||||||||||||||||||||||||||||||||||||||||||||
Value links |
Respecting and protecting the environment. |
|
|||||||||||||||||||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
|||||||||||||||||||||||||||||||||||||||||||||||
Previous learning |
Apologizing. |
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Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
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Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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Plan |
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Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo. Ask: how old do you think this girl is? What is she doing? Elicit some ideas, and elicit or teach the word straw. Ask: At what age can you ride a scooter? Elicit the answer, then ask: Should the government stop people using them? Elicit a range of ideas. |
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Main Activities |
Ex.1 p.39. Skimming. Questioning. Ex.2 p.39. Sorting exercise. Ex.3 p.39. Matching task. Ex.4 p.39. Writing guide. Questioning in groups. Sharing ideas. Structuring. |
Board Projector Internet Presentation Video and images Handouts with task |
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Ending the lesson |
Giving the hometask. WB p.27 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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Short term plan 32
Term 2 Unit 3"Our planet" |
School: |
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Date:
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Teacher’s name:
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|||||
Grade 9 |
Number present: |
Number absent: |
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||||
Theme of the lesson: |
My country: Our planet. |
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|||||
Learning objectives(s) that this lesson is contributing to |
9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.UE12 use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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|||||
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||||||
Most learners will be able to: |
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||||||
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||||||
Some learners will be able to: |
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||||||
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||||||
Assessment criteria |
Form ideas effectively and demonstrate the ability to express them clearly Find particular facts and parts in reading passage, Apply pre-verbal, post-verbal and end-position adverbs accurately. |
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|||||
Value links |
Respecting and protecting the environment. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
An opinion essay. |
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|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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|||||
Plan |
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||||||
Planned timings |
Planned activities |
Resources |
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Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ask SS if they have visited the area between Lake Balkhash and the Sarysu River. What did they see and do there? Ask the whole class what they know about the area and what they think it is like and what wildlife you can see there. |
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|||||
Main Activities |
Ex.1 p.40. Building background knowledge. Ex.2 p. 40. Detailed reading. Table completion. Ex.3 p. 40. Recognizing language structures. Ex.4 p. 40. Induction of the rules from examples and explication. Ex.5 p. 40. Sequencing words. Ex.6 p. 40. Writing practice. Creative exercise. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.30 |
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Ending the lesson |
Giving the hometask. SB ex.6 p.40 “Cinquain” is a five-line poem based on the content of the material under the study. Line 1 – One-word title (Kazakhstan). Line 2 – Two adjectives for describing that word. Line 3 – Three verbs. Line 4 – Four feeling words. Line 5 – A synonym for the title word. |
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|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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||||
Additional information |
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||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 33
Term 2 Unit 3"Our planet" |
School: |
|||||
Date:
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Teacher’s name:
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|||||
Grade 9 |
Number present: |
Number absent: |
||||
Theme of the lesson: |
CLIL: Ecology: Solving an ecology problem. |
|||||
Learning objectives(s) that this lesson is contributing to |
9.C9 use imagination to express thoughts, ideas, experiences and feelings 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.R4 read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics |
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Lesson objectives |
All learners will be able to: |
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||||||
Most learners will be able to: |
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||||||
Some learners will be able to: |
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|
||||||
Assessment criteria |
Convey fantasy ideas and experiences including emotions and senses. Find particular facts and parts in reading passage. Skim the extended fiction or non-fiction texts to identify the general information. |
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Value links |
Respecting and protecting the environment. |
|||||
Cross curricular links |
Ecology, Social studies. |
|||||
Previous learning |
My country: Our planet. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask: Is there anything you would like to change about your school? Elicit some ideas and then ask: What can you do to make your school change? Ask: Do you think SS should have more power to make changes in their school? Elicit some ideas, and encourage SS to join in and express their opinions. |
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||||
Main Activities |
Ex.1 p.41. Brainstorming the topic. Sorting exercise. Ex.2 p.41. Questions for personal response. Detailed reading. Checking comprehension. Ex.3 p.41. Questions about the topic to discuss. Ex.4 p.41. Problem-solving discussion. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.31 |
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Ending the lesson |
Giving the hometask. WB p.28 Self-assessment. Pair share At the end of a lesson learners share with their partner:
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 35
Term 2 Unit 3"Our planet" |
School: |
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|||||
Date:
|
Teacher’s name:
|
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review. Unit 3. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE17 use if only /wish [that] clauses [past reference]; use a variety of relative clauses including prepositions from where, to whom on a range of familiar general and curricular topics |
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|||||
Lesson objectives |
All learners will be able to: |
|
|||||
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||||||
Most learners will be able to: |
|
||||||
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|
||||||
Some learners will be able to: |
|
||||||
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|
||||||
Assessment criteria |
Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Differentiate between if/unless in first conditional clauses. |
|
|||||
Value links |
Respecting and protecting the environment. |
|
|||||
Cross curricular links |
Ecology. |
|
|||||
Previous learning |
CLIL: Politics: High school elections. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
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|||||
Main Activities |
Ex.1 p.42. Substitution drill. Ex.2 p.42. Matching task. Ex.3 p.42. Sequencing words. Ex.4 p.42. Opening the brackets. Ex.5 p.42. Paraphrasing. Ex.6 p.42. Filling in the blanks. Ex.7 p.42. Focus listening. Justifying true/false statements with reference to the text. |
Board Projector Internet Presentation Video and images Handouts with task CD 1.32 |
|||||
Ending the lesson |
Giving the hometask. SB p.43 Peer-assessment. Two stars and a wish. You did a really good job on… I really like how you… My favorite part was when… I think the best thing about it is… Maybe you could… I also think you might want to… I wish you would have… It would also be great if… |
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|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 36
Term 2 Unit 3"Our planet" |
School: |
|
|||||
Date:
|
Teacher’s name:
|
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Project: A community project. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.C1 use speaking and listening skills to solve problems creatively and cooperatively in groups 9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.W1 plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Discuss a problem in groups and suggest a solution to a problem. Identify the main idea of text on unfamiliar and curricular topics. Make a clear plan of writing; Write a text; Check the written draft. |
|
|||||
Value links |
Respecting and protecting the environment. |
|
|||||
Cross curricular links |
Ecology, Social studies. |
|
|||||
Previous learning |
Review. Unit 3. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ask SS if they know of any community projects near where they live. Ask them what the projects do and if they know of what they have achieved. |
|
|||||
Main Activities |
Ex.1 p.43. Prediction based on the slogan, pictures. Ex.2 p.43. Skimming. Matching headings with sections. Ex.3 p.43. Brainstorming. Generating ideas. Illustration. Giving presentation. Feedback on the project. |
Board Projector Internet Presentation Video and images Handouts with task |
|||||
Ending the lesson |
Giving the hometask. WB p.29 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 37
Term 2 Unit 4 "Charities and conflict" |
School: |
|||||||||
Date: |
Teacher’s name:
|
|||||||||
Grade 9 |
Number present: |
Number absent: |
||||||||
Theme of the lesson: |
Morals. |
|||||||||
Learning objectives(s) that this lesson is contributing to |
9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE5 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics |
|||||||||
Lesson objectives |
All learners will be able to: |
|||||||||
|
||||||||||
Most learners will be able to: |
||||||||||
|
||||||||||
Some learners will be able to: |
||||||||||
|
||||||||||
Assessment criteria |
Provide a point of view in conversations and discussions. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Demonstrate the ability to ask a variety of questions in different tenses. Apply the rule for reported speech forms for statements in the context. |
|||||||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|||||||||
Cross curricular links |
Social studies. |
|||||||||
Previous learning |
A community project. |
|||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||||||
Plan |
||||||||||
Planned timings |
Planned activities |
Resources |
||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, write Right and Wrong on the board and elicit the meaning. Ask: What things is it wrong to do? Elicit some answers, e.g. stealing, murder, etc. Put SS into pairs and give them two minutes to write down as many things as they can that are wrong. Encourage them to think about small things that we do every day, as well as actual crimes. |
|
||||||||
Main Activities |
Ex.1 p.44. Filling in the blanks. Checking students' answers. Ex.2 p.44. Asking and answering questions. Ex.3 p.44. Guided reading. Situation-response. Ex.4 p.44. Table completion. Ex.5 p.44. Multiple choice. Ex.6 p.44. Transformation exercise. Ex.7 p.44. Listening comprehension. Activating language. Ex.8 p.44. Practice structures. Extra task. Individual sentences. |
Board Projector Internet Presentation Video and images Handouts with task CD 2.01, 2.02 |
||||||||
Ending the lesson |
Giving the hometask. WB p.30 Self-reflection.
|
|
||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||
Additional information |
||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 38
Term 2 Unit 4 "Charities and conflict" |
School: |
|||||||||||
Date: |
Teacher’s name:
|
|||||||||||
Grade 9 |
Number present: |
Number absent: |
||||||||||
Theme of the lesson: |
Charities. |
|||||||||||
Learning objectives(s) that this lesson is contributing to |
9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts |
|||||||||||
Lesson objectives |
All learners will be able to: |
|||||||||||
|
||||||||||||
Most learners will be able to: |
||||||||||||
|
||||||||||||
Some learners will be able to: |
||||||||||||
|
||||||||||||
Assessment criteria |
Express thoughts about the given topic in the conversations. Use topic appropriate words in justifying their point of view. Find particular facts and parts in reading passage. |
|||||||||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|||||||||||
Cross curricular links |
Social studies. |
|||||||||||
Previous learning |
Morals. |
|||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||||||||
Plan |
||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed elicit what charities do. (Give help usually to people, animals or the environment). Ask SS what charities they know and what those charities do. Ask SS which charities they think are best. |
|
||||||||||
Main Activities |
Ex.1 p.46. Predicting based on the title, pictures. Gist reading. Ex.2 p.46. Detailed reading. Completing gapped text with sentences. Ex.3 p.46. Substitution drill. Ex.4 p.46. Blank-filling. Ex.5 p.46. Speaking in a form of discussion. |
Board Projector Internet Presentation Video and images Handouts with task CD 2.03 |
||||||||||
Ending the lesson |
Giving the hometask. WB p.34 Self-assessment. KWL
|
|
||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||||||||
Additional information |
||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 39
Term 2 Unit 4 "Charities and conflict" |
School: |
|||||
Date: |
Teacher’s name:
|
|||||
Grade 9 |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Reported speech: tense changes. |
|||||
Learning objectives(s) that this lesson is contributing to |
9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Assessment criteria |
Demonstrate the ability to participate in a conversation. Demonstrate the ability to write grammatically correct sentences on familiar topics. Apply the rule for reported speech forms for statements in the context. |
|||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
Charities. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, ask SS to think again about the text about a charity. Ask SS how some of the injured soldier mentioned in the text felt about the games. |
|
||||
Main Activities |
Ex.1 p.47. Induction of the rules from examples and explication. Ex.2 p.47. Blank-filling. Ex.3 p.47. Transformation exercise. Ex.4 p.47. Situation-response. Extra task. Individual sentences. |
Board Projector Internet Presentation Video and images Handouts with task |
||||
Ending the lesson |
Giving the hometask. WB p.31. Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
|
||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 40
Term 2 Unit 4 "Charities and conflict" |
School: |
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|||||
Date: |
Teacher’s name:
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|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Vocabulary and listening: Reporting verbs. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.C6 organise and present information clearly to others 9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics 9.L8 begin to recognise inconsistencies in argument in extended talk on a growing range of general and curricular subjects 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
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|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Form ideas effectively and demonstrate the ability to express them clearly. Identify the main idea in extended talks with little support. Find claim, reasons and evidence in the text to recognise inconsistencies in argument. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. |
|
|||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
Reported speech: tense changes. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
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|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo and elicit that it shows a demonstration. Ask SS to look carefully and say what the people are protesting against. Elicit a range of ideas. |
|
|||||
Main Activities |
Ex.1 p.48. Matching words. Ex.2 p.48. Conveying the meaning. Multiple choice. Ex.3 p.48. Structure based substitution. Ex.4 p.48. Transportation exercise. Ex.5 p.48. Gist listening. Judging whether some statements about the listening text are true or false. Ex.6 p.48. Information search. Giving presentations. |
Board Projector Internet Presentation Video and images Handouts with task CD 2.04, 2.05 |
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Ending the lesson |
Giving the hometask. WB p.32 Self-assessment. “ Five”. Children draw a picture of their hand and write the most important things about the lesson on each finger. The thumb - something interesting, the index finger - something difficult, the middle one - something that was not enough, the ring finger - the mood, the little finger - the suggestions. |
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|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 41
Term 2 Unit 4 "Charities and conflict" |
School: |
|||||
Date: |
Teacher’s name:
|
|||||
Grade 9 |
Number present: |
Number absent: |
||||
Theme of the lesson: |
Reported and indirect questions. |
|||||
Learning objectives(s) that this lesson is contributing to |
9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.W3 write with moderate grammatical accuracy on a wide range of familiar general and curricular topics 9.UE5 use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics |
|||||
Lesson objectives |
All learners will be able to: |
|||||
|
||||||
Most learners will be able to: |
||||||
|
||||||
Some learners will be able to: |
||||||
|
||||||
Assessment criteria |
Demonstrate the ability to participate in a conversation. Demonstrate the ability to write grammatically correct sentences on familiar topics. Demonstrate the ability to ask a variety of questions in different tenses. Apply the rule for reported speech forms for statements in the context. |
|||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|||||
Cross curricular links |
Social studies. |
|||||
Previous learning |
Reporting verbs. |
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|||||
Plan |
||||||
Planned timings |
Planned activities |
Resources |
||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. With books closed, briefly revise reported speech. Elicit some examples of direct speech, and ask different SS to change the direct sentences into reported speech. Elicit the rules for reported speech. If necessary prompt SS by asking about tenses, and any other changes (pronouns). |
|
||||
Main Activities |
Ex.1 p.49. Induction of the rules from examples and explication. Ex.2 p.49. Multiple choice. Ex.3 p.49. Transformation exercise. Ex.4 p.49. Writing practice. Ex.5 p.49. Deduction from the rules and exemplification. Ex.6 p.49. Asking and answering questions. Ex.7 p.49. Improvising a conversation. Extra task. Writing practice. |
Board Projector Internet Presentation Video and images Handouts with task |
||||
Ending the lesson |
Giving the hometask. WB p.33 Self-assessment. How well do I understand? 4 - I can do this and explain it to someone else. 3 - I understand and can do this by myself. 2 - I need more practice. 1 - I don't understand this yet. |
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||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
||||
Additional information |
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 42
Term 2 Unit 4 "Charities and conflict" |
School: |
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|||||||||||||||||||||||||||||||||||
Date: |
Teacher’s name:
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|||||||||||||||||||||||||||||||||||
Grade 9 |
Number present: |
Number absent: |
|
||||||||||||||||||||||||||||||||||
Theme of the lesson: |
Speaking: Explaining and clarifying situations. |
|
|||||||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
9.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
|
|||||||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
|||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Most learners will be able to: |
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||||||||||||||||||||||||||||||||||||
|
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||||||||||||||||||||||||||||||||||||
Some learners will be able to: |
|
||||||||||||||||||||||||||||||||||||
|
|
||||||||||||||||||||||||||||||||||||
Assessment criteria |
Identify the main idea in extended talks with little support. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. |
|
|||||||||||||||||||||||||||||||||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|
|||||||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
|||||||||||||||||||||||||||||||||||
Previous learning |
Reported and indirect questions. |
|
|||||||||||||||||||||||||||||||||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||||||||||||||||||||||||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||||||||||||||||||||||||||||||||
Plan |
|
||||||||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
|||||||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Ask SS if they have ever been found out for giving an excuse when they couldn't do something, for example said they are going to their grandparents' house, only for someone to see them at a party. Ask them why they made the excuse in the first place. Was it because they didn't want to do something or was it because their plans changed? |
|
|||||||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.50. Guessing, speculating, interpreting pictures. Ex.2 p.50. Gist listening. Comprehension questions. Ex.3 p.50. Ticking off items. Guided role play. Ex.4 p.50. Practise structures. Substitution drill. Guided role-play. Ex.5 p.50. Open role-play. |
Board Projector Internet Presentation Video and images Handouts with task CD 2.06, 2.07 |
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Ending the lesson |
Giving the hometask. SB p.50 ex.5 Peer-assessment. Rubric
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||||||||||||||||||||||||||||||||
Additional information |
|
||||||||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||||||||||||||||||||||||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 43
Term 2 Unit 4 "Charities and conflict" |
School: |
|
||||||||||||||||||||||||||||||
Date: |
Teacher’s name:
|
|
||||||||||||||||||||||||||||||
Grade 9 |
Number present: |
Number absent: |
|
|||||||||||||||||||||||||||||
Theme of the lesson: |
Writing: A narrative. |
|
||||||||||||||||||||||||||||||
Learning objectives(s) that this lesson is contributing to |
9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.W9 punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy |
|
||||||||||||||||||||||||||||||
Lesson objectives |
All learners will be able to: |
|
||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Most learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Some learners will be able to: |
|
|||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Assessment criteria |
Identify the main idea of text on unfamiliar and curricular topics. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs. Use punctuation marks in a piece of writing. |
|
||||||||||||||||||||||||||||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|
||||||||||||||||||||||||||||||
Cross curricular links |
Social studies. |
|
||||||||||||||||||||||||||||||
Previous learning |
Explaining and clarifying situations. |
|
||||||||||||||||||||||||||||||
Intercultural awareness |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
||||||||||||||||||||||||||||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
||||||||||||||||||||||||||||||
Plan |
|
|||||||||||||||||||||||||||||||
Planned timings |
Planned activities |
Resources |
||||||||||||||||||||||||||||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo and the title of the text. Ask: What has happened? How do you think it happened? Who do you think did it? Elicit a range of ideas. Ask: Do you think the people who did this will admit it? Why? Elicit some answers, but don't confirm or reject any yet. |
|
||||||||||||||||||||||||||||||
Main Activities |
Ex.1 p.51. Skimming. Questioning. Ex.2 p.51. Sequencing. Ex.3 p.51. Transformation exercise. Ex.4 p.51. Writing guide. Questioning in groups. Sharing ideas. Structuring. |
Board Projector Internet Presentation Video and images Handouts with task |
||||||||||||||||||||||||||||||
Ending the lesson |
Giving the hometask. WB p.35 Peer-assessment. Rubric
|
|||||||||||||||||||||||||||||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
|||||||||||||||||||||||||||||
Additional information |
|
|||||||||||||||||||||||||||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
|||||||||||||||||||||||||||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 45
Term 2 Unit 4 "Charities and conflict" |
School: |
|
|||||
Date: |
Teacher’s name:
|
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
My country: Charities and conflict. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.UE15 use infinitive forms after a growing number of adjectives and verbs; use gerund forms after a growing variety of verbs and prepositions; use an increased variety of prepositional verbs and phrasal verbs on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Find particular facts and parts in reading passage. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Differentiate between usage of infinitive and gerund forms after a limited variety of verbs, adjectives and prepositions |
|
|||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
Writing: A narrative. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Books closed. In pairs, SS think about why someone might want to work for a charity and what qualities someone working or a charity should have. Ask them to think about a particular type of charity. For example, for a medical charity, someone might want to help people who are in great difficulty. If they work a s as doctor or nurse, they would need medical training and the ability to work in difficult situations. |
|
|||||
Main Activities |
Ex.1 p.52. Building background knowledge. Ex.2 p.52. Detailed reading. Comprehension questions. Ex.3 p.52. Induction of the rules from examples and explication. Ex.4 p.52. Recognition exercise. Ex.5 p.52. Opening the brackets. Ex.6 p.52. Improvising a conversation. |
Board Projector Internet Presentation Video and images Handouts with task CD 2.08 |
|||||
Ending the lesson |
Giving the hometask. SB p.52 ex.6 Self-reflection. Most ……. thing Ask learners what was the most, e.g. useful, interesting, surprising, etc. thing they learned today. |
|
|||||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|
||||
Additional information |
|
||||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|
||||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
|
Short term plan 47
Term 2 Unit 4 "Charities and conflict" |
School: |
||||
Date: |
Teacher’s name:
|
||||
Grade 9 |
Number present: |
Number absent: |
|||
Theme of the lesson: |
CLIL: History: The Berlin Wall. |
||||
Learning objectives(s) that this lesson is contributing to |
9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
||||
Lesson objectives |
All learners will be able to: |
||||
|
|||||
Most learners will be able to: |
|||||
|
|||||
Some learners will be able to: |
|||||
|
|||||
Assessment criteria |
Reach an answer or a decision by identifying the content of the extended talk. Find particular facts and parts in reading passage. Speak coherently and in detail about the given topic, referring to personal experience whenever possible. Use topic appropriate words in justifying their point of view. |
||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
||||
Cross curricular links |
Social studies, History. |
||||
Previous learning |
My country: Charities and conflict. |
||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
||||
Plan |
|||||
Planned timings |
Planned activities |
Resources |
|||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo on p.53 and elicit that it shows the Berlin Wall. Ask SS what they know about the Berlin Wall. Point out or elicit that the photo is from the fall of the wall. Elicit facts that SS know and then ask: What do you think life was like for people when the wall was there? How do you think people felt when the wall came down? Elicit some ideas and encourage SS to express their opinions. |
|
|||
Main Activities |
Ex.1 p.53. Conveying the meaning of new words through definitions. Blank-filling. Ex.2 p.53. Gist reading. Ex.3 p.53. Detailed reading. Comprehension questions. Ex.4 p.53. Focus listening. Identifying situations and people. Ex.5 p.53. Expressing opinion (reacting to a text). |
Board Projector Internet Presentation Video and images Handouts with task CD 2.09, 2.10 |
|||
Ending the lesson |
Giving the hometask. WB p.36 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
|
|
|||
End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
|||
Additional information |
|||||
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
|||
Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
Short term plan 48
Term 2 Unit 4 "Charities and conflict" |
School: |
|
|||||
Date: |
Teacher’s name:
|
|
|||||
Grade 9 |
Number present: |
Number absent: |
|
||||
Theme of the lesson: |
Review. Unit 4. Skills round-up. |
|
|||||
Learning objectives(s) that this lesson is contributing to |
9.L2 understand most specific information in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics 9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics 9.UE11 use an increased variety of reported speech forms for statements, questions and commands: including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics |
|
|||||
Lesson objectives |
All learners will be able to: |
|
|||||
|
|
||||||
Most learners will be able to: |
|
||||||
|
|
||||||
Some learners will be able to: |
|
||||||
|
|
||||||
Assessment criteria |
Identify facts and details in extended talks with little support. Demonstrate the ability to participate in a conversation. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences. Write sentences about real and imaginary past events, activities and experiences connecting sentences into paragraphs. Apply the rule for reported speech forms for statements in the context. |
|
|||||
Value links |
Helping others. Learning to compromise. Respecting yourself and others. |
|
|||||
Cross curricular links |
Social studies. |
|
|||||
Previous learning |
CLIL: History: The Berlin Wall. |
|
|||||
Use of ICT |
Smart board for showing a presentation, getting additional information, playing the audio, video files. |
|
|||||
Health and Safety |
Switch off the active board if you do not use it. If students are tired, do physical exercise with them. Open the window to refresh the air in the classroom during the break. |
|
|||||
Plan |
|
||||||
Planned timings |
Planned activities |
Resources |
|||||
Beginning the lesson |
The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments. |
|
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Main Activities |
Ex.1 p.54. Substitution drill. Ex.2 p.54. Blank-filling. Ex.3 p.54. Multiple choice. Ex.4 p.54. Opening the brackets. Ex.5 p.54. Transformation exercise. Ex.6 p.54. Choose the best answer, a, b or c. Ex.1 p.55. Talking about pictures related to the topic. Ex.2 p.55. Gist listening. Comprehension questions. Ex.4-5 p.55. Iimprovising a conversation. |
Board Projector Internet Presentation Video and images Handouts with task CD 2.12 |
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Ending the lesson |
Giving the hometask. WB p.37 Peer-assessment. Two stars and a wish.
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End 1min |
Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
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Additional information |
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Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? |
Assessment – how are you planning to check learners’ learning? |
Critical thinking |
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Differentiation can be achieved by task (selection of learning materials and resources based on student strengths). By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning. By outcome providing challenge, variety and choice. |
Observe learners when participating in use of English activities. Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed? Formative assessment is held through observation/monitoring. |
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas |
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