ҚМЖ English Plus 9 grade 3 term

Unit of a long term plan: Unit 5. Reading for pleasure.Lesson plan 49

School:

Date:

Teacher's name:

CLASS: 9

Number present:

absent:

Lesson title

Vocabulary and language Focus. Literary genres. p.56 – p.57

Learning objectives(s)

9.C9 use imagination to express thoughts, ideas, experiences and feelings

9.L1 understand the main points in unsupported extended talk on a wide range of general and

curricular topics, including talk on a limited range of unfamiliar topics

9.S1 use formal and informal language registers in their talk on a range of general and curricular topics

9.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges

Lesson objectives

All learners will be able to:

• Identify the theme, new words and use them as the basis for discussion.

• Demonstrate knowledge for usage of the Past Simple describing literary genres.

• Transfer information from the given information into a graphic organizer.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation

• Provide a point of view in conversations and discussions; describe the plot of the book using active vocabulary.

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Make a presentation about genres of books.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

S

The lesson greeting. Pre-learning (W)

Teacher greets the class.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up. Free talk about literature and books. Look at the portraits of some writers and name the books you read at the lessons. How many books do you read a year? When did paperbacks first appear?

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases)

Pictures

PPT

Whiteboard

Writing

Worksheet

Main part

15 min

Lead-in (W, I)

• Vocabulary work

Revise the genres of books pupils know making a list by asking students to add more words to the list they already guessed. Brainstorm with the class and write words on the board as pupils call it out.

Organise the class into four teams. Ask a student to come to the front of the class and give him/hersubject card. (E.g. Fiction). Say the whole class can ask a maximum of 10 questions to discover a subject. He/she can only give Yes or No answers. Demonstrate the question types and their short answer forms:

Name the genres of books. Ex. 2 – 3 p.56.

Read the information about genres and describe them with complex nouns from the table. Ex.4 p.5

PRE - LISTENING TASK:

Ex.4 p.57( Check the meaning of phrases and add your word - combinations from ex.3):

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Ss listen

Formative assessment is held through observation/monitoring.

Comments

Whiteboard

Writing

Worksheet

Student Book p.56

Student Book p.56

Pictures" Test your knowledge" on genres of literature.

CD 2.13

Writing

Worksheet

End

3 min.

Home task.

WB p.38

Feedback

Unit of a long term plan: Unit 5Reading for pleasure.

Lesson plan 50

School:

Date:

Teacher's name:

CLASS: 9

Number present:

absent:

Lesson title

Reading. Fiction.

Discussing a text about the benefits of reading.

Learning objectives(s)

9.S1 use formal and informal language registers in their talk on a range of general and curricular topics

9.S2 ask complex questions to get information about a wide range of general and curricular topics

9.S3 explain and justify their own and others’ point of view on a range of general and curricular topics

Lesson objectives

All learners will be able to:

• Identify the theme, new words and use them as the basis for discussion.

• Demonstrate knowledge for usage of the Past Simple speaking about the benefits of reading.Transfer information from the given information into a graphic organizer.

Most learners will be able to:

• Select, compile, and synthesize information for an oral presentation

• Provide a point of view in conversations and discussions; describe the plot of the story using active vocabulary.

Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Make a presentation about the benefits of reading.

Plan

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Start

Class organisation

The lesson greeting.

Warm up.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Good afternoon, dear students and guests! Welcome to our English lesson

Pre-learning (W)

Look at the picture and say what is the boy doing and how is he doing it?

In front of you there is a poem. I’d like you to read it and in groups discuss the meaning of it?

Lead-in (W, I)

Pre-reading stage.

Listening and reading about the benefits of reading

Ex.1 – 2 p.58

Each Sts. Tries to give a good title for the text.

Do you enjoy losing yourself in a good book?

(As for me…. As I think…. To my mind…).

Ex.4 p.58 Build Your vocabulary:

Find the active words from the text and explain by your own words.

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