Module 6 Lesson 13

Teacher’s name:

Zhomartov Nurali Ruslanovich

Date:

06.02.2024

Grade: 9Б

Number of people present 16

Number of people absent:

The Theme of the lesson

An informal email

Objectives according to the Curriculum

9.5.2.1 - write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics;

9.5.3.1 - write with moderate grammatical accuracy on a wide range of familiar general and curricular topics

Objectives of the lesson

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Evaluation criteria

Identify facts and details in extended talks with little support

Recognize the content of an extended conversation using some supporting information

Convey fantasy ideas including emotions and senses

Identify the correct form of a word, appropriate sentence structure and text layout

Level of thinking skills

High, Low order thinking

During the lesson:

The stage of the lesson/timing

Actions of the teacher:

Actions of the pupils:

Student actions with special educational needs

Assessment

Resources

The beginning of the lesson -

5 min

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Greeting

Learners answer

Greeting

Learners answer

The middle of the lesson – 35 min

An informal email

BACKGROUND INFORMATION

The Inuit are a group of indigenous people in Greenland, Alaska, Canada and Denmark. There are roughly 135,000 Inuit people in the four countries. Traditionally, Inuit people were nomadic

and live on hunted fish, seals, polar bears and whales. They lived in igloos or tents made from animal skins. While hunting is still a part of Inuit life, nearly all Inuit have migrated south to

urban areas or live in Inuit communities with access to satellite television and the Internet.

Tell students they are going to read an informal email from a girl who is staying with the Inuit people.

Check/clarify Inuit. Set a two-minute time limit to encourage them to read quickly for gist and focus on the questions. Allow them to compare answers with a partner before checking in open class.

Answers

1 10 days 2 A couple of days ago. 3 She’s learning

about patience, because Inuit hunting involves a lot of

waiting in the cold.

2 Divide the class into pairs for students to complete

the exercise. Monitor and help with any difficulties.

Check answers in open class.

Answers

1 loads 2 Well, here I am at last 3 said I could go along with them 4 I’m over the moon 5 how I’m getting on with things 6 a couple of days ago

3 Give students a minute to discuss the question in pairs before checking in open class.

Answer

They are too formal for an email to a friend.

4 Working individually, students make notes in preparation for writing an email. Encourage them to use some of the vocabulary and expressions from the article, adapting larger chunks of language as

necessary.

Students can either write the email individually or in pairs, as an exercise in collaborative writing in class. On completion, ask students to exchange their emails with another pair. If students have access to the Internet in the classroom, this could be done electronically for added authenticity. Ask them to focus on content (were all points included? How interesting were the ideas?); organisation (did each paragraph include a clear and distinct idea like the model answer?); communicative purpose (were you

convinced by it?); and language.

If you mark the writing yourself, focus on how clear and easy students’ writing is to follow and whether they wrote about relevant details. Avoid focusing too much on accuracy, as a heavily marked piece of writing is more likely to de-motivate learners than to make them try harder next time.

They are going to read an informal email from a girl who is staying with the Inuit people.

Students read the article to answer the questions

Students make notes in preparation for writing an email.

Students can either write the email individually or in pairs, as an exercise in collaborative writing in class.

They are going to read an informal email from a girl who is staying with the Inuit people.

Students read the article to answer the questions

Students make notes in preparation for writing an email.

Students can either write the email individually or in pairs, as an exercise in collaborative writing in class..

Context: Understand the situation in which the action occurred. Consider factors such as the student's background, the learning environment, any triggers or stressors present, and the student's developmental stage.

Behavior: Describe the specific actions taken by the student. What did the student do? Was it a positive or negative behavior? How did the behavior manifest?

Intent: Determine the student's intent behind the behavior. Was the action deliberate, accidental, impulsive, or premeditated? Understanding intent helps to differentiate between misconduct and mistakes.

Response: Evaluate the student's response to the behavior, as well as the response of others (teachers, peers, administrators). Did the student show remorse or take responsibility? How did others react to the behavior?

Book, slide

Book, slide

Book, slide, audio

Book, slide

Book, slide, audio

Book, slide

The end of the lesson – 5 min

REFLECTION

What have you learnt today? Name the words you learnt.

What task was easy and hard for you?

Hometask: Reflection paper about Kazakh nation