Traditions and language

Unit of a long term plan: Unit 6 Tradition and language

Teachers :

Alimbetova A. Zh.

Сейтова Г. Е.

Date:

12.02.2025

Grade: 9

Number present:

absent:

Lesson title

Tradition and language

Дәстүр және тіл

Learning objectives

9.2.1.1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics

9.4.2.1 understand specific information and detail in extended texts on a growing range of familiar general and curricular topics, and some unfamiliar topics

9.6.3.1use a variety of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics

9.2.1.1 тутас емес (кесте, диаграмма, сызба, сурет) матіндердегі маліметтерді салыстыру, ендеу;

9.3.2.1 максатты аудиториянын кызыгушылыгын ынталандыру ушін артурлі жанда матіндер курастыру.

Lesson objectives

Learners will be able to:

• Learn extreme adjectives.

• Practise using extreme adjectives.

• Listen to three people talking about great ideas for dates.

• Listen for general meaning and specific details.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Beginning of the lesson

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

students wish each other by holding a wishes lamp

Lead – In

• Focus on the photos of traditions and divide them into Kazakh traditions and English tradition

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By telling the wishes they show their appreciations .

Students of the class are listed.

Students' attention is drawn to the lesson.

Students analyze the given pictures in pairs.

Determines the topic and purpose of the lesson

Students say different words from the picture

At the organization moment teacher tries to award active pupils. «The praise» method is used to evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Good job!

Pictures

Student’s book

Middle of the lesson

Presentation part.

35 min

Ex: 1 P: 70

• Focus on the example and elicit or explain that extreme adjectives have a stronger meaning than normal adjectives.

• In a weaker class, students can refer to dictionaries. In a stronger class, encourage students to try to match the pairs using existing knowledge and logic.

• Play the CD once for students to listen and check their answers.

• Write on the board: awful = very bad, hilarious = very funny, etc. Explain to students that an extreme adjective already has a strong meaning and can’t be used with very: very awful, very hilarious

Differentiation:

«Verbal support» method is used to help Students use new words in the text.

Ex: 2 P:70

• Focus on the first set of prompts. Read the question out: Was the journey tiring? Elicit: Yes, it was exhausting.

• Students continue writing the short dialogues in pairs

Ex: 5 P:70

• Ask students to study the table carefully and focus on which information they need

•

Students match adjectives 1–9 with the extreme adjectives in the box. Then listen and check your answers

ANSWERS:

1 exhausting

2 hilarious

3 furious

4 gorgeous

5 terrifying

6 awful

7 unforgettable

8 outstanding

9 revolting

Students work in pairs. Ask and answer 1–6 using extreme adjectives

ANSWERS:

1 Was the journey tiring? Yes, it was exhausting.

2 Was the lesson boring? No, it was fascinating.

3 Was dad angry? Yes, he was furious.

4 Was the food tasty? No, it was revolting.

5 Was the TV programme funny? Yes, it was hilarious.

5 Were the exam results bad? No, they were outstanding

Students . Complete the table.

ANSWERS:

1 bungee jumping 2 Sam 3 unforgettable 4 go to the theatre 5 Sunday 6 awful 7 go to a basketball match 8 Tuesday 9 Charlie 10 memorable

Assessment criteria

- Learn extreme adjectives.

Descriptor:

- match adjectives with the extreme adjectives in the box. Then listen and check your answers

Assessment criteria:

- Practise using extreme adjectives

Descriptor:

- Ask and answer using extreme adjectives

Make CCQ questions

Yes / No

Cards

Worksheets

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

This is a way for students to self-reflect on their progress in the lesson.

Home task:

Ex: 1 P: 48 WB

Students use their stickers to show their knowledge according to the lesson.

Poster