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Relationships. Talking about traditional stories.

Unit of a long term plan
Unit 6 Tradition and language
Lesson plan 59 School:
Date: Teacher’s name:

Class: 9 Number present: Number absent:
Lesson title Relationships.
Talking about traditional stories.
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. C2 use speaking and listening skills to provide sensitive feedback to peers
9. C3 respect differing points of view
9. C5 use feedback to set personal learning objectives
9. W8 spell most high - frequency words accurately for a limited range of general topics of familiar general topic
9. S3 give an opinion at sentence level on a limited range of general and curricular topics
9. S7 use appropriate subject - specific vocabulary and syntax to talk about a limited range of general 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 Present Perfect + for and since. 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; speak about traditions and customs.
Some learners will be able to:
• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Make a presentation about traditions of Kazakhstan. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.
Value links Cooperation, respect each other's opinion, support, functional literacy.
Crosscurricular links Culture, Art, Social Science, Psychology, Information Technology, Geography.
Previous learning Talking about traditional stories.
Useof ICT Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness Students will be able to understand that people should know and respect traditions and customs of their country and the country the language of which they learn.
Health and Safety Breaks and physical activities used. Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords.

Planned timings Planned activities Resources
Beginningof the lesson

7 min.
The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up. Free talk.
• When you hear the words "tradition" and "customs" what associations do you have? What traditions and customs do people have? Do people try to keep traditions alive?
• Look at the photo and guess the traditions:

Thanksgiving (fourth Thursday in November)
Toy dastarkhan
Betashar
Maslenitsa

Britain is full of culture and traditions which have been around for hundreds of years. British customs and traditions are famous all over the world. When people think of Britain they often think of people drinking tea, eating fish and chips and wearing bowler hats, but there is more to Britain than just those things.
Poppy Day or Remembrance Day

In groups speak about these traditions.
Slide (useful phrases).
Pictures
PPT

Student Book p. 68

Writing
Worksheet

Pictures
PPT

Writing
Worksheet

Main
Activities

15 min.
12 min

READING TASK:
Match the facts with people and countries.
Don’t forget to underline new words and be able to say their meanings.
Answer: free
Ex. 1 - 2 p. 68
How do people keep the traditions alive?
Do traditional stories travel from one country to another?
While reading the text write down word – combinations:
Word - combination Meaning
make up create
calm down relax
pass down to give from one generation to the next
find out learn by studying
get orders order
get mad become very angry
come up with have an idea
look into explore, investigate
keep on continue

Which of the traditional stories did you like best of all?
Explain: “Remember the ant”.

THE INTRODUCTION OF GRAMMAR. Present Perfect.
Ex. 4 - 5 p. 69 Sentence completion task with adverbs:
Affirmative Negative

The teacher asks Sts. to listen to the song " Brighton in the rain" and put down the verbs and underline the position of adverbs in the Present Perfect.
Brighton in the Rain
Fill in the gaps and complete the song lyrics with the Present Perfect Tense of the verbs listed below. (verbs may be used more than once). Listen to the song and check your answer
be drive drink eat go have hear kiss
know learn read sail see spend study watch
I’ve never (1) _ _ _ _ to Athens and I’ve never (2) _ _ _ _ to Rome.
I've only (3) _ _ _ _ the Pyramids in picture books at home.
I've never (4) _ _ _ _ _ _ across the sea or (5) _ _ _ _ inside a plane.
I've always (6) _ _ _ _ _ my holidays in Brighton in the rain.
I've never (7) _ _ _ _ _ foreign food or (8) _ _ _ _ in a foreign bar.
I've never (9) _ _ _ _ _ _ a foreign girl or (10) _ _ _ _ _ _ a foreign car.
I've never (11) _ _ _ to find my way in a country I don’t know.
I've always (12) _ _ _ _ _ just where I am and where I’ll never go.
I've (13) _ _ _ _ travel books by writers who have (14) _ _ _ _ to Pakistan.
I’ve (15) _ _ _ _ _ people telling stories of adventures in Iran.
I’ve (16) _ _ _ _ _ _ _ TV documentaries about China and Brazil.
But I've never (17) _ _ _ _ abroad myself. It’s making me feel ill.
I've (18) _ _ _ _ _ _ _ several languages like Hindi and Malay.
I've (19) _ _ _ _ _ _ lots of useful sentences I’ve never (20) _ _ _ _ able to say.
The furthest place I’ve ever (21) _ _ _ _ was to the Isle of Man, and that was full of tourists from Korea and Japan.
Student Book p. 68

Student Book p. 68

Writing
Worksheet
A Table

Student Book p. 68
Student Book p. 69

A Table
A song“Brighton in the Rain”.

Ending the lesson
6 min.
Homework: W. B. p. 46, Ex. 5 – 6 p. 69 St. B.
Students express their attitude to the lesson and give self - assessment using the method: “Six thinking hats”:
• Green: How can you use today's learning in different subjects?
• Red: How do you feel about your work today?
• White: What have you leant today?
• Black: What were the weaknesses of your work?
• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )
Yellow: What did you like about today's lesson?
Slide (Homework)
Slide "Six thinking hats"
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 through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners. Assessment criteria:
1. Identify the main idea in extended talks with little support.
2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well - formed sentences.
3. Demonstrate the ability to participate in a conversation.
Descriptor:
A learner:
• selects an appropriate answer.
• completes the task.
• uses appropriate subject - specific vocabulary while speaking.
• discusses questions and answers the questions within the group.
• Observation
• Feedback on the work
• Peer - assessment Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Peer - assessment.
Rubric
Category Excellent
4 pts Good
3 pts Fair
2 pts Poor
1 pts
Fluency
Author demonstrates normal pace, not too fast, not to slow. Author demonstrates adequate normal pace, not too fast, not to slow. Author demonstrates some normal pace, not too fast, not to slow. Author demonstrates little normal pace, not too fast, not to slow.
Spelling and Grammar
There are no spelling, punctuation, or grammar errors. There are 1 - 2 spelling, punctuation, or grammar errors. There are 3 - 4 spelling, punctuation, or grammar errors. There are more than 4 spellings, punctuation, or grammar errors.
Presentation/
Memorization
Dialogue is well organized and flows like a natural conversation. Dialogue is fairly well organized and mostly flows like a natural conversation. Dialogue is slightly confusing and somewhat flows like a natural conversation. Dialogue is hard to follow and doesn't flow like a natural conversation.
Pronunciation/
Expression
No pronunciation errors are noted.
Conversation is recited with appropriate expression. There are 1 - 2 errors in pronunciation. Conversation is recited with mostly appropriate expression. There are 3 - 4 pronunciation errors. Conversation is recited with somewhat appropriate expression. There are 5 or more pronunciation errors.
Appropriate expression not used.

Brighton in the Rain

I’ve never been to Athens, and I’ve never been to Rome.
I’ve only seen the pyramids in picture books at home.
I’ve never sailed across the sea or been inside a plane.
I’ve always spent my holidays in Brighton in the rain.
I’ve never eaten foreign food or drunk in a foreign bar.
I’ve never kissed a foreign girl or driven a foreign car.
I’ve never had to find my way in a country I don’t know.
I’ve always known just where I am and where I’ll never go.
I’ve read travel books by writers who have been to Pakistan.
I’ve heard people telling stories of adventures in Iran.
I’ve watched TV documentaries about China and Brazil.
But I’ve never been abroad myself its making me feel ill.
I’ve studied several languages like Hindi and Malay.
I’ve learnt lots of useful sentences I’ve never been able to say.
The first of place I’ve ever been was to the Isle of Man.
And that was full of tourist from Korea and Japan.
I’ve never been to Athens, and I’ve never been to Rome.
I’ve only seen the pyramids in picture books at home.
I’ve never sailed across the sea or been inside the plane.
I’ve always spent my holidays in Brighton in the rain.
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