Excel 9 Module 2 [PDF]

Zitiervorschau

Бекітемін: Date:02.10.2021 CLASS: 9A,B,V Learning objectives that this lesson is contributing to Lesson objectives

Teacher’s name:Smagulova G.D. Number present:

absent:

9.3.8.1- recount extended stories and events on a range of general and curricular topics 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.6.5.1- use questions including prepositions at what time, in which direction, from whose on a range of familiar general and curricular topics; 9.3.2.1- ask complex questions to get information on a range of general and curricular topics; 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics; All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Plan Planned timings

BEGINNIN G THE LESSON

PRESENTA TION AND PRACTICE

Teacher’s activities

Student’s activities

Marks

Excel Resources

What is in the Module? Read the title of the module Exercise & Sport and ask Ss to suggest what they think it means.

Go through the topic list and stimulate a discussion to prompt.Ss' interest in the module.

Monittoring

Text book

Explain/Elicit the meaning of any unknown words, then To present vocabulary for national games Go through the list of words and explain/elicit the meanings of any unknown words

Ss find the page numbers for the items listed. Ask questions to check Ss' understanding. ( ex. 1 p. 17)

Check student’s answers around the class

To present vocabulary for national games

Ask students look at the picture and match them to the national games.

To listen for gist Ss again to listen and check. If Ss are still unsure tell them the answers. To talk about sporting events Notes. .Then have Ss use their notes and ask and answers in pairs about the sporting events following

Monitor the activity around the class.

Play the recording and ask Ss to guess the sport

the examples. To talk about famous sporting events. Ask various Ss around the class to describe a famous ENDING sporting event in their country. THE (Ss' own answers) LESSON Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? prompt less able learners to engage in whole class checking and plenary activity with supportive questioning challenge more able learners to come up with a strategy for effectively Reflection recording different types Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Assessment – how are you planning to check learners’ learning? check pronunciation of new words and reinforce with drilling where necessary

Sporting event

Cross-curricular links Health and safety check ICT links Values links

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Бекітемін: LESSON: Module 2 Lesson 2 Reading 2a “Fun races”

School: #173

Date:4.10.2021

Teacher’s name:Smagulova G.D.

CLASS: 9A,B

Number present:

Learning objectives that this lesson is contributing to

Lesson objectives

absent:

9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.5.2.1- write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics; 9.6.14.1- use an increased variety of prepositions before nouns and adjectives; use a growing number of dependent prepositions following nouns, adjectives and verbs on a range of familiar general and curricular topics; All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems

Value links

Leading a healthy lifestyle

Cross - curricular links ICT skills

History of Kazakhstan

Previous learning

Different kinds of sport. National kinds of sport

Using videos& pictures, working with URLs

Plan Planned timings

BEGINNING THE LESSON

PRESENTATION AND PRACTICE

Teacher’s activities To listen and read for gist Ask Ss to look at the pictures and then elicit what, if anything, Ss know about these races. Elicit a variety of questions about them from Ss around the class and write three of them on the board. Play the recording. Ss listen and read and see if their questions are answered. To read for specific information (sentence completion) Ask Ss to read the sentence stems and then read the text again and complete them. Check Ss' answers. То consolidate new vocabulary Give Ss time to look up the

Pupil’s activities

Assessment criteria

look at the pictures and then elicit what, if anything

Excel Resources

Pictures

Emotion listen and read and see if their questions are answered.

Read the sentence stems and then read the text again and complete them

time to look up the meanings

Emotion marks text

ENDING THE LESSON

meanings of the words in bold in their dictionaries if necessary and then match them to their meanings provided. Check Ss' answers. To practise relatives and consolidate information in a text Explain the task and read out the example. Give Ss time to complete the task. Elicit answers from Ss around the class. To present/revise sports injuries Give Ss time to match the items in the columns to form sports injuries. Have Ss check their answers in their dictionaries. To practise topic-related vocabulary Give Ss time to complete the sentences with the verbs in the list. Check Ss' answers. To learn/practise prepositional phrases Give Ss time to read the sentences and choose the correct prepositions. Check Ss' answers. To create a fun race Have Ss work in small groups and think about a fun race considering all the points and then ask various Ss to present it to the class. To write a postcard Explain the task and give Ss time to write their postcard. Ask various Ss to read out their postcards to the class. Alternatively, assign as HW and check Ss' answers in the next lesson.

of the words in bold in their dictionaries if necessary and then match them to their meanings provided.

Emotion marks Vocabulary

time to complete the task.

match the items in the columns to form sports injuries.

Emotion marks textbook

read the sentences and choose the correct prepositions.

task and give Ss time to write their postcard.

Emotion marks

Emotion marks

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? prompt less able learners to engage in whole class checking and plenary activity with supportive questioning provide sentence starters for final writing task challenge more able learners to structure final writing to include key words

Assessment – how are you planning to check learners’ learning? monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

Cross-curricular links Health and safety check ICT links Values links

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Бекітемін: LESSON: Module 2 Lesson 3 Use of English 2b Reported speech

School: #173

Date:5.10.2021

Teacher’s name:Alimkadir Aigerim

CLASS: 9 G

Number present:

absent:

Learning objectives that this lesson is contributing to

9.6.11.1- 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:

Assessment criteria

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 with support; Most learners will be able to: 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 with some support; Some learners will be able to: 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 without support; Learners have used variety of reported speech forms for statements, questions and commands

ICT skills Previous learning

Using videos& pictures, working with URLs Fun Races

Plan Planned timings

Teacher’s activities

BEGINNING THE LESSON

To present reported speech Read the theory box and the examples aloud. Explain that we use reported speech to talk about what someone said without using the actual words. Elicit the tense changes from direct speech to reported speech from, various Ss.

PRESENTATION AND PRACTICE

To present say and tell Go through the theory box and ask Ss to write the examples in their notebooks. Give Ss time to complete the task and then check Ss' answers

Pupil’s activities

Assessment criteria

Read and write rules

Emotions

to write the examples in their notebooks.

Emotions marks

Excel Resources

Grammar table

textbook

ENDING THE LESSON

To practise reported statements Explain the task. Give Ss time to complete it. Check Ss' answers. To practise changing reported speech to direct speech Explain the task. Give Ss time to complete it. Check Ss' answers. Remember the reported speech theory. Ask Ss to give their own examples. (Ss' own answers)

Explain the task. time to complete it and check answers.

give their own examples.

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? provide support for less able learners in recounting task in the form of a plot line template

Assessment – how are you planning to check learners’ learning? monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Cross-curricular links Health and safety check ICT links Values links

Бекітемін: LESSON: Module 2 Lesson 4 Use of English 2b “Reporting verbs”

School: #173

Date:

Teacher’s name:Smagulova G.D.

CLASS: Learning objectives that this lesson is contributing to

Number present: absent: 9.6.11.1- 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:

Assessment criteria ICT skills Previous learning Plan Planned timings

PRESENTATION AND PRACTICE

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 with support; Most learners will be able to: 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 with some support; Some learners will be able to: 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 without support; Learners have used variety of reported speech forms for statements, questions and commands, using in their own sentences. Using videos& pictures, working with URLs Reported speech Teacher’s activities

Pupil’s activities

Assessment criteria

Excel Resources

To present reported questions Go through the theory table and read the examples aloud.

Go through the theory table and read the examples aloud.

Emotion marks

Textbook

Read and write rules in your notebooks

Emotion Marks

Textbook

Explain/Elicit that when the direct question starts with a question word, we begin the reported question with the same question word; when the direct question starts with a modal then the reported question begins with if or whether, when the direct question is a yes/no question then the reported question begins with if or whether.

To practise reported questions Give Ss time to complete the task and then check Ss' answers around the class. Emotion

time to complete the task and then check Ss' answers around the class.

To present reported orders/requests Ask various Ss to read out the examples and then explain/elicit how we report orders/requests. To practise reported orders/requests Explain the task. Give Ss time to complete it and then check Ss’ answers around the class. ENDING THE LESSON

To practise using reporting verbs Read out the theory box and ask Ss to copy it into their notebooks.

Explain the task and give Ss time to complete it and then elicit answers from various Ss around the class.

read out the examples and then explain/elicit how we report orders/requests.

Marks

Copybooks

Emotion Marks

Copybooks

copybooks Read out the theory box and ask Ss to copy it into their notebooks.

Emotion marks

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? provide support for less able learners in recounting task in the form of a plot line template

Assessment – how are you planning to check learners’ learning? monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

Cross-curricular links Health and safety check ICT links Values links

Reflection Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

LESSON: Module 2 Lesson 5 Skills 2c “Taking the racing world by storm”.SA2 Date:11.10.2019y

School: #173

CLASS: 9B

Number present:

Teacher’s name:Yensepova Zhadra absent:

Learning objectives 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing that this lesson is range of spoken genres; contributing to 9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.6.17.1- 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:

use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information Assessment criteria

Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures

ICT skills

Using videos& pictures, working with URLs

Previous learning

Reported speech

Plan Planned timings

BEGINNING THE LESSON

PRESENTATION AND PRACTICE

ENDING THE LESSON

Planned activities (replace the notes below with your planned activities) To read for gist Ask Ss to read the title and look at the picture. Elicit Ss’ guesses as to what the write thinks of Lyubov Andreyevna. Play the recording. Ss read the text and find out. Play the video for Ss and elicit their comments.

Excel Resources Text

To read for specific information (T/F/DS) Ask Ss to read the statements 1 -4. Give Ss time to read the text and complete the task marking the statements accordingly. Check Ss' answers around the class. Refer Ss to the Word List to look up the words in the Check these words word box. To practise wishes Explain the task and read out the example. Ask Ss to work in pairs and make more wishes. Elicit answers from Ss around the class.

Wishes

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

Assessment – how are you planning to check learners’ learning? in oral explanation of themes in the story monitor use of linkers for delayed corrective feedback to whole class on board

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Cross-curricular links Health and safety check ICT links Values links

LESSON: Module 2 Lesson 6 Skills 2c “Taking the racing world by storm”. SA for Module 2 Date: 10.10.2019y

School: School: #173

CLASS: 9A.9V

Number present:

Learning objectives that this lesson is contributing to

Teacher’s name: Yensepova Zhadra absent:

9.6.9.1- 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; 9.5.8.1- spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics; 9.2.2.1- understand most specific information in unsupported extended talk on a wide range of general and curricular topics; 9.1.3.1- respect differing points of view; 9.3.3.1- explain and justify their own point of view on a range of general and curricular topics; 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.4.1 - use with minimal or no support style and register appropriate to a growing

ICT skills

variety of written genres on general and curricular topics; All learners will be able to: 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 using phrasal verbs with support; Most learners will be able to: 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 using phrasal verbs with some support; Some learners will be able to: 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 using phrasal verbs without support; Learners have used 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 using phrasal verbs ; Using videos& pictures, working with URLs

Previous learning

Reported Speech

Lesson objectives

Assessment criteria

Plan Planned timings BEGINNING THE LESSON

PRESENTATION AND PRACTICE

Planned activities (replace the notes below with your planned activities) To present and practise phrasal verbs with run. Read out the box and explain the task. Give Ss time to complete the task. Check Ss' answers. To practise forming nouns from verbs Ask Ss to read the table and then use appropriate nouns formed from the verbs in the list to complete the sentences. Check Ss' answers around the class. To listen for specific information (multiple matching)

Excel Resources Task

Grammar table

Explain the task and ask Ss to read the list of sports.

Play the recording, then Ss listen and match the speakers to the sports according to what they hear. Check Ss' answers. To talk about dangerous sports; to express an opinion Ask Ss to discuss the questions in pairs and then ask various Ss to share their answers with the class. ENDING THE Ask Ss to write about sport. LESSON Give Ss time to research online and make notes about sports. And then use their notes to write a paragraph about the sport. Ask various Ss to present their sport to the class 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?

support less able learners in comprehension task by encouraging them to scan text quickly to find a section of the text that contains the answer.

in oral explanation of themes in the story monitor use of linkers for delayed corrective feedback to whole class on board

Cross-curricular links Health and safety check ICT links Values links

Reflection Were the lesson objectives/learning objectives realistic?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Did I stick to timings? What changes did I make from my plan and why?

LESSON: Module 2 Lesson 7 Everyday English 2d “Talking about injuries” Date:15.10.2019

School: №173

Teacher’s name:Yensepova Zhadra CLASS: 9A.B.V Number present: absent: Learning objectives 9.2.2.1- understand most specific information in unsupported extended talk on a wide that this lesson is range of general and curricular topics; contributing to 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.4.9.1- recognise inconsistencies in argument in extended texts on a range of general and curricular topics; 9.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics; 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing range of spoken genres; Lesson objectives All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist

Assessment criteria ICT skills Previous learning Plan Planned timings

BEGINNING THE LESSON PRESENTATION AND PRACTICE

understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information Learners speak about different kinds of sport in pairs. And act out their dialogues. Using videos& pictures, working with URLs My sport. Phrasal verbs. Planned activities (replace the notes below with your planned activities)

Excel Resources

To present situational language and identify the speakers. Play the recording. Ss listen and repeat chorally or individually. Pay Recorder attention to Ss' pronunciation and intonation. Elicit which speaker (coach)says which sentence To listen and read for specific information. Play the recording. Ss listen and follow the dialogue in their books and find out what the coach advises Ryan to do. To read for specific information Read out the statements and give Ss time read the dialogue again and then correct them. Check Ss' answers.

To act out a dialogue Play the recording again. Ss listen and then take roles and act out the dialogue in closed pairs. dialogue Monitor the activity around the class and then ask various pairs to act out the dialogue in front of the class. Pay attention to Ss' pronunciation and intonation. To practice role playing. Explain the situation. Ask Ss to work in pairs and act out a dialogue similar to the one in Ex. 1 using the prompts. Remind Ss to use phrases from the dialogue to help them complete the task. Monitor the activity around the class and then ask various pairs to act out their dialogues in front of the class. To help Ss draw the following diagram on the board and elicit appropriate phrases Ss should use. Write them on the board, Ss can refer to the diagram while doing the task. To learn the pronunciation of /u/, /u:/ Ask Ss to copy the table into their notebooks. Model the sounds and then play the recording and give Ss time to tick the correct sounds in the table. Check Ss' answers. Play the recording again with pauses for Ss to repeat chorally and/or individually. Pay attention to Ss' intonation and pronunciation. ENDING THE Ask students to prepare their own dialogues. Pay attention to the Ss’ LESSON pronunciation. Ask Ss to act out their own dialogues. Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? monitor less able groups and participate and prompt in their brainstorming activity

Reflection Were the lesson objectives/learning objectives realistic?

Assessment – how are you Cross-curricular links planning to check learners’ Health and safety check learning? ICT links monitor learner language for Values links accuracy and range in their final three tasks. Note particularly where they struggle to express connections between story frames and events. Give whole class Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Did I stick to timings? What changes did I make from my plan and why?

LESSON: Module 2 Lesson 8 Across cultures 2e “Amazing stadiums” Date:16.10.2019 y

School: #173

CLASS: 9A.V

Number present:

Learning objectives that this lesson is

Teacher’ s name:Yensepova Zhadra absent:

9.1.5.1- use feedback to set personal learning objectives; 9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts;

contributing to

Assessment criteria

9.6.16.1- use a variety of conjunctions including so that, (in order) to indicate purpose although, while, whereas to contrast on a range of familiar general and curricular topics; 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing range of spoken genres; 9.1.6.1- organise and present information clearly to others; 9.1.7.1- develop and sustain a consistent argument when speaking or writing; All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text; Most learners will be able to: use most target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate text; Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information of the text; Learners have used vocabulary, read effectively and worked in pair researching online, prepared their own reports about stadiums.

ICT skills

Using videos& pictures, working with URLs

Previous learning

Dialogues about sport

Lesson objectives

Plan Planned timings BEGINNING THE LESSON

PRESENTATION AND PRACTICE

ENDING THE LESSON

Planned activities (replace the notes below with your planned activities)

Excel Resources

То introduce the topic; to read for gist Ask Ss to look at the pictures and elicit various questions as to what Ss would like to know about these stadiums. Write some of them on the board. Ask Ss to read the text and see if their questions were answered. To read for cohesion and coherence. Give Ss some time to read the text again and then write an appropriate word in each gap to make a cohesive and coherent text. Play the recording. Ss listen and check their answers. Refer Ss to the Word List to look up the words in the Check these words box. Play the video for Ss and elicit their comments. To practise conjunctions and express purpose and contrast. Explain the task. Give Ss time to complete it using the phrases in the list. Check Ss' answers around the class. To compare and contrast . Explain the task and read out the example. Then ask pairs to compare and contrast the stadiums following the example. Monitor the activity around the class and then ask some pairs to share their answers with the class. Ask Ss to present a stadium. Ask Ss to work in small groups and pictures research online and collect information about another stadium around the world and make notes under the headings. Then ask various groups to use their notes to present the stadium to the class. Alternatively, assign the task as HW and have Ss present the stadiums in the next lesson.

Additional information

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? support less able learners in productive tasks by preparing prompt or sentence starter cards

Assessment – how are you planning to check learners’ learning? monitor learners’ pronunciation of new words and ask learners to mark word stress

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives realistic?

Cross-curricular links Health and safety check ICT links Values links

Did I stick to timings? What changes did I make from my plan and why?

LESSON: Module 2 Lesson 9 Across the curriculum 2 “First aid” Date:18.10.2019y

School: #173

CLASS: 9B

Number present:

Learning objectives that this lesson is

Teacher’s name:Yensepova Zhadra absent:

9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing

contributing to

Lesson objectives

Assessment criteria ICT skills Previous learning

range of spoken genres; 9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.3.6.1- link comments with growing flexibility to what others say at sentence and discourse level in pair, group and whole class exchanges; All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information Ss know how to give the first aid Using videos& pictures, working with URLs Amazing stadiums

Plan Planned timings

BEGINNING THE LESSON

PRESENTATION AND PRACTICE

ENDING THE LESSON

Planned activities (replace the notes below with your planned activities) To introduce the topic. Read the title aloud and elicit what Ss think it means. Play the recording. Ss listen and read the introduction and find out.

Excel Resources picture

To read for specific information. Give Ss time to read the text again and answer the questions. Check Ss’ answers. To consolidate new vocabulary/match synonymous phrases. Explain the task. Give Ss time to complete it, using their dictionaries text if necessary. Check Ss' answers. To consolidate information in the text. Direct Ss' attention to the sketches and the notes underneath and give Ss time to look through the text again. Ask various Ss to tell the class about the recovery position and how to use it. To present a first-aid treatment. Direct Ss to the Internet to look up information about first aid. Give Ss time to collect information. Ask various Ss around the class to present their information to the rest of the class. Alternatively, assign the task as HW and ask Ss to present their information in the next lesson.

Additional information

First aid

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? monitor learner question writing in groups and highlight for less able learners where they should self-correct errors

Assessment – how are you planning to check learners’ learning? monitor learner questions for accuracy and encourage them to self-correct

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives realistic?

Cross-curricular links Health and safety check ICT links Values links

Did I stick to timings? What changes did I make from my plan and why?

LESSON: Module 2 Lesson 10 “A survey report” Writing 2g

School: #173

Date:22.10.2019y

Teacher’s name:Yensepova Zhadra

CLASS: 9A.9B.9V Learning objectives(s) that this lesson is contributing to

Number present:

absent:

ICT skills

9.4.2.1- understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts; 9.4.6.1- recognise the attitude or opinion of the writer in extended texts on a range of familiar general and curricular topics; 9.5.1.1- plan, write, edit and proofread work at text level with little or no support on a range of general and curricular topics; 9.5.4.1 - use with minimal or no support style and register appropriate to a growing variety of written genres on general and curricular topics; 9.5.5.1- develop with support coherent arguments supported when necessary by examples and reasons for a range of written genres in familiar general and curricular topics; 9.5.8.1- spell most high-frequency vocabulary accurately for a wide range of familiar general and curricular topics; All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information Using videos& pictures, working with URLs

Previous learning

The first aid.

Lesson objectives

Plan Planned timings BEGINNING THE LESSON

PRESENTATION AND PRACTICE

ENDING THE LESSON

Planned activities (replace the notes below with your planned activities) To read for cohesion & coherence Ask Ss to look at the pie charts and read the Study Skills box. The give them time to read the text and choose the correct words. Play the recording. Ss listen and check their answers

Excel Resources

To read for comprehension. Ask Ss to read the text again and answer the questions. Check Ss’ answers around the class. To substitute useful language Ask Ss to replace the underlined phrases in the text with suitable alternatives from the useful language box. TEXT Elicit answers from Ss around the class. To conduct a survey, make pie charts,and write a survey report. Explain the task and ask Ss to work in pairs or small groups. Have Ss pass the survey questions around the class and ask their classmates to answer them. Give Ss time to turn their answers into pie charts and write a short report analysing the results. To simplify the task, Ss may only include a small even number of Ss in their survey to make calculating the percentages easier. Ask Ss to work in small groups and research online and collect Pie chart information about sport and healthy lifestyle and make notes under the headings. Then ask various groups to use their notes to present the healthy lifestyle and the advantage of sport to the class.

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? prompt less able learners to engage in whole class checking and plenary activity with supportive questioning provide sentence starters for final challenge more able learners to structure final writing to include key words

Assessment – how are you planning to check learners’ learning? monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

LESSON: Correcion work and Unit Revision

School: #173

Cross-curricular links Health and safety check ICT links Values links

Date:25.10.2019 y

Teacher name:Yensepova Zhadra

CLASS: 9B

Number present:

Learning objectives(s) that this lesson is contributing to

absent:

ICT skills

9.1.3.1- respect differing points of view; 9.1.2.1- use speaking and listening skills to provide sensitive feedback to peers; 9.6.13.1- 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; 9.3.3.1- explain and justify their own point of view on a range of general and curricular topics; 9.2.7.1-recognize typical features at word, sentence and text level of a wide growing range of spoken genres; All learners will be able to: use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation Most learners will be able to: use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation Some learners will be able to: use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information Using videos& pictures, working with URLs

Previous learning

Healthy lifestyle and sport.

Lesson objectives

Plan Planned timings BEGINNING THE LESSON

PRESENTATION AND PRACTICE

Planned activities (replace the notes below with your planned activities) To relate statements to healthy/ unhealthy habits Ask Ss to read the statements and then give them time to decide if they relate to healthy or unhealthy habits. Elicit answers from Ss around the class. Then elicit which ones relate to the different categories in the list. To discuss one's lifestyle. Ask Ss to discuss their lifestyles in pairs and talk about the importance of having a healthy lifestyle. Monitor the activity around the class and then ask various Ss to tell the class. To test knowledge learnt in this module/to do a quiz. Explain the task. Allow Ss some time to read the statements and mark them as true or false. Tell Ss they can review the module and find the relevant information to help them if necessary. Check Ss' answers. To consolidate vocabulary learnt in the module/to write a quiz Explain the task and give Ss time to work in pairs and look through the module and think of quiz questions. Tell Ss they can use the quiz in the previous task as a model. Ss can swap their quiz with another pair and do it and then report back to the class. To listen and read for cohesion and coherence Ask Ss to read the song and try and fill in an appropriate word in each gap. Elicit Ss' guesses as to what the song is about. Play the recording. Ss listen and check their answers. To provide an alternative title for a song

Excel Resources papers

Recorder

Elicit suggestions from Ss around the class. ENDING THE LESSON

Ask Ss to discuss the main message of the song. Ask Ss to think about the question in the rubric. Ask various Ss to discuss their thoughts and then share their answers with the class.

Additional information Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? challenge more able learners to explain connections between different elements in the story when recounting

Assessment – how are you planning to check learners’ learning? monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

Reflection

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

Were the lesson objectives/learning objectives realistic? Did I stick to timings? What changes did I make from my plan and why?

Cross-curricular links Health and safety check ICT links Values links