| Term 2 Unit 3"Our planet" | School: Azat |
| Date:
| Teacher’s name: Kakharov I
|
| Grade 9 | Number present: | Number absent: |
| Theme of the lesson: | Speaking: Apologizing. |
| Learning objectives(s) that this lesson is contributing to | 9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.S5 interact with peers to negotiate, agree and organise priorities and plans for completing classroom tasks 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
| goals to fill knowledge gaps | Repeat auxiliary verbs “DO” and “DOES” |
| Lesson objectives | All learners will be able to: |
Recognize and use key phrases for apologizing and expressing regrets. Develop their listening skills in the context of apologizing and expressing regrets. Demonstrate the ability to express past and present regrets with I wish using some support. |
| Most learners will be able to: |
| |
| Some learners will be able to: |
| |
| Plan |
| Planned timings | Teacher’s activities | Pupil’s activities | Marks | Resources |
| Beginning the lesson 5 min | The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson Ask Ss in what kinds of situations they might apologize. Elicit examples and suggestions. Briefly discuss a few of the scenarios that the SS suggest. Establish how we feel when we apologize, and why it is sometimes difficult to apologize. Elicit the concept of regret and teach the word. |
Students respond to greeting Ss establish how they feel when they apologize, and why it is sometimes difficult to apologize. Elicit the concept of regret and teach the word. | Emoticon
Comments
| Internet Presentation
|
| filling knowledge gaps 5 mins | “Do” is used for plural subjects like “you,” “we,” “they,” “these,” “those,” or “John and I,” as well as with “I.”
Example: They do not like snakes. “Does” is used for singular subjects like “he,” “she,” “it,” “this,” “that,” or “John.”
Example: John does not like snakes “Do” is used to form imperative sentences, or commands.
Example: Do your homework. “Does” is never used to form imperative sentences.
Example: Does your homework. (incorrect) Ex 1, w.b |
Students repeat the topic and do tasks |
|
Handouts with task
|
| Main Activities 30 min | Ex.1 p.38. Picture description (guessing, speculating, interpreting). Ex.2 p.38. Gist listening. Comprehension question. Ticking off items. Ex.4 p.38. Deduction from the rules and exemplification.
| Ss are guessing, speculating, interpreting. Gist listening. Comprehension question. Ticking off items.
| Formative assessment | Presentation Video and images Handouts with task CD 1.28, 1.29 |
| Ending the lesson 5 min | Giving the hometask. SB ex.6 p.38 Peer-assessment. Rubric | Criteria | Fluency | Pronunciation and accent | Vocabulary | Grammar | Pair work (interaction) | | 5 excellent | Smooth and fluid speech; few to no hesitations; no attempts to search for words; volume is excellent. | Pronunciation is excellent; good effort at accent | A wide range of well-chosen vocabulary | Accuracy & variety of grammatical structures | Actively supports, engages, listens and responds to the partner. Takes a leading role. | | 4 Good | Smooth and fluid speech; few hesitations; a slight search for words; inaudible word or two. | Pronunciation is good; good effort at accent | Good range of relatively well-chosen vocabulary | Some errors in grammatical structures possibly caused by attempt to include a variety. | Makes an effort to interact with the partner but doesn't take a leading role. |
|
| End 1min | Feedback: Teacher asks students what task was difficult to them and which pair worked well. |
|
3 795
15 505 
