Language focus (9th grade)

Unit of a long term plan

Unit 7Music and film

Lesson plan 73

School: Azat

Date:

Teacher’s name: Kakharov I

Class: 9

Number present:

Number absent:

Lesson title

Language Focus. Passive: past, present and future. Passive: questions. p.85

Learning objectives(s) that this lesson is contributing to

9.C6 organise and present information clearly to others

9.S7 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general and curricular topics

9.R5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics

9.R6 recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics

9.W3 write with grammatical accuracy on a range of familiar general and curricular topics

_{9.UE1 use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics}

Lesson objectives

All learners will be able to:

• Identify the theme, give the examples of the Passive Voice, use active vocabulary speaking about clothes and fashion.t lifestyle.

• Transfer information from the book about grammar into a graphic organizer.

• Offer constructive peer-feedback using rubric.

Most learners will be able to:

• Select, compile, and synthesize information from the reading passage for an oral presentation.

• Provide a point of view in conversations and discussions;

Some learners will be able to:

• Respond to and discuss the reading rules and texts using interpretive, evaluative and creative thinking skills, practice transforming active sentences to passive without mistakes.

Planned timings

Teacher’s activities

Pupil’s activities

Marks

Resources

Beginning of the lesson

5min

The lesson greeting.

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

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Watching the pictures, the learners are asked to predict the topic of the lesson.

F-A-S-H-I-O-N.

PASSIVE VOICE: To be +V3

Warm up.Free talk about the theme of the lesson. The teacher asks Sts. in pairs make a mind – map of the Passive Voice.

Students respond to greeting

Ss answer the questions

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas

Formative assessment is held through observation/monitoring.

Emoticon

Slide (useful phrases).

Pictures

PPT

Student Book p.85

Writing

Worksheet

Pictures

PPT

Slide (useful phrases).

A mind - map

Main

Activities

35 min

Main part

Look at the sentences and find sentences with a passive voice. In groups, speak about the differences between Active Voice and Passive Voice.

(W)This information can be helpful. Rules. This grammar rule also needs regular and irregular forms.

Ex. 1 - 2 p.85.Choose the right verbs in the right voice. Do this exercise in pairs and check each other.

Listening Task 1. Ex.3

(I) Teacher suggests listening activity to the learners. Learners listen to the text. Their first task is to answer only one question: What clothes are made for films?

Listening Task 2

II.Listen to the passage for the second time and fill in the right form of the Passive.

Remember: a word “clothes” is used only in the plural form.

• Clothes is a plural noun. If you want to talk about one shirt

IV. Ex.4 -5 p.85 (Grammar Exercises).

Assessment criteria:

Identify the main idea in extended talks with little support.

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

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.

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Formative assessment is held through observation/monitoring.

Comments

Formative assessment is held through observation/monitoring.

Comments

Student Book p.85

The table

Pictures

PPT

Graphic organizers

Student Book p.85

A Table

Graphic organizers

Student Book p.85

Ending the lesson

5 min

Giving the home task.

W.B. p.57.A mind - map

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

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