My Country.Abai Qunanbaiuli

Unit of a long term plan: Unit 5 Lesson plan 55

School: Azat

Date:

Teacher’s name: Kakharov I

Class: 9

Number present:

Number absent:

Lesson title

My Country.Abai Qunanbaiuli.

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.L7 recognise typical features at word, sentence and text level of a range of spoken genres

9.C8 develop intercultural awareness through reading and discussion

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

9.UE3 use 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.R5 deduce meaning from context in short texts on a limited range of familiar general and curricular 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 Past tenses. 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 a great Kazakh poet.

• Some learners will be able to:

• Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

• Make a presentation about famous poets. Respond to and discuss the reading passage using interpretive, evaluative and creative thinking skills.

.

Plan

Planned timings

Teacher’s activities

Student’s activities

Marks

Resources

Beginning the lesson

5 min

Org.moment

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

Warm up. Free talk.

• A teacher asks Sts. to discuss in groups what they know about a famous Kazakh writer and poet.

Group work of three.

Sts warm greet the teacher

Sts answer around the class.

Emoticon

Formative assessment

Slide (useful phrases)

Pictures

PP

Poems of Abai Kunanbaiuli

Cluster

Main

Activities

35 min

LISTENING and READING TASKS:

Listen and read the text quickly. What interesting facts about a great person have you learnt?

While-reading stage.

Students move their eyes over the text quickly (3 minutes). Then they close the book. After that students call out words, phrases they remember from the text, note them. Students work in pairs (1 minute) discusses what the text is about.

Discussion Director(Interpersonal Intelligence).

Task 1 : Lead the discussion. Prepare 2 open-ended and thought-provoking questions about the story that your group might want to discuss. Help others talk about the main idea, help them share their thoughts and feelings.

Descriptors:

1. Write 2 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going

Passage Picker(Body-Kinesthetic Intelligence).

Task 2: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently a

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story.

Descriptors:

1. Write 3 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

Task 3 : Prepare a brief description of the key points in the story.

Descriptors:

1. Write at least 4 sentences.

2. Write in your own words.

3. Present the important events in a logical order.

Task 4: Find a part of the story that reminds you of something you have seen, heard, done or read about before.

Descriptors:

1. Write at least 2 sentences. Make connections with your own experience, another text or the world.

2. Give evidence from the book to support your connection.

Post-reading stage.

Next, students complete peer-evaluation form.

Ex.4 – 5 p.64

What other Kazakh writers and poets do you know?

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.

Sts answer around the class.

Students give their own examples using the correct forms of the verbs.

Ss and elicit their comments at the end

Ss to tell the class.

Students give their own examples using the correct forms of the verbs.

Ss and elicit their comments at the end

Ss to tell the class.

Emoticon

Formative assessment

Oral

8

10

Oral

Oral

8

10

Oral

Student Book p.64

CD2.18.

Pair work.

Student Book p.66

Writing

Worksheet

Student Book p.64

Writing

Worksheets

Writing

Worksheets

Student Book p.64

Ex.1 – 3 p.64

Ending the lesson

5 min

Giving the home task. W.B.p.42, Kazakh writers( a report)

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

Differentiation – 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