Narrative (9th grade)

Term 2

Unit 4 "Charities and conflict"

School: Azat

Date:

Teacher’s name: Kakharov I

Grade 9

Number present:

Number absent:

Theme of the lesson:

Writing: A narrative.

Learning objectives(s) that this lesson is contributing to

9.R1 understand the main points in extended texts on a range of unfamiliar general and curricular topics

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

9.W2 write independently about factual and imaginary past events, activities and experiences on a range of familiar general and curricular topics

9.W9 punctuate written work at text level on a range of familiar general and curricular topics with a good degree of accuracy

Goals to fill knowledge gaps

Repeat adverbs of frequency – always, often, usually e.t.c

Lesson objectives

All learners will be able to:

• Comprehend the general writing structure of a model text.

• Recognize and use key phrases for writing a narrative.

• Demonstrate the correct use of punctuation in dialogues.

Most learners will be able to:

• Write a narrative with dialogue using writing guide.

Some learners will be able to:

• Express their ideas in writing a narrative with dialogue without support.

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.

Focus on the photo and the title of the text. Ask: What has happened? How do you think it happened? Who do you think did it? Elicit a range of ideas.

Ask: Do you think the people who did this will admit it? Why? Elicit some answers, but don't confirm or reject any yet.

Students respond to greeting

Ss answer the questions

Formative assessment is held through observation/monitoring.

Emoticon

Internet

Presentation

Filling knowledge gaps

5 min

These simple rules for adverbs of frequency will help you to use them correctly:

Always use adverbs of frequency to discuss how often something happens.

Adverbs of frequency are often used to indicate routine or repeated activities, so they are often used with the present simple tense.

If a sentence has only one verb, place the adverb of frequency in the middle of the sentence so that it is positioned after the subject but before the verb. For example: Tom never flies. He always takes the bus.

When a sentence contains more than one verb, place the adverb of frequency before the main verb. For example: They have often visited Europe.

When using an adverb of frequency in the negative or in forming a question, place it before the main verb. For example: Do you usually get up so late?

1. The incubator turns each egg hourly.

2. We take a vacation at least once annually.

3. I usually shop for groceries on Saturday mornings.

4. He is often late for work.

5. We seldom see John.

6. My dentist told me I should floss twice daily.

Ss repeat the information and do task

comments

worksheets

Main Activities

30 min

Ex.1 p.51. Skimming. Questioning.

Ex.2 p.51. Sequencing.

Ex.3 p.51. Transformation exercise.

Ex.4 p.51. Writing guide.

Questioning in groups.

Sharing ideas.

Structuring. Observe learners when participating in use of English activities.

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

Formative assessment is held through observation/monitoring.

Comments

Video and images

Handouts with task

Ending the lesson

5 min

Giving the hometask. WB p.35

Peer-assessment. Rubric

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