8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.UE13 use a growing variety of modal forms for different functions: obligation, necessity, possibility, permission, requests, suggestions, prohibition on a range of familiar general and curricular topics
5) What will be possible in the future? (we'll be able to connect our bodies ...)
Main Activities
Ex.1 p.59. Recognition exercise.
Answers:
1) could
2) can
3) be able to
1. Ability and possibility.
2. Film producers couldn't include songs. They can't create very realistic special effects.
We won't be able to feel the character's emotions.
3. Yes, they do.
Ex.2 p.59. Sentence completion task.
Answers:
1) can't
2) can
3) won't be able to
4) couldn't
5) could
6) 'll be able to
Ex.3 p.59. Filling in gaps.
Answers:
1) could smell
2) couldn't hear
3) couldn't wear
4) can enjoy
5) 'll be able to feel
6) 'll be able to connect
Ex.4 p.59. Completion drill. Asking and answering questions.
Extra task. Writing practice.
Ending the lesson
Giving the hometask. WB p.41
Self-assessment.
How well do I understand?
4 - I can do this and explain it to someone else.
3 - I understand and can do this by myself.
2 - I need more practice.
1 - I don't understand this yet.
End
1min
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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?
Critical thinking
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.
Assessment criteria: Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.
Apply modal verbs for different purposes.
Descriptor:
A learner:
selects an appropriate topical vocabulary.
completes sentences using modal verbs.
Observation
Feedback on the work
Self-assessment
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Long-term plan unit:
Unit 6 "The natural world"
School: Marinovka
Date: 18. 02.2020
Teacher’s name: Erbolat.T
Grade 9 A
Number present:
Number absent:
Theme of the lesson:
Writing: A description of a piece of art.
Learning objectives(s) that this lesson is contributing to
Your text is grammatically correct and your sentences make sense
End
1min
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
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?
Critical thinking
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.
Assessment criteria: Consider different perspectives on the world orally or in a written form.
Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences;
Make a clear plan of writing; Write a text; Check the written draft
Descriptor:
A learner:
gives evaluation to the problem.
uses appropriate subject-specific vocabulary while speaking.
writes an appropriate information.
Observation
Feedback on the work
Peer-assessment
Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas
Long-term plan unit:
Unit 6 "The natural world"
School: Marinovka
Date: 20.02.2020
Teacher’s name: Erbolat.T
Grade 9 A
Number present:
Number absent:
Theme of the lesson:
Writing: A description of a piece of art.
Learning objectives(s) that this lesson is contributing to
8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world
8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics
8.W1 plan, write, edit and proofread work at text level with little support on a range of general and curricular topics
Lesson objectives
All learners will be able to:
Understand the general writing structure of a model text about a piece of art.
Use key phrases for describing a painting.
Most learners will be able to:
Write about a piece of art using writing guide.
Some learners will be able to:
Write about a piece of art without support.
Value links
Appreciating the magnificence of the world around you.
Crosscurricular links
Art.
Previous learning
Expressing doubt.
Useof ICT
Smart board for showing a presentation, getting additional information, playing the audio files.
Intercultural awareness
It is promoted by raising awareness when comparing world-wide and Kazakh works of art.
Health and Safety
Breaks and physical activities used.
Plan
Planned timings
Planned activities
Resources
Beginning the lesson
The lesson greeting.
The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.
Warm up.
Picture description p. 68-69.
Main Activities
Ex.1 p.75. Reading for general understanding. Matching headings with paragraphs.
Answers:
1) d
2) a
3) b
Ex.2 p.75. Discussion questions.
Answers:
1) In 1891.
2) simple, vivid, exotic, unconventional
3) In the National Gallery, London.
Ex.3 p.75. Classifying phrases.
Answers:
... in the foreground/background..., (Surprised!) was first exhibited ... This type of work is typical of ... / Their work often shows ... .
Ex.4 p.75. Showing lexical relations (synonyms).
Answers:
a) fierce
b) distant
c) unconventional
d) vivid
1) original
2) amusing
3) sombre
4) symbolize
Ex.5 p.75. Writing guide.
Ending the lesson
Giving the hometask. WB p.53
Peer-assessment.
Your text is interesting to read
Your text is well structured
Your English sounds fluent. You vary your sentences in length and structure
You know a lot of words
You spell the words right
Your text is grammatically correct and your sentences make sense
End
1min
Feedback: Teacher asks students what task was difficult to them and which pair worked well.
