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Long-term plan unit: 9 Transport

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Long-term plan unit:  Transport 9 класс

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«Long-term plan unit: 9 Transport»

Long-term plan unit: 9 Transport

School:

Lesson 12


Date: 29.04.2019

Teacher’s name:

CLASS: 6 A

Number present:

absent:

Theme of the lesson: Transport

Learning objective (s) that this lesson is contributing to

6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics;

6.3.2.1- ask simple questions to get information about a growing range of general topics;


Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn vocabulary for transport.

• listen to people talking about means of transport.

• talk about means of transport I use often.

Some learners will be able to:

Success criteria

Identify the main information of a talk using supporting Information

Recognize the meaning of a story and extended talk with some support

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

Value links

Lifelong learning

Cross curricular links


ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Be curious

• Books closed. Write transport on the board and elicit the

meaning of the word (the movement of people or goods from one place to another).

• Put the following means of transport on the board: car, train, aeroplane … Use them to tell students about any means of transport you use often and then ask students to tell the class about any means of transport they use too.

• Ask students to open their books at page 98 and describe the photograph. Elicit sentences and put them on the board, e.g. A cycle taxi in a city with a passenger.

• Elicit further examples of means of transport and then ask students why they think people use different means of transport and on what occasions.

• Put students into pairs and give them a couple of minutes to answer the three questions.

• Check answers.

• Tell students that the theme of Unit 9 is means of transport.

Suggested answers

• They’re in a city centre in Vietnam on a bicycle taxi called a cyclo.

• No, they don’t know each other. One of them is the driver and the other the passenger.

• It is fast and convenient in the city, and it’s a fun way for tourists to see the sights.

Warm up

• Books closed. Ask: Can you name some means of transport you use every day?

• Put students into small groups and give them one minute to write a list of means of transport.

• You could make this competitive by telling students that the group which comes up with the most means of transport (and which has written them down correctly in English) wins.

• Ask a member of each group to read their list out to the class.

Practice

1 CD 2.30

Ask students to open their books at page 99.

• Refer students to the photos and the word box.

• Put students into pairs to match the words with the photos.

• Play the recording for students to listen, check their answers and repeat the words.

• Encourage students to learn, as a part of their homework,

each new set of vocabulary introduced in the Student’s

Book. They can do this by writing translations and

definitions of the words, covering up the word in English,

and testing themselves to see what they can remember.



Answers

a ferry

b cyclist

c petrol station

d traffi c lights

e motorway

f airport

g cruise

h roundabout

i helicopter

j coach

Say it right

Word stress

1 • Explain that words of more than one syllable carry the main stress on one of those syllables.

• Ask students to open their books at page 113.

• Refer students to the stress patterns.

• Put students into pairs and ask them to complete the table with the words on page 113.


2 Play the recording for students to listen, check their

answers and repeat the words.

Answers

O coach

O o airport, cyclist, ferry

O o o motorway, roundabout

Oooo helicopter


2 • Tell students that they are going to complete the sentences with the words in the box in Exercise 1.

• Encourage students to underline words in the sentences

that can help them make their choice.

• Check answers with the class.

Answers

1 coach 2 ferry 3 motorway 4 cruise

5 roundabout 6 petrol station

Game

• Play Pictionary to practise the transport words in Exercise 1.

• See Games Bank on page 29.

You turn

3 • Give students a few minutes to write two true sentences and two false sentences with words from Exercise 1. These sentences can be about a friend or a family member.

• If students can include means of transport that aren’t in Exercise 1, they can add those things to their list.


4 • Put students into pairs to compare the sentences they wrote in Exercise 3.

• Students can guess which are true and which are false.

• Ask some students to tell the class something they found out about their partner.

• To extend the work on this vocabulary, you could ask students to turn to the Vocabulary bank on page 129 and complete the exercises for Transport.

Home work

Set Exercises 1, 2, 3 and 4 on page 75 of the Workbook for homework.

You could also ask students to do some research at home and in school and fi nd out which are the

most common means of transport in their area.Students can share what they fi nd out with a partner at the beginning of the next lesson.


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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?




Long-term plan unit: 9 Transport

School:

Lesson 13


Date: 13.04.2019

Teacher’s name: Ulukpanova ZH

CLASS: 6 А

Number present:

absent:

Theme of the lesson: A city for cyclist

Learning objective (s) that this lesson is contributing to

6.4.2.1- understand independently specific information and detail in short, simple texts on a limited range of general and curricular topics;

6.6.17.1- use nouns with the suffix -ist.

on a growing range of familiar general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an article about Amsterdam.

• learn nouns with the suffix -ist.

• talk about similarities and differences of my town compared to

other towns.

Some learners will be able to:

Success criteria

Read and identify the main idea in the text

Identify details in a text with little support

Provide a point of view in connected sentences



Value links

Respect, openness


Cross curricular links

geograpghy

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

• Books closed. Write article on the board and elicit its meaning (a text in a magazine, newspaper or on a website, which informspeople about a person, place or event.

• Ask: Do you ever read articles?

Practice

1 • Ask students to open their books at page 100.

• Students look at the photos and say which city they think

this is and what is unusual about it.

2 • Ask students to read the article to check their answers to Exercise 1.

• Find out if any students in the class ride a bike to school.

Answers

The city is Amsterdam. It is unusual because there are so many bicycles.


3 • Give students time to read through sentences 1–5. Help weaker students by guiding them to the part of the text where they will find the information they need to choose the correct answers.

• Ask students to work alone to read the text again and

choose the correct answers.

• Check answers.

• Read out the information in the FACT! Box. Ask students to guess what percentage of secondary school students ride bikes to school. Then ask students what other means of transport they use to get to school.

Suggested answers

1 a

2 b

3 a

4 b

5 c

Optional activity

• Write the following statement on the board: The most efficient way to travel across town is by bike.

• Check understanding of efficient (fast and convenient).

• Elicit phrases used in discussions, e.g. I think, I agree,I disagree, In my opinion.

• Put students into small groups to discuss the statement on the board.

Explore

-ist

4

• Refer students to the nouns in the text with the suffix -ist.

• Ask students to work alone to find two other nouns with

the suffix -ist.

• Check answers.

• To extend the work on this vocabulary, you could ask

students to turn to the Vocabulary bank on page 129 and

complete the exercises for Explore the suffix - ist.

Answers

Tourists , motorists


5 • Ask students to read the underlined words in each sentence.

• Put students into pairs to make nouns using the suffix -ist.

• Check answers.

Answers

1 guitarist 2 artist 3 tourists 4 biologist

5 pianist

You turn

6 Read out the questions.

7 • Put students into pairs to ask and answer the questions.

• Ask some students to tell the class about the discussion they had with their partner.



You can show this video as a follow-up to the Reading lesson, on the subject of transport solutions.

CD 9.1 Pizza problems

• Ask: How can technology help us solve problems?

Elicit students’ answers and then read out the information

about the video.

• Play the video.

• Students watch it and answer the three questions.

• Check answers.

• Then ask students: What do you think of the robot the

men built?

• See page 143 for further activities you can do with this video.

Answers

• They use a robot to get it.

Home work

Set Exercise 6 on page 76 and Exercises 1, 2,3, 4 and 5 on page 79 of the Workbook for homework.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?




Long-term plan unit: 9 Transport

School: 21

Lesson 14


Date: 8.04.2019

Teacher’s name: ULUKPANOVA ZH

CLASS: 6A

Number present:

absent:

Theme of the lesson: Language focus 1 /Present Simple Passive

Learning objective (s) that this lesson is contributing to

6.3.2.1- ask simple questions to get information about a growing range of general topics;

6.6.5.1- use questionsin the present simple passive to talk about holidays. including questions with whose, how often, how long and a growing range of tag questions on a growing range of familiar general and curricular topics;


Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn the present simple passive.

• learn past simple passive question forms.

• practise using the present simple passive to talk about holidays.

Some learners will be able to:

Success criteria

Demonstrate the ability to ask a variety of questions in different tenses

Form simple perfect forms for recent, indefinite and unfinished past actions


Value links

Lifelong learning


Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

• Books closed. Write the following two sentences on the board:

A: People drive cars to work.

B: Cars are driven to work.

• Ask: What is the difference between the sentences? Elicit or introduce the idea that A is an active sentence and B a passive.

Practice

1 • Ask students to open their books at page 101.

• Explain that the gapped sentences in Exercise 1 are all from the text on page 100.

• Put students into pairs to complete the sentences.

• Check answers.

• For further information and additional exercises,students

can turn to page 121 of the Grammar reference section.

Answers

+ The city is designed to suit cyclists.

Children are taught by their parents.

– A cyclist isn’t allowed to ride on the motorway.

Helmets aren’t worn in Amsterdam.

1 To form the passive, use be + past participle.

2 If we want to say who performed the action, we use

by + agent.


Language note

The passive is most commonly used in formal written and spoken English. Informally, we are far more likely to say or write People eat pasta in Italy than Pasta is eaten in Italy.


2 • Read out the first sentence as an example.

• Tell students to complete the sentences by choosing the

correct word.

• Students can compare answers in pairs before you check

answers with the class.

Answers

1 is 2 aren’t 3 are 4 made 5 built 6 by


3 CD 2.32

• Check that students understand that sentences 2 and 3 are in the passive because neither the cars nor the door do the actions of driving or closing.

• Ask students to read the text and work in pairs to complete it with the correct words.

• Play the recording for students to check their answers.

Answers

1 are driven 2 is closed 3 are served

4 aren’t shown

5 aren’t allowed 6 isn’t provided 7 is needed

8 are sold


Present simple passive questions

4 • Put students into pairs to read the questions and complete the rule.

• Check the answer.

Answers

To form questions we use be + subject + past participle.


5 • Ask students to work alone to make questions.

• Students can compare answers in pairs before you check

answers with the class.

Answers

1 Are films shown on the Greek ferry?

2 Is food served on the ferry?

3 Are dogs allowed to travel on the ferry?

4 When is a pet passport needed?

5 Where are ferry tickets sold?


You turn

6 • Ask students to work in pairs to answer the questions.

• Check answers with the class.


Answers

1 No, they aren’t

2 Meals, snacks and drinks are served on board.

3 Yes, they are.

4 A pet passport is needed when you go abroad with a pet.

5 Ferry tickets are sold on the Internet.

Home work

Set Exercises 1, 2, 3, 4 and 5 on page 76 of the Workbook for homework.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?




Long-term plan unit: 9 Transport

School:

Lesson 15


Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Listening A Conversation

Learning objective (s) that this lesson is contributing to

6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;

6.3.7.1- use appropriate subject-specific vocabulary to talk about a limited range of general topics, and some curricular topics; while talking about the things I am interested in, excited about or worried about.


Lesson objectives

All learners will be able to:

Most learners will be able to:

• listen to a conversation about a photo.

• learn some prepositional verbs and phrasal verbs.

• talk about the things I am interested in, excited about or worried about.


Some learners will be able to:

Success criteria

Consider classmates' advice and set personal learning objectives based on their feedback

Demonstrate an ability to organize and express ideas clearly

Provide a point of view in conversations and discussions

Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility



Value links

Labour and cooperation

Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

A conversation

• Books closed. Elicit sightseeing and go abroad and ask students to name examples of either in their region or country.

Practice

1 • Ask students to open their books at page 102.

• Put students into pairs to ask and answer the question.

• Discuss the answers with the class.



2 CD 2.33

Tell students they are going to listen to a conversation.

• Play the recording for students to listen and answer

the question in Exercise 1.

• Check answers.

Audioscript

Olivia: Hey Lisa! Look at this photo that my brother Matt sent me.

Lisa: Let’s have a look. Where is he?

Olivia: He’s in Kenya

Lisa: Kenya? Really? What’s he doing there?

Olivia: He’s taking a year out, you know, before he goes to university.

Lisa: Wow! Lucky him!

Olivia: Yeah, I’m going to do it too when I’m 18!

Lisa: So where’s he staying now, exactly?

Olivia: Oh, right now he’s just relaxing at one of the beaches in south Kenya. But he’s moving on next week. He phoned last night and told us all about it. He was

really excited.

Lisa: Where’s he going?

Olivia: Well, he’s taking the bus to Mombasa and from there he’s getting on the train to Nairobi. That’s Kenya’s

capital city.

Lisa: Cool! How long’s he staying in Nairobi?

Olivia: Not long – just five days. He’s meeting two friends there and they’re going to do some sightseeing

together. And after that he’s flying to South Africa.

Lisa: South Africa? That sounds good.

Olivia: Yeah, we’ve got family there. He’s staying with our cousins in Cape Town. He wants to try to find a job.

Lisa: Is he going to do any surfing?

Olivia: Yes, definitely! He loves surfing! He wants to get a job in a beach bar or something. Then he can surf every

day!

Lisa: It sounds amazing. He’ll have a great time!

Olivia: Yeah, it’s an adventure … I think it’s great. I’m

definitely going to take a year out in the future.

Lisa: Where are you going to go?

Olivia: I want to go around Europe. You know, all the big

cities, Paris, Rome. What about you?

Lisa: Oh I don’t know. It’s a long way in the future. I want to finish school first, then I can think about that. I’d

definitely like to go abroad, though, like your brother’s

doing.

Olivia: Maybe we can go away together. That’d be fun!

Answers

Matt is taking a year out before he goes to university.


3 CD 2.33

Play the recording again.

• Students listen and complete the sentences.

• Check answers.

Answers

2 train 3 his/Olivia’s cousins 4 beach bar 5 Europe

6 travel abroad


Prepositional and phrasal verbs

4 СD 2.34

Read out the information in the Get it right! box.

• Test students’ understanding of prepositional verbs and

phrasal verbs and how they are inseparable

• Put students into pairs to match the verbs in bold with their meanings.

• Play the recording. Students listen, check their answers

and repeat.

Answers

1 f 2 c 3 d 4 a 5 b 6 e


5 • Refer students to the verbs in Exercise 4 and their meanings.

• Ask students to work alone to replace the underlined words.

• Check answers.

Answers

1 Quick! Get in the taxi – it’s raining.

2 Our plane is taking off at 10.30 tomorrow.

3 We got off the ferry at Cherbourg.

4 My brother is going away to Poland next month.

5 Maria was in Italy for a week. She got back last Sunday.

You turn

6 • Ask students to work alone to answer the questions.

• Students can compare answers in pairs before you check answers with the class.

7 • Put students into pairs to ask and answer the questions.

• Ask some students to tell the class about the discussion they had with their partner.

• To extend the work on the vocabulary, you could ask students to turn to the Vocabulary bank on page 129 and complete the exercises for Prepositional and phrasal verbs.

Home work

Set Exercises 1, 2, 3 and 4 on page 77 of the Workbook for homework.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?




Long-term plan unit: 9 Transport

School:

Lesson 16


Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Language focus 2 /Present Continuous for Future

Learning objective (s) that this lesson is contributing to

6.6.8.1- use future form will to make offers, promises, and predictions on a growing range of familiar general and curricular topics;

6.1.9.1- use imagination to express thoughts, ideas, experiences and feelings;


Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn the present continuous for future arrangements.

• complete a diary and talk about future arrangements.


Some learners will be able to:

Success criteria

Form Present Continuous for Future

Demonstrate the ability to ask a variety of questions in different tenses



Value links

Respect, openness


Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up

• Books closed. Write the following on the board: I’m playing tennis tomorrow.

• Elicit the tense used in sentence (Answer: the present continuous) and then ask students whether the sentence refers to the present or the future. Elicit the fact that it refers to the future.

Practice

1 • Ask students to open their books at page 103.

• Tell students that the example sentences are from the

listening on page 102. In order for the students to complete the sentences, you could either play the listening again or write the words that they will need to fill the gaps on the board. Once students have completed the sentences, ask them to answer the question.

• Check answers.

• For further information and additional exercises, students can turn to page 121 of the Grammar reference section.

Answers

1 He’s flying to South Africa.

2 We’ve got family there, he’s staying with our cousins.

1 These sentences talk about the future.


Language note

The use of be going to suggests that a decision has been made to do something in the future, but that not all the necessary arrangements have been made yet, e.g. I’m going to meet Pablo tomorrow, but haven’t decided where or when.

The use of the present continuous suggests that a decision has been made to do something and that all the necessary arrangements have been made, e.g. I’m meeting Pablo outside the cafe at 6.


2 CD 2.35

Ask a student to read out the example.

• Ask students to work alone to complete the conversations with the present continuous.

Answers

1 she’s asking 2 Are you going, I’m staying

3 Is Jonathan working, he isn’t working, He’s studying

4 is Mel starting 5 are they leaving, They’re flying

6 are you saving, I’m going



Fast finishers

Students can write an additional gapped line of dialogue to two of the conversations in Exercise 2. You can then collect these sentences, write them on the board and use them as further practice with the class.


3 • Read out the two questions and elicit the correct answers from the class. Guide weaker students to the correct answers by asking them to look for time phrases such as next week, which will indicate which sentences refer to the future.

Answers

Conversations 1, 3 and 6 (question) talk about the present.

Conversations 2, 4, 5 and 6 (answer) talk about the future.

Game

• Play The chain game to practise the present continuous for future.

• See Games Bank on pages 28–29.


4 • Ask student to look at the photo and say what job they think the young woman does. To help weaker students with this you could put the following sentence beginning on the board: I think she’s a/an ….

• Do not confirm or reject students’ ideas at this point. They will read the text in Exercise 5 to fi nd out about the woman in the photo.


5 • Ask students to read the text to check their ideas to

Exercise 4.

• Check answer.

Answer

She’s a journalist.


6 • Put students into pairs and ask them to complete the text in Exercise 5 with the present continuous form of the verbs in brackets.

• Check answers.

Answers

1 is working 2 is asking 3 is flying 4 is speaking

5 are going 6 is meeting 7 are flying 8 isn’t staying

9 is coming


Your turn

7 • Refer students to the diary and the example entry. Students can either copy the diary into their notebooks or use one on their smartphones.

• Ask students to work alone to complete their diaries for next week using the phrases in the box or their own ideas.

• Students should only write fi ve activities in the diary.

• Monitor and help as necessary.

8 • Read out the example question and answer.

• Put students into pairs to talk about their plans for next week.

• Ask some students to report back to the class on their partner.

Home work

Set Exercises 1, 2, 3, 4 and 5 on page 78 of the Workbook for homework.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?





Long-term plan unit: 9 Transport

School:

Lesson 17


Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Discover culture

Learning objective (s) that this lesson is contributing to

6.2.4.1- understand with limited support the main points of extended talk on a range of general and curricular topics;

6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics;


Lesson objectives

All learners will be able to:

Most learners will be able to:

• watch a video about the calendar system used by the ancient Mayan people of Mexico.

• talk about good days and bad days and whether it is possible to predict either.

Some learners will be able to:

Success criteria


Identify the main information of a video using supporting Information

Recognize the meaning of a story and extended talk with some support

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


Value links

Kazakh patriotism and civil responsibility


Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up



Background

The Mayan civilisation of the Yucutan Peninsula of south-east Mexico flourished during the period 250 CE and 900 CE. It is remembered for its writing system, astronomy, mathematics and the pyramidal structures built in its cities.

• Books closed. Ask: Do you have a favourite and a least favourite day of the week?

• Put students into pairs to ask and answer the question.

Encourage students to give reasons for their answers, e.g. Sunday is my least favourite day of the week because it is such a quiet day.

Practice



1 • Ask students to open their books at page 104 and look at the photos.

• Read out the four questions and then put students into pairs to answer them.

2 CD 9.2 Play the first part of the video for students to check their answers to Exercise 1.

Video script

Do you ever wake up and think, is today going to be a good day or a bad day? Well, the ancient Maya believed they could answer that question!

The Maya lived here, in parts of Mexico and Central America. They are famous for their complex calendars. Today, scientists study those calendars to try to understand the Mayans’ mysterious culture.

In Mayan cities, like Palenque, they closely watched the movement of the sun, moon, stars and planets. They built their kings’ tombs under rays of sunlight. And they waited for the moon to pass here above the palace before they got the crops out of the fields.

Their knowledge of the sun and moon helped them make their calendar. The calendar showed each day of the Mayan year. Each day had a symbol. The symbols showed good days and bad days.

This day, IMIX, was a good day. They planned to do important things, like planting, on these days. This day, CIMI, was a bad day. Its symbol was the closed eye of a dead person. Nothing important happened on these days.

The Maya also had a solar calendar. It had eighteen months of twenty days each; a total of 360 days. Then there were five bad days, a total of 365 days, just like our calendar. This Mayan temple of Kukulkan shows the importance of the solar calendar. It has 365 steps – one for each day of the solar year. So what do you think about the ancient Mayan calendar? Can we really say if tomorrow is going to be a good day or a bad day?

Answers

1 in Mexico 2 the Maya 3 a calendar

4 Their knowledge of the sun and moon helped the

Maya make their calendar.

3 DVD 9.2 Play the first part of the video again and then put students into pairs to answer the two questions.

• Check answers.

Answers

1 Is today going to be a good or a bad day?

2 To understand their mysterious culture.

4 9.2 Give students time to read through the gapped text.

Help weaker students by eliciting or suggesting the sort of words or numbers that you would expect to put in each gap.

• Play the next part of the video.

• Students watch and complete the text.

• Students can compare answers in pairs before you check

answers with the class.

Answers

1 months 2 360 3 bad 4 365 5 steps

6 year

5 • Read out the four sentences. Tell students that the

sentences describe images seen in the video.

• Ask students to put the images in the order in which they

appear in the video.

• Students can compare their answers in pairs.

Answers to Exercise 5

d – b – c – a

6 Put students into pairs to complete the short text by choosing the correct words.

Answers to Exercise 6

1 good 2 important 3 bad 4 closed

5 Nothing

7 DVD 9.2 Play the video again for students to check their answers to Exercises 5 and 6.

Your turn

8 • Read out the questions.

• Put students into pairs to ask and answer the questions.

• Ask some students to report back to the class on the opinions of their partner.

Home work

For homework, ask students to do a survey among their friends at school to find out what the most

and least popular days of the week are. Students can share the results of their survey with the class

at the beginning of the next lesson.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?




Long-term plan unit: 9 Transport

School:

Lesson 18


Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Superstitions! Who needs them?

Learning objective (s) that this lesson is contributing to

6.6.3.1- use common participles as adjectives and order adjectives correctly in front of nouns on a growing range of familiar general and curricular topics;

6.1.10.1- use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an article about superstitions.

• learn adjective opposites.

• talk about superstitions in my country

Some learners will be able to:

Success criteria


Read and identify the main idea in the text

Identify details in a text with little support

Provide a point of view in connected sentences


Value links

Lifelong learning


Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up



• Books closed. Check students’ understanding of the noun superstition (an irrational belief that something will either bring you good luck or bad, e.g. Friday the 13th is believed to be an

unlucky day in some countries).

• Elicit or introduce the adjective superstitious.

• Drill the pronunciation of superstition /su_p__st__(_)n/ and superstitious /su_p__st___s/.

Practice



1 • Ask students to open their books at page 105.

• Focus attention on the pictures.

• Put students into pairs and ask them to identify the superstitions pictured.

2 • Check understanding of the following:

ladder (noun): a piece of equipment used for climbing up

and down something, consisting of steps between two long lengths of wood, rope or metal. magpie (noun): a bird with a long tail and a noisy call.

• Ask students listen to read the text to check their answers to Exercise 1.

• With the whole class, discuss the question of whether any of the superstitions referred to in the article are a feature of life in the students’ country.

Suggested answers

not changing one’s socks and entering the pitch with your right foot, opening an umbrella inside a house, one magpie,

walking under a ladder, putting a horseshoe outside your house, breaking a mirror, a black cat

3 • Ask students to read the text again and work alone to

decide whether the sentences are true or false. Tell students to correct the false sentences.

• Check answers with the class.

• Read out the information in the FACT! box. Go through

the pronunciation of the word triskaidekaphobia

/tr_sk__d_k__f__b__/ with the class. Tell students that

the word comes from the Greek for thirteen, which is

treiskaideka.

Answers

2 T 3 F (Some footballers don’t change their socks.)

4 F (They are for people who don’t believe in superstitions.)

5 T 6 F (They love these parties.)

Explore opposite adjectives

4

• Refer students to the list of adjectives. Help weaker

students by checking they understand the meaning the

adjectives in the list. Do this by asking questions and eliciting the appropriate word, e.g. Which adjective describes someone who wears a scarf when it’s cold? (sensible) Which adjective describes someone who loses their keys and breaks their computer on the same day? (unlucky)

• Put students into pairs and ask them to match the adjectives in the list with their opposites highlighted in the text.

• Check answers.

• To extend the work on the vocabulary, you could ask

students to turn to the Vocabulary bank on page 129 and

complete the exercises for Explore opposites.

Answers

1 dangerous 2 successful 3 old 4 lucky

5 good

6 silly

Optional activity

• Ask students to work in pairs (A and B).

• Student A defines an adjective highlighted in the text or one of the ones in the list in Exercise 4 for their partner to guess.

• Once Student B has guessed the word, Student A then asks them to name that word’s opposite.

• Student swap roles until all the adjectives have been described.

5 • Ask students to work alone to write brief descriptions of three common superstitions in their country.

• Monitor while students do this. Help with vocabulary as necessary.

Your turn

6 • Put students into pairs to compare the superstitions they wrote about in Exercise 5. Students can tell one another whether they pay attention to any of the superstitions they wrote about or whether they ignore them.

• Give students some time to discuss the question of whether people make their own luck and then continue the discussion with the class as a whole.

Home work

Set Exercise 6 on page 78 of the Workbook for homework. You could also ask students to find out about some unusual superstitions from around the world. Students can look online for this information. At the beginning of the next lesson, students share what they found out with the class.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?





Long-term plan unit: 9 Transport

School:

Lesson 19


Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Expressing surprise

Learning objective (s) that this lesson is contributing to

6.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics, and some curricular topics;

6.2.6.1- deduce meaning from context in supported extended talk on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• watch teenagers talking about what they are afraid of.

• listen to two friends talking about a friend who doesn’t like sailing.

• practise expressing surprise.

Some learners will be able to:

Success criteria


Identify facts and details in extended talks with little support

Figure out the content of a conversation with some support in extended talk

Consider classmates' advice and set personal learning objectives based on their feedback

Demonstrate an ability to organize and express ideas clearly


Value links

Respect, cooperation and transparency


Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up



• Books closed. Write surprise on the board and check understanding of the noun: surprise is a feeling of shock caused by an unexpected event.

• Ask students if they know any ways of expressing surprise in English, e.g. I’m shocked, I’m surprised, I don’t believe it, I can’t believe it, No way!

• Write any phrases that students come up with on the board.

Practice

Real talk: What are you afraid of?

1DVD 9.3 Ask students to open their books at page 106.

• Tell students they are going to watch some

teenagers answering the following question:

What are you afraid of?

• Give students some time to look at the three questions

and then play the video.

• Students work alone to answer the question.

• Students can compare answers in pairs before you check

answers with the class.

Video script

Narrator: What are you afraid of?

Freddie: I’m afraid of snakes and spiders. I have this one

nightmare: I’m in a room and there are hundreds of snakes and thousands of spiders everywhere. It’s awful!

Phillip: I hate small spaces. When I was little, my big

brother locked me in a closet for two hours. My mom was really mad at him, but it didn’t help me!

Eleanor: I’m terrified of crocodiles … but I’ve never seen a real one! I hope it stays that way.

Jessica: I’m afraid of flying – I always close my eyes when we take off and then I listen to music during the

whole flight. I can’t talk to anybody!

Nishta: I don’t have any big fears … but my dad’s terrified –of me!

Callum: I’m not afraid of anything!

Narrator: What are you afraid of?

Answers

a 2

b 2

c 2

2 Put students into pairs to ask and answer the question.

• Ask some students to report back to the class on what their partner said.

3 CD 2.36 Tell students they are going to listen to Jack and Rosa talking about their friend Mike.

• Play the recording for students to listen and answer the

question.

Answer

deep water

4 • Give students time to look through the conversation.

• Ask students to work alone to complete the conversation with the words in the Useful language box. Stronger students can try to complete the conversation without looking at the phrases in the box.

• Students can compare answers in pairs.

5 CD 2.36 Play the recording for students to check their

answers to Exercise 4.

• Ask students to pay particular attention to the intonation

used by the speakers on the recording.

Answers

2 What 3 impossible 4 can’t be 5 Are you

6 joking 7 believe


6 Ask students to work in pairs to act out the conversation in Exercise 4. They can act it out twice, taking a different part each time.


7 Ask students to work with a partner to practise the language for expressing surprise.

• Students use the conversation in Exercise 4 as a model to follow, changing the words in bold to the information in Situation 1 and Situation 2.

• Encourage students to take their time when speaking, to think about what they want to say and how they want to say it.

• Pair stronger students with weaker students to do this task.


Optional activity

• Put students into groups of three.

• Ask two students to practise their conversation, while the other student in the group records it on their phone.

• Students can watch the conversation back and analyse it in terms of language used, check that their

pronunciation and intonation was accurate and that they used the phrases in the Useful language box

correctly.

Home work

For homework, ask students to video English speaking friends and family members answering

the question: What are you afraid of? At the beginning of the next lesson, students can play their videos to a partner and say whether they share the fears expressed in the videos.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?





Long-term plan unit: 9 Transport

School:

Lesson 20


Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: An email to a friend

Learning objective (s) that this lesson is contributing to

6.4.1.1- read independently a limited range of short simple fiction and non-fiction texts;

6.5.9.1- punctuate written work at text level on a limited range of general topics and some curricular topics with some accuracy

Lesson objectives

All learners will be able to:

Most learners will be able to:

• read an email about a plans and a problem.

• learn ways of introducing news and explaining things.

• write an email to a friend.

Some learners will be able to:

Success criteria


Demonstrate an ability to organize and express ideas clearly

Recognize factual details in a given argument related to the topic

Figure out the content of a short text with some support


Value links

Respect, openness


Cross curricular links

Kazakh, Russian

ICT skills

Digital resources

Previous learning


Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting


The teacher greets students; students respond to greeting and take their places.

Hello, boys and girls! How are you?

Warm up



• Books closed. Ask: Do you ever look for advice online?

• Put students into pairs to ask and answer the question.

• Ask some students to report back to the class on what their partner said.

Practice

1 • Ask students to open their books at page 107.

• Ask students to read Stefani’s email and say what she is

worried about.

• Check the answer with the class.

Answer

flying

Optional activity

• Put students into small groups.

• Ask students to read Stefani’s email again and then think of some advice to help her with her problem.

• Ask one member of each group to report their group’s advice to the class.

• You can choose the piece of advice you think is best.

2 • Ask students to work in pairs to put the information in

Stefani’s email in the correct order.

• Check answers.

Answers

• explain the problem 3

• open email and say thanks for Pete’s news 1

• write about who she has spoken to about it 5

• describe how she feels and why 4

• ask for advice and close email 6

• give news and explain her plans 2

3 • Refer students to the Useful language box.

• Ask students to work alone to find two other examples of introducing something in Stefani’s email.

• Students can compare answers in pairs before you check

answers with the class.

Answers

• my problem is …

• the truth is …

4 • Read out the example.

• Ask students to work alone rewrite the remaining sentences

using the phrases in brackets. Help weaker students by

showing that the phrase in brackets goes at the beginning

of the sentence and that it is always followed by is that.

• Check answers with the class.

Answers

2 The idea is that we stay there for two years.

3 The truth is that she doesn’t want to go.

4 The fact is that a lot of people have this phobia.

5 The idea is that they visit me next year.

6 My big news is that I’ve got a dog.

Get writing

PLAN

5 • Students should do their planning in class. The writing can either be done in class or at home.

• Tell students they are going to write an email to a friend which will include their news and explain a problem they have. Tell students that the problem should be connected to their news, e.g. I’m going to play for the school football team, but I’m worried I won’t be very good. Students can invent the news and the problem, if they prefer.

• Give students times to make notes on the information from Exercise 2 that they will include in their emails.

WRITE

6 • Tell students to use Stefani’s email as a model to follow and encourage them to add extra information to their own emails, e.g. mention someone else with the same problem.

• Give students ten minutes to complete the writing task. Students should write about 120 words.

• Monitor while students are writing. Help with grammar and vocabulary as necessary.

• Encourage students to produce at least two drafts of their email. Point out that while email is considered an informal form of communication, care should still be taken to use capitals, punctuation and full sentences.

CHECK

7 • Give students a few minutes to look through their emails and check them against the points here.

• Collect students’ emails and mark them.

Optional activity

• Students swap their emails with a partner and write a response to their partner’s email.

• Monitor while students do this and help with vocabulary as necessary.

Home work

Set Exercises 1, 2, 3 and 4 on page 80 and Exercises 5, 6, 7, 8, 9, 10 and 11 on page 81 of the Workbook for homework.

You could also ask students to find out whether their friends or family members have any ‘big

news’. At the beginning of the next lesson, students can share what they found out with a partner, e.g. My uncle’s big news is that he’s moving to Australia.

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?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task



-White board and video is used no more than 10 minutes

-Use water based pens

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION


Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?







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Предмет: Английский язык

Категория: Уроки

Целевая аудитория: 9 класс.
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Long-term plan unit: 9 Transport

Автор: Алабаева Сымбат Кайркеновна

Дата: 26.10.2020

Номер свидетельства: 561266

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