КСП КМЖ English plus 9 Grade Краткосрочные планы Қысқа мерзім жоспары

 

 

 

 

 

 

 

 

 

 

 

«English»

Corse book «English Plus for Kazakhstan» Grade 9

Oxford University Press

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Short term plan 1

 

Term 1 

Unit 1″Hobbies and qualities»

School:
Date: Teacher’sname:

 

Grade 9 Number present: Number absent:
Theme of the lesson: Vocabulary and language focus: Attributes and personality.
Learning objectives(s) that this lesson is contributing to 9.C6 organise and present information clearly to others

9.S3 explain and justify their own point of view on a range of general and curricular topics

9.UE3  use a variety of compound adjectives and adjectives as participles and  a variety of comparative structures to indicate degree on a range of familiar general and curricular topics

9.UE12  use an increased variety of comparative degree adverb structures with regular and irregular adverbs use a variety of pre-verbal, post-verbal and end-position adverbs on a range of familiar general and curricular topics

Lesson objectives All learners will be able to:
·         Recognize and use nouns and adjectives of attributes and personality.

·         Make adverbs from adjectives.

·        Construct the sentences using comparative and superlative adjectives and adverbs with some support.

Most learners will be able to:
· Comprehend comparisons to compare and contrast people and the things they do.
Some learners will be able to:
·         Produce a clear, coherent description of a person they know.
Assessment criteria Form ideas effectively and demonstrate the ability to express them clearly.

Provide a point of view in conversations and discussions.

Apply the rule for compound adjectives and adjectives asparticiples in practice.

Apply regular and irregular adverbs and comparativedegree structures accurately.

Descriptor. A learner:

·      selects useful information and plans the answer.

·      presents his/her information to the class.

·      uses the learned rule and divides adjectives into the right columns.

·      applies the rule for comparative degree adverbs and their usage.

Value links Knowing yourself, being open to experiencing new things.
Crosscurricular links Social studies.
Previous learning Previously learned vocabulary on the topic «Hobbies and qualities».
Useof ICT Smart board for showing a presentation, getting additional information,playing the audio, video files.
Health and Safety links Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

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.

Pantomime: ‘What do you like?

Play the game in 2 groups. One pupil from each group comes to the board and mimes a hobby. The other group tries to guess the hobby. If they guess correctly, they win one point. At the end of the game, the group with the most points is the winner.

 

 

 

 

Main Activities Ex.1p.8. Word formation activity.

Ex.2 p.8. Sentence completion task.

Ex.3 p.8.Completing questionnaire.Comparing answers (Venn diagram).

Ex.4 p.9. Table completion.

Ex.5 p.9. Putting the words into context.

Ex.6 p.9. Substitution table.

Ex.7 p.9. Transformation task.

Ex.8 p.9. Guessing game.

Extra task. Writing practice.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

Ending the lesson  

Giving the hometask.WB p.6, ex.1-3 p.7

Peer-assessment.Two stars and a wish.

·         You did a really good job on …

·         I really like how you …

·         Maybe you could …

   End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.
Additionalinformation
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 by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

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

Short term plan 2

 

Term 1 

Unit 1 «Hobbies and qualities»

School:
Date: Teacher’sname:

 

Grade 9 Number present: Number absent:
Theme of the lesson: Reading: Comparing generations.
Learning objectives(s) that this lesson is contributing to 9.C7 develop and sustain a consistent argument when speaking or writing

9.R2  understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts

9.R9  recognise inconsistencies in argument in extended texts on a range of general and curricular topics

9.UE14 use an increased variety of prepositions before  nouns and adjectives use a growing  number of dependent prepositions following nouns and adjectives and an increased variety  of dependent prepositions following verbs on a range of familiar general and curricular topics

Lesson objectives All learners will be able to:
·        Synthesize information from the reading passage about life in the 1950s.

·        Demonstrate the correct use of adjectives + prepositions.

Most learners will be able to:
·        Interpret a text comparing past and present generations.
Some learners will be able to:
·        Express their opinions about different generationsbuilding extended sentences.
Assessment criteria Make an argument and evolve reasoning while speaking.

Identify particular information and details in reading passage.

Find claim, reasons and evidence in the text to recognise inconsistencies in argument.

Employ the rule for nouns and adjectives in common prepositional phrases in practice.

Descriptor. A learner:

·      concludes ideas and arguments based on own experience.

·      finds necessary information in the text and completes the task.

·      analyses the information in the text and gives the right answers.

·      completes the sentences with appropriate prepositions.

Value links Respecting yourself and others.
Crosscurricular links Social studies.
Previous learning Previously learned vocabulary on the topic «Attributes and personality».
Useof ICT Smart board for showing a presentation, getting additional information, playing the audio, video files.
Health and Safety Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

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.

1/ Describe thegiven picture.

2/ What is the message conveyed by it?

 

 

 

 

 

 

 

 

 

 

 

 

 

Main Activities Task. With books closed, ask SS if they have seen photographs of their parents and grandparents when they were young. Ask: What were their clothes like? What were their hairstyle like?

Ask: What do you think life was like in the 1950s?

Ex.1 p.10. Prediction based on the vocabulary.

Detailed reading.

Comparing.

Ex.2 p.10. Justifying True/False statements with reference to the text.

Ex.3 p.10. Gap-filling.

Ex.4 p.10. Sentence completion.

Ex.5 p.10. Class discussion.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

CD 1.06

Ending the lesson Giving the hometask. WB p.10

Self-reflection.

 

My participation in the lesson

 

 

My feelings and emotions during the lesson My difficulties Valuable thoughts for me from the lesson
   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 by  task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

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

Short term plan 3

 

Term 1 

Unit 1″Hobbies and qualities»

School:
Date: Teacher’s name:

 

Grade 9 Number present: Number absent:
Theme of the lesson: Language focus: Past perfect and past simple.
Learning objectives(s) that this lesson is contributing to 9.W3  write with moderate grammatical accuracy on a wide range of  familiar general and curricular topics

9.UE9  use appropriately an increased variety of active and passive simple present and past forms  and past perfect simple forms in narrative and reported speech on a range of familiar general and curricular topics

Lesson objectives All learners will be able to:
·        Identify the difference betweenthe past perfect and past simple.

·        Construct the sentences using past perfect and past simple with support.

Most learners will be able to:
·Construct the sentences using past perfect and past simple with minimal support.
Some learners will be able to:
·        Apply past perfect and past simple to talk about events at different times in the pastwithout support.
Assessment criteria Demonstrate the ability to write grammatically correctsentences on familiar topics.

Apply correctly active and passive simple present and pastforms and past perfect simple forms in the context.

Descriptor. A learner:

·      uses tense forms correctly;

·      fills in the sentences according to the grammar rule.

Value links Respecting yourself and others, being open to experiencing new things.
Crosscurricular links Social studies.
Previous learning Comparing past and present generations.
Useof ICT Smart board for showing a presentation, getting additional information,playing the audio, video files.
Health and Safety Switch off the active board if you do not use it.

If students are tired, do physical exercise with them.

Open the window to refresh the air in the classroom during the break.

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.

With books close, ask the SS what they remember about the reading text from last lesson. Write on the board the example I visited my gran last weekend and she’d found some of her old photos.

Underline she’d found. Ask: When did I visit my gran? (last weekend). When did she find the photos, before or after I visited? (before I visited).

Tell SS that this tense is called the past perfect.

Main Activities Ex.1 p.11. Deduction from the rules and exemplification.

Ex.2 p.11. Opening the brackets.

Ex.3 p.11. Sentence completion task.

Ex.4 p.11. Asking and answering questions with a given grammar item.

Extra task. Individual exercise.

Board

Projector

Internet

Presentation

Video and images

Handouts with task

 

Ending the lesson  

Giving the hometask.WB ex.4-5 p.7

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.
Additionalinformation
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 by task (selection of learning materials and resources based on student strengths).

By support. Less able learners will be supported through step-by-step instructions, graphic organizers, sentence frames, glossaries, thinking time. Small group learning.

By outcome providing challenge, variety and choice.

Observe learners when participating in use of English activities.

Record what they considered they had learned from the lesson. Could they express what they had learned about content and language? Could they express which skills they had developed?

Formative assessment is held through observation/monitoring.

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

 

 

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