Lesson plan 8
Long-term plan unit:
School:
2. Traditions and language
Date:
Teacher name:
Grade: 9
Number present:
absent:
Theme of the lesson
Languages
Learning objectives that
are achieved at this
lesson (Subject
Programme reference)
9.4.2.1 understand specific information and detail in texts on a
range of familiar general and curricular topics, including some
extended texts;
9.1.8.1 develop intercultural awareness through reading and
discussion;
9.3.3.1 explain and justify their own point of view on a range of
general and curricular topics;
9.1.10.1 use talk or writing as a means of reflecting on and
exploring a range of perspectives on the world.
Lesson objectives
Assessment criteria
All learners will be able to:
-
read the text and identify specific information through
finding True/False sentences;
-
explain and justify their own point of view supporting with
arguments.
Assessment criterion and descriptors for reading
Criterion: read the text and identify specific information
Descriptors:
•
most of the questions must be answered correctly
•
answers should be precise and clearly written
Assessment criterion and descriptors for speaking
Criterion: explain and justify his/her point of view
Descriptors:
A student:
 provides full sentences
 provides arguments to substantiate his/her opinion
 provides examples to illustrate arguments
Values instilled at the
lesson
Issue: 5
Dated: July 2015
Develop skills of respect for students opinion, global
citizenship,transparency, life – long learning
Cross-curricular links
It is integrated with Russian and Kazakh languages (other
languages) during pair and classroom discussions on languages
ICT skills
Work with on – line dictionaries during the lesson
Kazakh culture
Raising awareness of importance of Kazakh language and culture
Pastoral care
To develop respect to other cultures and languages
Previous learning
Kazakh national dress and culture
Course of the lesson
Planned stages of
the lesson
Beginning
10 minutes
Planned activities at the lesson
Lead – in W
Resources
Video
Students watch the video about saying “Hello”
in different languages, choose 5 “Hellos” they
like the best and write them in their copy –
books during watching the video (they may
also write some sounds above the letters to
remember the correct pronunciation). After
that they are going around the class and say
hello to 5 people in different languages.
Then teacher together with the students comes
to the lesson theme and objectives.
Power point
presentation, slides 2-3
Class discussion (W)
Teacher asks students questions to lead into the
topic.
Possible questions to discuss:
How many languages do you speak?
Have you studied other languages? Which
ones?
Do you like learning languages?
Do you want to study another language apart
from English?
Have you visited an English speaking country?
Have you lived in an English speaking country?
Do many people around the world speak your
language?
Teacher helps with vocabulary if necessary.
Also students are allowed to use on – line
dictionaries during the whole lesson.
Power point
presentation, slide 4
Middle
3 minutes
Pre – reading (W,I)
Ask students to skim the text and write down
all the unknown words from the text. Then give
them time to search the translation of new
vocabulary for the better understanding of the
text.
“Text” worksheet
Assessment criterion and descriptors for
reading
Students together with the teacher discuss the
assessment criterion and descriptors to the
reading task.
Criterion: read the text and identify specific
information
Descriptors:
•
most of the questions must be answered
correctly
•
answers should be precise and clearly
written
Power point
presentation, slide 5
Reading (I, f)
12 minutes
Teacher offers each student to choose the
reading task and read the text again (scanning)
and do the following exercises:
“Text” worksheet
Worksheet 1,2
1) circle true/false statements, correct the false
statements
2) fill in the gaps or match the two sentence
halves
Differentiation by task:
The reading exercises are differentiated by task.
5 minutes
Peer assessment (I, P)
Students exchange their answersheets with each Power point
presentation, slide 6
other and check the exercises in accordance
with the keys shown on the board.
Then the answers are discussed in open class.
Teacher asks students to prove their answers.
Post – reading discussion (I, f, P, W)
Think-pair-share
Teacher offers students to choose one of the
questions from the slide and write a “5 minute
essay” (8-12 sentences).
10 minutes
Possible questions
Why do you think it is important to learn
Issue: 5
Dated: July 2015
Power point
presentation, slide 7
copy-books
English?
How important is it for you to speak foreign
languages?
Is it a good idea to learn three languages at
school?
How can our school contribute more to the
local school’s trilingual policy?
Can you come up with the ideas that would
help to develop trilingual policy at Kazakhstani
schools? E.g more trilingual signs.
Then they find a partner with the same question
and share their opinion.
Assessment criterion and descriptors for
speaking
Criterion: explain and justify his/her point of
view
Power point
presentation, slide 8
Descriptors:
A student:
 provides full sentences
 provides arguments to substantiate
his/her opinion
 provides examples to illustrate
arguments
Assessment
card_speaking
Class Discussion (W)
Then teacher asks some of the students to
comment their answers in open class.
End
Reflection (I, P, W)
3 min
Teacher asks students to read the statements
about languages and tick T (true), F (false) or
NS (not sure) Why?
Then they interview each other in pairs.
Power point
presentation, slide 9
Reflection card
Home task (W)
To read the text about disappearing languages
and choose the way they want to present it:

Retell the text

Write a poem about disappearing
languages

Poster on “Losing our world’s
languages”
Power point
presentation, slide 10
Worksheet 3
Differentiation – how do
you plan to give more
support? How do you
plan to challenge the more
able learners?
At this lesson the reading
exercises are differentiated
by task. Also teacher
supports individuals, who
have difficulties or
misunderstand some points
during the lesson.
Assessment – how are
you planning to check
students’ learning?
Throughout the lesson
teacher together with the
students assess how well
the reading and speaking
exercises are done
according to the
assessment criteria and
descriptors.
Health and safety regulations
Make sure power cords are not a
tripping hazard
Everyday classroom precautions
Assessment criterion and
descriptors for reading
Criterion: read the text
and identify specific
information
Descriptors:

most of the
questions must
be answered
correctly

answers should
be precise and
clearly written
Assessment criterion and
descriptors for speaking
Criterion: explain and
justify his/her point of
view
Descriptors:
A student:
 provides full
sentences
 provides arguments
to substantiate
his/her opinion

provide
s examples to
illustrate arguments
Reflection
Issue: 5
Dated: July 2015
Use the space below to reflect on your lesson. Answer the most
relevant questions from the box on the left about your lesson.
Were the lesson
objectives/learning
objectives realistic?
Did all learners
achieve the LO?
If not, why?
Did my planned
differentiation work
well?
Did I stick to timings?
What changes did I
make from my plan
and why?
The lesson and learning objectives were realistic. All learners
achieved the LO. The differentiation task worked well. I stuck to
timings.
Summary evaluation
What two things went really well (consider both teaching and learning)?
1: differentiation on reading
2: sharing their own experience on languages
What two things would have improved the lesson (consider both teaching and learning)?
1:
2:
What have I learned from this lesson about the class or achievements/difficulties of
individuals that will inform my next lesson? -