Инфоурок Английский язык Другие методич. материалыКонспект урока по английскому языку на тему "Reviewing appearance and character" (9 класс)

Конспект урока по английскому языку на тему "Reviewing appearance and character" (9 класс)

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Lesson plan

Long-term plan unit: 9.1: Hobbies and Qualities (Language with content)

School:

Date: 

Teacher name:

 Grade: 9

Number present:

absent:

Theme of the lesson

Reviewing appearance and character

Learning objectives(s) that this lesson is contributing to

9.2.2.1 understand most specific information in unsupported extended talk on a wide range of general and curricular topics

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

9.3.7.1 use appropriate subject-specific vocabulary and syntax to talk about an increased range of general topics, and some curricular topics

9.1.9.1 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

All learners will be able to

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

·         enlarge vocabulary of appearance and character with some support

·         develop listening skills for the specific information through matching with some support

·         improve their reading skills for the detail through filling in the gaps with some support

Most learners will be able to

  • enlarge vocabulary of appearance and character with a little support
  • develop listening skills for the specific information through matching with a little support
  • improve their reading skills for the detail through filling in the gaps with a little support

Some students will be able to

·         enlarge vocabulary of appearance and character with a little or no support

·         develop listening skills for the specific information through matching with a little or no support

·         improve their reading skills for the detail through filling in the gaps with a little or no support

Value links

Willingness to cooperate with other cultures: while listening audio and doing reading tasks

Ability to effectively work in teams and individually: doing classroom activities through different interactions (individually, in pairs and in groups)

Cross curricular links

Self-knowledge, Psychology

Use of ICT

Projector or Smart board

Intercultural awareness

To accept diversity of other cultures

Kazakh culture

To be aware of trends and events both within Kazakhstan and in the wider world as part of their regular study

Pastoral Care

Assure the needs of all learners are met

Health and Safety

Everyday classroom precautions will ensure that safety measures are provided to prevent the exposure of electrical power cords

Previous learning

 

Plan

Planned timings

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

Resources

Beginning

 

2mins

 

 

 

 

T. introduces the topic and Lesson Objectives

 

PPT

 

Middle

 

 

7-8mins

 

 

 

 

10-12mins

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

15mins

Lead-in

Show Describing people on the board and add two headings: Appearance and Character. Under Appearance write tall, and under Character write shy. Put Ss into groups and tell them to list as many words as they can under each heading. Give Ss time to make their lists, then ask volunteers to write their ideas on the board. Review spelling and practice pronunciation.

LISTENING

Pre listening

Put Ss into pairs. Tell them to take turns choosing a word from their list of appearance column and then defining it to their partner. Their partner must listen and try to identify the correct word from the list. Give an example to start the off: It’s the opposite of short. Accept long, and then tell Ss to continue in pairs.

While listening

Tell Ss that they will listen to two students talking about the teachers at their college and while listening they should match the teacher’s names to the photos. Check the answers as a whole class

Post listening

·         Gve Ss a minute or two to think of a person in the class and write down a sentence about them, including one physical detail and one detail about their character. (NB: Make it clear that potentially offensive descriptions are not acceptable!)

·         Ask different Ss to read out their sentences, while the others take turns at guessing who is being described

READING

Pre reading

Ss are given words from the text with definitions and they should match them with their definitions

Answers: 1g, 2f, 3h, 4i, 5b, 6a, 7c, 8j, 9d, 10e

While reading

·         Ask Ss to read the text quickly ignoring the gaps 1-6 and tick the adjectives which describe Zarena

·         Check answers orally or by writing them on the board

Answers: bright, hard-working, lonely, shy, strict

·         Ask Ss to re-read te relevant parts of the story and match the sentences to the gaps

  • Check answers orally or by writing them on the board

Answers: 1C, 2D, 3F, 4A, 5B, 6E

Post reading

·         Ask Ss to complete each sentence using a word from the story. Point out that for one of the gaps, they will have to form an adjective from the noun given in the text.

·         Check answers orally or by writing them on the board

Answers: Positive characteristics: 1kind, 2trust, 3confidence, 4secure, 5respect; Negative characteristics: 1gossip, 2arrogant, 3tease, 4bully, 5shows off, 6ridiculous

·         Elicit any other positive or negative adjectives that Ss know for describing character and write them on the board.

 

 

 

PPT

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Handout 1

Audio track

 

 

 

 

 

 

 

 

 

 

 

 

 

Handout 2

 

 

 

 

PPT

 

 

 

Handout 3

End

3 mins

Reflection

Students are given the checklist to assess  their own achievements in today’s classes

 

Handout 4

 

 

Home task: Write a paragraph describing an ideal friend 

 

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 can be given in lead-in task  in small groups by providing less-able learners with examples and in post listening task when they need to write their own sentence about their classmates and also less-able learners can be supported by their classmates or teacher and allowed more time  

·      Learners who are less confident at making up their own sentence they can be given patterns of the sentences so that they can put the words and use them in their answers

·      More-able learners can be encouraged to give more complex sentences in post listening task while describing their classmates

·      Monitor when Ss work in pairs and in small groups in Lead-in and pre listening tasks  

·      Monitor when learners do listening and reading tasks

·     Give feedback

·     Reading tasks are FA

 

·      Self-knowledge and Psychology: when learners do Lead-in and  post listening tasks they develop their creativity, love and respect to their friends

·      Use of Smart board or projector while presenting the topic and tasks

·      Develop learners’ love, respect to their friends and friendship, a sense of responsibility and concern for their actions.

·      Ss will be instructed about the behaviour in the class and the usage of additional supplies.

Reflection

 

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?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson. 

 

Summary evaluation

What two things went really well (consider both teaching and learning)?

1:

 

2:

 

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 orachievements/difficulties of individuals that will inform my next lesson?

 

 

 

 

 

 

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