UNESCO Everyone has the right to an education
Бекітілді:
| LESSON: Module 4 Lesson 9
Charities and Conflicts Across the curriculum 4f UNESCO Everyone has the right to an education |
School-lyceum: №10 | ||||||||||
| Date:23.12.2019 | Teacher’s name:Nurseitova Gaukhar | ||||||||||
| CLASS: 9 A | Number present: | absent: | |||||||||
| Learning objectives that this lesson is contributing to | 9.4.4.1- read a range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;
9.2.1.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics; 9.4.1.1- understand the main points in extended texts on a range of unfamiliar 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; 9.6.1.1 – use a growing variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics; |
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| Lesson objectives | All learners will be able to: | ||||||||||
| Listen and read for gist, read for specific information
Most learners will be able to: Listen and read for gist, read for specific information, read for order Some learners will be able to: Listen and read for gist, read for specific information, read for order, present a monologue |
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| Assessment
criteria |
Learners have met the learning objective if they can: present a monologue | ||||||||||
| Value links | Explore the theme of international organizations around the world | ||||||||||
| Cross – curricular
links |
Modern History | ||||||||||
| ICT skills | Using videos& CD | ||||||||||
| Previous learning | Volunteering organizations | ||||||||||
| Planned timings | Planned activities (replace the notes below with your planned activities) | Excel Resources | |||||||||
| BEGINNING THE LESSON
5 min 3 min
5 min |
1.Organization moment
2.Checking up the home task Ex:3 p 49 3.Divide into two groups with the number «1» and «16» 4.New words:allied, cultural heritage, defend, development, diversity,found,government,poverty,strive
Ex:1 a) То introduce the topic and talk about the importance of fighting for people’s rights Initiate a discussion about why fighting for people’s rights is important and encourage a wide range of answers. Make sure all the examples are covered. Elicit various answers from Ss around the class. Read the title aloud and elicit what Ss think it means and what, if anything, they know about UNESCO. Elicit a variety of questions from Ss around the class and write the three best ones on the board Suggested Answer Key It’s an international organisation connected to the United Nations. I think it protects historic sites and helps to solve social problems.
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Assessment for star with number
Video
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| PRESENTATION AND PRACTICE
6 min
5 min
4 min
5 min
4 min |
Ex:1 b) To read for gist and specific information Play the recording. Ss listen and follow the text in their books and see if their questions are answered.
Ex:2 (Group work).1team.Give Ss time to read the text again and answer the questions by method «Domino».(Домино әдісі) Check Ss’ answers. Answer Key 1 It was created by the United Nations. 2 UNESCO was created to improve education after the war. 3 UNESCO’s main objectives are to help build peace, wipe out poverty and help countries to develop and communicate through education, the sciences and culture. 4 It has founded and funded many cultural projects and helped protect historic monuments and natural habitats. 5For UNESCO, the key to human development is education. 2team.To make sentences about Unesco by method «Association».(Ассоциация әдісі)
Descriptor · works in group and reads the text; · identifies the main idea by giving titles to the paragraphs;
Warming up. «Card sharks». ( «Ғажайып сәт» ойыны) Ex:3 (Pair work). «Lost words» strategy Fillin:historic,cultural,economic,allied,become,promote,standard,defend. Answer Key 1.Allied governments;2.idea became populare;3.economic development;4.promotepeace;5defend human rights;6.cultural heritage;7.freedom of expression8.historic monuments; Descriptor · works in pairs and expresses opinion using appropriate linking words or phrases; · gives constructive feedback to peers;
Task for formative assessment.(Individually work). Fill in: conference,freedom,headquarters,promote,standard
Descriptor · uses good range of vocabulary correctly. · uses linking words and phrases to connect their comments with flexibility to what others say at sentence level;
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CD
Peers assessment which others
Worksheet |
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| ENDING THE LESSON
3 min |
Home task Ex:4.To prepare a monologue; to consolidate information from a text
Reflection Teacher asks students to write a reflection of the lesson. Write a reflection of the lesson.
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Worksheet |
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| Additional information
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| 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? | Cross-curricular links Health and safety check ICT links Values links |
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| monitor learner question writing in groups and highlight for less able learners where they should self-correct errors
Reflection
Were the lesson objectives/learning objectives realistic? Did I stick to timings?
What changes did I make from my plan and why?
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monitor learner questions for accuracy and encourage them to self-correct
Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson |
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