Silk through Sauran

9.2.5.1recognize the opinion of the speaker(s) in unsupported extended talk on wide range of general and curricular topics

9.4.3.1 understand the detail of an argument in extended texts on a range of familiar, general and curricular topics

9.5.2.1 write independently about factual and imaginary past events , activities and experiences on a range of familiar general and curricular topics

·         identify some of the main ideas and specific information correctly in the text

·         recognize some inconsistencies in the text

·         show some basic organizational coherence and usesome target vocabulary with limited supportin writing task

Most learners will be able to:

·         identify most of the ideas and specific information correctly in the text

·         recognize most inconsistencies in the text

·         show clear basic organizational coherence and use most target vocabulary successfully in writing task

Some learners will be able to:

·         identify all of the main  ideas and specific information correctly in the text

·         recognize all  inconsistencies in the text

·         show good organizational coherence and use all target vocabulary successfully in writing task

·         use subject-specific vocabulary and phrases in oral and written tasks

·         use verbs in Past Simple, Active and Passive forms

Subject-specific vocabulary:

Trading by sea routes, overland trade route, movement of goods, 130 BCE, major trading center, cosmopolitan city, archaeologists, ruins, partly excavated, attack and siege, abandoned, underground canals.

Revise Active, Passive forms of the verbs

Useful classroom language for dialogue/writing:

Discussion points:

I think…  In my opinion… I believe that…

Can you say why…? Do you agree? What do you think?

content of History, Geography;

 developing vocabulary range to communicate;

 knowledge of historical facts;

working with the map of the world showing East Asia, Middle East, Southern Europe.

Learners know Active and Passive forms of the Verb and how to make questions.

0-1

1-4

4-7

7-8

8-10

Teacher greets learners, checks the attendance

Starter:

Task1  [G] teacher arranges learners in groups, nominate the leader and gives eachgroup anequal set of cards with words and phrases:

trade route; travellers; inhabitants; east Asia; History; Europe; archeologist; Biology; !30 BCE; Geography; Silk Road; attack; 13^th century;

Learners find out which word\phrase does not belong with the rest (Biology) and give the reason why

e.g. I think…. because….

Task 2 [P] less able learners organize the words \phrases in 2 groups according to subjects: History or Geography. After that they check themselves looking at the keys on white board. S-S

Task 2 [I] most able learners find out 1 key word\phrase in the set of cards (it’s Silk Road) and explain why S-T

Teacher tells the learners the objectives of the lesson

The objectives of the lesson are:

to read the text for specific information,

to revise grammar and speech material from the Unit;

to makeup statements and questions about past events orally and in written form on a range of the curricular topic. T-S

Lead in:

Teacher asks learners what they know about Silk Road and about their source of information. T-S Feedback

Cards with topic related words\phrases

PP presentation

World map

10-13

13-21

21-25

25-28

28-34

[W] Learners look at the picture, read the title and the key words.

What is the text about?

What do the words tell us about the place? T-S

While-reading;

[I] Learners listen and read the text “Silk through Sauran” to find out about the place

Comprehension check

[P] learners  read the text again  and mark the statements 1-5 as T (true) or F (false). Correct the false statements. S-S

Post-reading:

Grammar revision:

1.    [I] Learners find out in the text the verbs in Past tenses, Active and Passive forms and complete the chart with the verbs and infinitives.

[P] learners check worksheets 1. S-S

2.    Game: “If this is the answer, what’s the question?”

[G]Teacher gives learners from group 1 worksheets 2A with questions to write answers. (3min)

Learners from group2 gets worksheets2B with statements from the text “Silk through Sauran” to write appropriate questions. (3min)

When the time is over, a leaner from group2 reads the 1^st question group1 checks (they have the key), then a learner from group 1 reads the answer to the question- group2 checks( they have the key).

SB p 30

Audio

SB ex 1 p30

SB ex 2 p 30

Worksheet 1

with a chart to fill in the verbs in the Past tense and infinitives

Worksheet 2A

with questions to answer

Worksheet 2B

with answers to make questions

34-35

35-37

37-40

Teacher gives home task for learners to choose: a. – level of application; b.- level of creation.

a.    SB ex 3 p30 -use the phrases to write sentences about Sauran and Silk Road. (For less-able students)

b.    Write a few sentences “what would it be like living in Sauran?”( For more-able leaners).

Plenary: Quiz.

[I]Each learner writes 1 true sentenceand1 false sentence about the text “Silk through Sauran”

[P]Learners read their sentences to each other in turns and define the true sentence with thumb up and false sentence with thumb down.  S-S

Teacher gives feedback

Teacher says good-bye

PP presentation

PP presentation with Descriptors

(1-5) provide opportunity for less able learners to work in mixed ability groups with a leader

allow thinking time

(4-7) provide them with keys to check themselves

(25-28) modeling

(34-35) can choose less complicated hometask

More able learners:

(1-5) they think critically to explain why one word could be odd out

(4-7) they use prior knowledge to prove why one word from the set of cards could be considered as the key one

(28-34)they lead the group in the game, distribute tasks, support less able learners, are responsible for organizational coherence.

(34-35) can choose more challenging home task to write short essay “What would it be like…?”

Observe learners how they work in groups: are they active, eager to work, ready to collaborate or have some difficulties

Provide learners with  worksheets, keys for self-  assessment and peer  assessment

For plenary do the quiz to realize what students have learnt about content and language

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve the lesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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 orindividuals that will inform my next lesson?