Silk through Sauran

Алматы қаласы Алмалы ауданы

КММ №34 гимназиясының ағылшын тілі пәнінің  мұғалімі

Малышева Светлана Васильевна


Lesson plan


Term 2Unit 3 Earth and Our Place on it. School: №34
Date: Teacher name:Malysheva S.V.
CLASS: 9 Number present: absent:
Lesson title Silk through Sauran
Learning objectives(s) that this lesson is contributing to develop and sustain a consistent argument when speaking or writing the opinion of the speaker(s) in unsupported extended talk on wide range of general and curricular topics understand the detail of an argument in extended texts on a range of familiar, general and curricular topics write independently about factual and imaginary past events , activities and experiences on a range of familiar general and curricular topics

Lesson objectives All learners will be able to:

·         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


Assessment criteria ·         read about  Silk Road and identify specific information in the text

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

·         use verbs in Past Simple, Active and Passive forms


Language objective Express thoughts and give idea using subject-specific words and phrases.

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?


Values links Respect for the environment, tolerance, loyalty and patriotism of our country.
Cross-curricular links Cross-curricular integration takes place in the lesson through:

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.


Previous learning  Learners know about the ancient events connected with Silk Road  from History of Kazakhstan and Geography

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


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










































Organizational moment

Teacher greets learners, checks the attendance



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; 13th 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























[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



[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



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 1st 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




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














Home –task:

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


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

More support:

(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…?”


Monitor learners to check they use properly subject-specific vocabulary in pair and group work. Note those who have problems with making questions in the Past tense

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

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


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?



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)?






What two things would have improved the lesson (consider both teaching and learning)?






What have I learned from this lesson about the class orindividuals that will inform my next lesson?

































Formative assessment



Unit3 Earth and our Place on it


Lesson title Silk through Sauran



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



Assessment criteria

  • use subject-specific vocabulary and verbs in the Past tense in oral and written tasks


Level of thinking:Application



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


Task 1. Work in groups.

Group 1: Write answersto questionsin worksheets 2A. (3min)

Group2: Get worksheets2Bwith statements related to the text “Silk through Sauran” and write appropriate questions. (3min)


Task 2. A leaner from Group2: Read the 1st question.

A learner from Group1: Check using the key.

A learner from Group 1: Read the answer to the question.

A learner from Group2: Check using the key.



  • Leaders of the groups distribute learners’ duties
  • Learners from Group A write the answers to 5 given questions (Worksheet 2A)
  • Learners from Group B write 5 questions that suit given statements (Worksheet 2B)
  • Groups check and evaluate each other’s task














Worksheet 1




Task: Read the text Silk through Sauran” again and find the verbs in past tense active and passive forms, write their infinitives.



Verb Infinitive
























Worksheet 2A






Task: Read the text “Silk through Sauran” again and write the answers to 5 given questions


  1. Which route of the Silk Roadwent through the southern part of Kazakhstan?




  1. What could travellers do in Sauran?


                 ______________________________________________________________ ____


  1. Why was Sauran used as a capital for the White Horde?




  1. What have archaeologists found?






  1. Why was Sauran abandoned?
























Worksheet 2B




Task: Read the text “Silk through Sauran” again and write 5 questions that will suit 5 given statements


  1. Which________________________________________________________?



  • The northern route of the Silk Road went through the southern part of Kazakhstan.


  1. What_________________________________________________________?



  • They could stop to rest and replenish their supplies of food and water.


  1. Why________________________________________________________?



  • Because it was influential and cosmopolitan city.


  1. What_________________________________________________________?



  • They have found evidence of a mosque, a marketplace.



  1. Why________________________________________________________?



  • Because people stopped using the Silk Road and started trading by sea routes.

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