| Term 2 Unit 4 "Charities and conflict" | School: Azat |
| Date: | Teacher’s name: Kakharov I
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| Grade 9 | Number present: | Number absent: |
| Theme of the lesson: | CLIL: History: The Berlin Wall. |
| Learning objectives(s) that this lesson is contributing to | 9.L6 deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics 9.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts 9.S3 explain and justify their own point of view on a range of general and curricular topics 9.S7 use appropriate subject-specific vocabulary and syntax to talk about a wide increased range of general and curricular topics |
| Goals to fill knowledge gaps | Repeat adverbs of frequency – always, often, usually e.t.c |
| Lesson objectives | All learners will be able to: |
Develop their reading and listening skills in the context of people talking about their personal experiences of the Berlin Wall. |
| Most learners will be able to: |
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| Some learners will be able to: |
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| Plan |
| Planned timings | Teacher’s activities | Pupil’s activities | Marks | Resources |
| Beginning the lesson 5 min | The lesson greeting. The teacher sets the lesson objectives, letting students know what to anticipate from the lesson. Warm up. Focus on the photo on p.53 and elicit that it shows the Berlin Wall. Ask SS what they know about the Berlin Wall. Point out or elicit that the photo is from the fall of the wall. Elicit facts that SS know and then ask: What do you think life was like for people when the wall was there? How do you think people felt when the wall came down? Elicit some ideas and encourage SS to express their opinions. |
Students respond to greeting
Ss answer the questions | Formative assessment is held through observation/monitoring.
Emoticon |
Internet
Presentation
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| Filling knowledge gaps 5 min | These simple rules for adverbs of frequency will help you to use them correctly: Always use adverbs of frequency to discuss how often something happens. When using an adverb of frequency in the negative or in forming a question, place it before the main verb. For example: Do you usually get up so late? The incubator turns each egg hourly. We take a vacation at least once annually. I usually shop for groceries on Saturday mornings. He is often late for work. We seldom see John. My dentist told me I should floss twice daily. | Ss repeat the information and do task | comments | worksheets |
| Main Activities 30 min | Ex.1 p.53. Conveying the meaning of new words through definitions. Blank-filling. Ex.2 p.53. Gist reading. Ex.3 p.53. Detailed reading. Comprehension questions. Ex.4 p.53. Focus listening. Identifying situations and people. Ex.5 p.53. Expressing opinion (reacting to a text). | Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas | Formative assessment is held through observation/monitoring.
Comments |
Video and images
Handouts with task
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| Ending the lesson 5 min | Giving the hometask. WB p.36 Self-assessment. Students attach their boat in the appropriate area of the map that reflects their emotions and mood after the lesson.
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