Dancing around the world excel 9 grade

Unit of a long term plan 

Traditions and Language Term III

School: OSSLMPIT

Date:

Teacher name: Yaroslavtseva
G.A.

Grade: 9 IT1

Number present: 12       absent:
—

Lesson title

Festivals
around the world

Learning objectives

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

9.4.5.1 deduce meaning from context in
extended texts on a range of familiar general and curricular topics

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

9.3.3.1
explain
and justify their own and others’ point of view on a range of general and
curricular topics

Lesson objectives

— identify the main idea of the text

— identify specific information from the
text

—
explain and justify their own point of view

Level
of thinking skills

understanding, application, higher order
thinking skills

Stages/Time

Teachers actions

Students actions

Assessment

Resources

Warm-up

5 min

Greetings

Teacher shows pictures of different
festivals and asks the students what they can see and guess what’s happening
in the picture to identify the topic of the lesson. Teacher hands out checklists to know what lesson objectives to achieve, divides class
into three groups. (strategy: coloured cards)

Students
look at the pictures; guess the topic of the lesson, choose one coloured card
and sit with students with the cards of the same colour. Students read the checklist
to know what to do to achieve lesson objectives.

Pictures: PPT

https://static.standard.co.uk/s3fs-public/thumbnails/image/2019/05/15/13/Glastonbury.jpg?width=1200&width=1200&auto=webp&quality=75

https://blog-content.ixigo.com/wp-content/uploads/2018/08/tomatina.jpg

https://d2r4vjqv0e4e2o.cloudfront.net/blog/wp-content/uploads/2019/02/23062726/Rio-carnivall-min-min.jpg

checklist

Lead in

10 min

1. “Clock buddies” strategy

Teacher calls out a random time “It’s
time to work with your 3 o’clock buddy”, indicates the first student in a
pair to start, asks to discuss the questions written on the blackboard
and sets the time (1 minute for each student).

1. Have you ever been to a festival?

2. Which famous festivals from around
the world do you know?

Teacher checks the partner’s answers
(2-3 pairs)

2. Round Robin technique

Teacher asks to match the words with
their definitions in groups, sets the number of the member to start, checks the answer in the whole class. Teacher
monitors and helps where necessary, gives extra time if needed.

Teacher checks the answers in the whole
class.

Students
join the partner indicated in their clock charts, smile and greet each other,
discuss the questions, thank each other for the practice, answer teacher’s
questions about his/her partner.

Students
in turn (clockwise) match the words with the definitions in groups, check the
answer in the whole class.

Praise “

Excellent!”

Self-assessment
(checklist)

Clock
charts in students’ copy-books

Blackboard

Manage mat

Appendix 1

Checklist

Reading for gist

3 min

Teacher
asks students to read the text quickly and answer the
question: How many festivals are mentioned in total? Teacher checks the answer in the whole class. Content differentiation
(simplified and abridged version for low motivated students)

Students read the text quickly and answer
the question.

Verbal
assessment, praise

https://www.really-learn-english.com/english-reading-comprehension-interesting-festivals.html

https://www.eslprintables.com/reading_worksheets/reading_comprehension/La_Tomatina_523817/

https://www.eslprintables.com/reading_worksheets/reading_comprehension/The_Glastonbury_Festival_rea_973759/

the
text is adapted by the teacher

Appendix
2

Reading for specific information

6 min

Teacher asks students to scan the text
again and fill in the table. (reading for functional literacy) Teacher gives
extra time if needed.

Students read the text and
fill in the table individually, swap the worksheets in pairs, check with the
keys

Peer
assessment

Self-assessment
(checklist)

Appendix
3

Checklist

Resource
1

Key:

1. Summer, Spain, food fight

2. February, Brazil, Parade

3. February/March, India,
religious rituals, Festival of Colours

4.June, England,
music/dance/theatre/circus

Reading for detail

6 min

Multiple choice

Teacher asks to work in groups, gives
handouts, asks to choose the right answer. Teacher asks to swap the
worksheets and check to the key.  Teacher gives extra time if needed.

Students
read the text again and choose the right answers in groups, check other
group’s works to the key. Representatives of the groups tell the results.

Peer
assessment

Self-assessment
(checklist)

Appendix
3

checklist

Freer speaking practice

10 min

Think pair share (by face)

Teacher asks to answer the questions in pairs

For low motivated students: useful
phrases

Teacher gives extra time if needed.

Students discuss the questions in pairs.

criteria
assessment

Self-assessment
(checklist)

Appendix 4

Checklist

Resource
2

Feedback

Reflection

Home task

5
min

Teacher asks students to analyse checklists
and tell the results, conducts delayed error correction. Teacher gives time
to think and write a sentence, asks to share with a partner (by shoulder) and
the whole class. I hadn’t known about … before, now I know …

Teacher asks students to prepare a
presentation about any festival, to mention the following points. Teacher
gives resources for low motivated students

Students
analyse checklists and share the results in pairs and in the whole class. Students
make up a sentence, share with a partner and the whole class.

Students write down their home task/resources

PPT

Board

copy-books

checklists

1. Date/season

2.
Place/country

2. Activities

3.
What attracts people going there

(4. history –
for high motivated learners)

Learning
objectives

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

Level of
thinking skills

Lesson objective/Assessment criteria

identify
specific information from the text

Understanding

Task

Read
the text again and fill in the table

Descriptor

A learner:

fills in the
table correctly

Learning objectives

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

9.3.3.1
explain
and justify their own and others’ point of view on a range of general and
curricular topics

Level of
thinking skills

Lesson
objective/Assessment criteria

—
explain and justify their own point of view

Higher order
thinking skills

Task

Discuss in pairs the following questions.

1. Which of these festivals would you like to visit
most and why?

2. What is your family’s favourite festival and why?

3. Why do people go to festivals?

4. What local festival in your country would be
interesting for a foreign guest? Why?

Useful words and
phrases:

I’d like to

is celebrated

hold an event

take place

take part in

performance

have fun

last for

attract people

Descriptor

A learner:

— uses correct
grammar structures

— uses
appropriate topic-related vocabulary

— explains and
justifies their own point of view

1.to
take place  

a.
the action of entertaining other people by dancing, singing, acting etc.

2.
to stage         

b.
to spread a liquid or a thick substance over a surface

3.
to last           

c.
to organize an event

4.
to attract           

d.
to happen

5.
performance 

e.
to continue to exist

6.
to smear

f.
to make people want to visit a place

Name
of festival

Season/month

Country/place

Activities

1.
La Tomatina

2.
Rio Carnival

3.
Holi

4.
Glastonbury

№

Criteria

Comments/Recommendations

1

Matches
the words with the definitions correctly

2

Fills
in the table correctly

3

Chooses the right answers

4

Explains
and justifies his/her own point of view using appropriate topic-related
vocabulary and correct grammar structures