Lesson plan '' disappearing languages''

9.3A: Traditions and Language (Language with content) Disappearing languages. Reading and Speaking.			School: NIS Atyrau
Date: 20.01-26.01.2015			Teacher name: HOD:Khassanova K.K.
;2CLASS:		Number present:		absent:
Learning objectives(s) that this lesson is contributing to
Key learning objectives		9.C8  develop intercultural awareness through reading and discussion 9.C10  use talk or writing as a means of reflecting on and exploring a range of perspectives on the world 9.S8  recount extended stories and events on a  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
Language objectives		To give a short presentation about how the student uses the English language --‐ To be more aware of endangered languages and the impact of losing them
Lesson objectives		All learners will be able to: ·         guess the topic for the lesson
		Most learners will be able to: ·         develops speaking skills and the use of critical thinking
		Some learners will be able to: ·         give regrets experienced in the past.
Previous learning		Preserving history.Reading.
Plan
Planned timings	Planned activities       Teacher greets students and acquaints them with the learning objectives.				Resources
Beginning 7 minutes 10min	Lesson hook. Ss watch the video and guess the lesson topic. “Disappearing languages” Speaking (10 mins) Hand out Task 1. In pairs, the students complete Questions 1 and 2 where they give a short talk before moving on to questions which raise awareness of endangered languages and the reasons for keeping them alive. Monitor and provide content-based feedback if students require it. Listen and make notes of common errors. As a group, elicit content feedback and promote debate about the importance of protecting endangered languages. Feedback any common errors that the teacher noticed during pair discussion.				https://www.youtube.com/watch?v=ZHGSTjwJ3W8 Speaking cards
Middle 25 minutes. ( W)	FA Ss read the text about endangered languages (Learning objective 9.R8 use a range of familiar and unfamiliar paper and digital reference resources to checkmeaning and extend understanding )				Text
End 5 minutes(I) 10min 30min	Ss fill in the chart KWL				KWL chart http://www.youtube.com/watch?v=Q-XozG0RSCo&feature=player_embedded#! 1. World Languages Reading Game worksheets  http://www.unesco.org/new/en/ (search under ‘endangered languages’) http://www.unesco .org/new/en/ > endangered languages > Interactive map of the world’s languages in danger
	2nd lesson Play bingo called ‘Languages Matter!’ Cross off the names as you hear or see them. When you have crossed off a complete line of words, shout, ‘BINGO!’ Group work.Divide Ss into groups and give the task    to search for interesting facts about the languages of the world.   Prepare a five-minute talk for your next class about one of the world’s endangered languages FA 9.S8 9.S8 recount extended stories and events on a range of general and curricular topics

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?	Cross-curricular links Health and safety check ICT links Values links
More support: -       Help less-able students to clarify unknown vocabulary More-able learners: -       Ask them to summarise the group’s findings. -       Ask them more complicated questions about the videos. -       Encourage them to justify their opinions.	-       Learners are checked by speaking and discussing. -       They can be recorded so that they could listen to their pronunciation. -       They can be checked by their writing notes for spelling mistakes. -       Watch them how well they are involved in the task or in the lesson. -       Watch them whether they can cope with new vocabulary and whether they are writing them into their copybooks with definitions.	-       Geography -       Respecting each other’s points of view.

Reflection Were the lesson objectives/learning objectives realistic? What did the learners learn today? What was the learning atmosphere like? 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. Yes, they are. They learnt to speak about daily life activities It was interesting as they talked about daily life and it is really challenging. Well, I think the vocabulary related to the topic was very helpful to improve some of my learners’ speaking skills. Of course, I can surely say we can cope with planned activities within planned timing.

Summary evaluation 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 or individuals that will inform my next lesson?