Unit:5 |
Reading for pleasure |
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Teacher name: |
Iskendirova Zh.S |
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Date: |
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Grade: 9 |
Number present: |
absent: |
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Theme of the lesson:
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Project. A poem |
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Learning objectives |
9.S6 repeat terms; develop the ability to distinguish between tropes, stylistic figures and other means of expression; determine their role in the text; 9 W3: write with moderate grammatical accuracy on a limited range of general and curricular topics |
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Lesson objectives |
All lеаrners wіll bе ablе tо: Read two poems in English. •. Learn vocabulary for talking about poems. Learn about stylistic figures and practise thinking of stylistic figures Most learners will be able to: Understand rhyming patterns in poems answer the questions Some learners will be able to: make the metaphors, similes, repetition write a poem |
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Lesson structure |
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Planned timings |
Teacher activities |
Student activities |
Resources |
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Beginning the lesson 10 min |
1.GreetingOrganization moment A)Checking the attendance Warm up activity: B) First of all let’s divide into 2 groups. Come here. Take the cards. Who takes ‘sound [ai], that will be the group “1” and who takes [a]’ that will be the group “2” C)Check homework Summarizing homework |
Sts warm/greet the teacher Sts work in pairs / groups, talk about these topics or words from the article. Light,night, right, bright, high,flight,fight Knight
bad, dad, tag, bag, ,fan, hat, map Ppt about A.Kunanbaev |
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Main Activities 30 min |
Read a poem. Explain lesson objectives. A sonnet is a fourteen-line poem. The sonnets of Shakespeare are very popular and loved by people.
First of all, answer the question. What did I read? In literature, what do we named it? Have you ever heard this poem ?What about this poem? Do you like reading poem? A)Look at the pictures on the blackboard. b)Note to the book gallery. C)Now let’s write down new words of the lesson Poem [ ˈpəʊɪm ] поэма, дастан, жыр Poetry[ ˈpəʊətri ] поэзия, көркем өлең Metaphor [ ˈmet.ə.fɔːr ] метафора Rhyme[ raɪm ] ұйқас өлең Rhythm[ ˈrɪðəm ] ырғақ Verse[ vɜːs ] өлең Syllable[ ˈsɪl.ə.bl̩ ] буын Extract[ ɪkˈstrækt ] үзінді Alone[ əˈləʊn ] жалғыз D) Give information about L.Stevenson. The first group: 1. Who was L.Stevenson? 2. What does he have in common with the writer Abay? 3. What poems and stories do you know by Stevenson? The second group: 1. When was L. Stevenson born? 2. How was his childhood? 3. How many stories and poems did he write? E) Explain stylistic figure. 1.1 Work with text. Look through and try to answer the question patterns. 1.2 ‘’Find the stylistic figure’’. Turn on music Let’s listen to music. This music is full of metaphor, repetition and similes A metaphor is a figure of speech that refers, for rhetorical effect, to one thing by mentioning another thing
1.3. Work with book. Ex 2 Read the poem and find Rhythm patterns and write in your copy book The first group. 1 The Cow is about a cow that the writer has seen. From a railway carriage is about how we see the world when we are looking out of a train window. Words that rhyme The Cow: white – might; heart – tart; there – air; stray – day; pass – grass; showers - flowers The second group: 2. From a railway carriage: witches – ditches; battle – cattle; plain – rain; eye – by The Cow has three verses and From a railway carriage has one The rhyming pattern for the Cow is ABAB CDCD EFEF The pattern for From a railway carriage is AABBCCDD. Exercise 5 . Students are now ready to write their own poem. Giving marks |
Individual work Assess orally Excellent Good job Well done Very good Assess by words Each group
Group work.
Assess each other
Pair work By stars
Group work |
ppt
videos
cards
Picture with name of literature tools
ppt
Student’s boook
Pictures |
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Last 5min
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Home task: Ex 3 Learn by heart a poem Giving Feedback
3
Saying goodbye
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Sts reflect the lesson
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