School: 95

Unit 3

Data: 24.11.2020
Grade: 9

Topic: Rivers of the world Number present: Absent:

Learning objectives(s) that this
lesson is contributing to
C3 respect differing points of view
C8 develop intercultural awareness through reading and
discussion
L5 recognize the attitude or opinion of the speaker(s) in
unsupported extended talk
S3 explain and justify their own and others’ point of
view
R1 understand main points in extended texts on a range
of unfamiliar general and curricular topics unfamiliar
topics

Lesson objectives

To listen and read for specific information

(comprehension questions)
To present rivers
To write a short text about rivers
Do the task on completion
Broaden knowledge in the sphere of rivers

Value links The values:

- Respect for self and others
- To be acknowledged and warned about rivers
Cross curricular links Geography

Plan
Planned timing Planned activities Resources

Beginning (W) Organization moment: Greetings

5 min (W) Introduction of Lesson objectives

(W) Warm up: make students guess the rivers
through the pictures

Tasks :
 Task 1
Aim: to present new words and guess the
meaning

5 min Vocabulary: flow, iconic, source, stroll, sunset,

cable car, drift, in the blink of an eye, bank,
magnificent, artificial

Task 2

Aim: to read for cohesion and coherence

10 min
Read questions from the exercise 2, p. 37
beforehand.

Give students time to read two given micro texts.

5 min Task 3

Aim: to check students understanding of the text

and producing information

Fill the mind map.

5 min (W,I) Plenary: Evaluate your learning

Sts are asked to reflect on their learning and tell

what they have succeeded to do.

Homework: St.b, p.37 – complete the table and

be able to present it next lesson.

Additional information
Teacher monitoring: teacher can
help learners with content and
language if need be, and challenge
learners on language, and use of
learning skills throughout the
lesson as necessary.
Task format: Learners can
contribute at their own language
level for this activity, as it is
Opportunities for
formative assessment are
embedded in this lesson.
Learners and teacher gain
feedback on learners’
abilities to plan, organize,
cooperate, respect different
opinions and solve
problems. The designing
and solving of definitions
Learners apply skills and
knowledge to a practical
and cooperative task, and
produce their own
materials. All of these
lesson features reflect NIS
values as suggested in the
NIS Trilingual
Implementation Strategy,
and correlate with the aims
relatively open-ended. This gives provides evidence of of critical and creative
each learner a chance to be learners’ understanding of thinking, and effective
successful. content and their ability to communication set.
use language to explain it.
Reflection at the end of the lesson
and teacher summary provides
support for progress and
achievement, and challenge to
thinking and setting future
objectives.

Reflection Use the space below to reflect on your lesson. Answer

the most relevant questions from the box on the left
about your lesson.
Were the lesson
objectives/learning objectives
realistic? Did all learners achieve
the LO?

If not, why?

Did I stick to
Summary timings?
evaluation

What went really well (consider both teaching and learning)?

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

What have I learned from this lesson about the class or achievements/difficulties of
individuals that will inform my next lesson?