Lesson plan

School:
Long-term plan unit: Term 4. Unit 1.Travel and
Tourism (Language with content)
Date: Teacher name:
Grade: 9 Number present: absent:
Theme of the lesson: Natural wonders

Learning objectives(s) that this
lesson is contributing to
9.5.7 use appropriate subject-specific vocabulary and syntax to talk
about an increased range of general and curricular topics
9.2.6 deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics
9.2.7 recognise typical features at word, sentence and text level in a
wide range of written genres
9.2.8 use a range of familiar and unfamiliar paper and digital
reference resources to check meaning and extend understanding

Lesson objectives All learners will be able to:

- Communicate, retell
Most learners will be able to:
- Learn new common facts about natural wonders
Some learners will be able to:
- complete the quiz correctly
Success criteria Students will achieve if they:
- can do 80% of quiz task correctly

Value links Trilingualism ,Patriotism, Respect national traditions,

Collaboration
Cross curricular links Curriculum link with Geography
ICT skills Audio-visual skill, Using Explorer browser, Laptop
Previous learning Does travel broaden the mind?

Plan

Planned timings Planned activities (replace the notes below with your Resources
planned activities)
Beginning
 Greeting
5 min  Checking the hometask
 Setting the lesson aims

Purpose and Audience:

 This activity is a retelling activity where students communicate
common facts about natural wonders of the world to each other
using superlative adjectives. Every student is given a natural
wonder to communicate to the class. They are also asked to
explain extra information about the natural wonder. Students
will also get good practice relaying difficult numbers and
measures.

Note: This relates to Geography as there is quite a lot of

vocabulary referring to geographical features. As always,
have dictionaries and Vocabulary notebooks on hand. Monitor
the Vocabulary notebooks so that they are not just translation
lists.

Class Set-up

There are 15 fact cards about the world in total, so if you have
a small class they may take 2 fact cards or if you have more Appendix 1
than 8 students you should adjust the number of fact cards (and
quiz questions) according to the number of students you have.
(For more detail information you can visit
http://bogglesworldesl.com/naturalwondersuperlatives.htm )

Give each student a fact card and tell them to memorize the
numbers and to remember the additional information about the
natural wonders. After the students have been given time to Appendix 2
memorize the fact cards, take away the fact cards and hand out
20 min. the activity sheet. Students go around and talk to other students
and exchange information about natural wonders of the world

When the students are finished exchanging information, give

them five minutes to review their activity sheet. Then, give
them the quiz on natural wonders of the world. Make sure the Appendix 3
students know that they are supposed to answer the questions
using superlative adjectives and complete sentences. It is
10 min. important that the students know that they will be given a quiz
beforehand. This helps to focus their attentions while doing the
activity. Students mark the quiz themselves by having them
exchange quizzes. Then we quickly go over the answers as a
class.

End Feedback
-Students give feedback for “What I have learnt?”
5 min Homework
To make a brochure about natural wonders in Kazakhstan

Additional information
Differentiation – how do you plan Assessment – how are you planning to Health and safety
to give more support? How do you check learners’ learning? check
plan to challenge the more able
learners?
-When students are working on The teacher checks their achievement Health promoting
mind mapping T can use according to success criteria: techniques
differentiation by support Breaks and physical
-If more abled student finishes  can respond to peers’ questions activities used.
quickly the listening task, ask supporting his/her answers with
Points from Safety
him/her to check others answer - evidence: examples
differentiation by task rules used at this
 can justify most of their correct
-When you divide students into answers in terms of what was heard lesson.
groups in task for speaking, get less on the recording
able students with more abled ones  answer questions from the text
and use differentiation by grouping
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 my planned differentiation
work well?
Did I stick to timings?
What changes did I make from
my plan and why?

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 achievements/difficulties of individuals
that will inform my next lesson?

Approved by ___________________