دليل المعلم اللغة الإنجليزية الصف التاسع الفصل الثاني 2022-2023
. Write on the board: Don't judge a book by its cover from the Starter question
, In small groups, learners discuss what the saying means
, Discuss with the whole class. Is there a saying with a similar meaning in the UAE
Answer
The saying refers to meeting a person for the first time and drawing conclusions about their personality based on their physical appearance. A book with a beautiful cover doesn't mean that its content is interesting, and vice versa. This also applies to people
Main activiy
Speaking: Activity 1
. Give the learners a few minutes to think about their answers. Allow them to make notes if they wish
In groups, learners share their experiences. Monitor, but dont interrupt their discussion
CORE
Feedback
Invite learners to share their experiences with the whole class
Answers
Learners' own answers
Listening: Activity 2
. Write first impression on the board and elicit what it means: the opinion people form when they meet someone for the first time. Discuss what factors influence a person's first impression, for example clothes, voice, body language
. Read out the instructions and invite learners to read the statements before listening to the audio track
. Play the audio track twice for the learners to match each speaker to a statement
Have them compare answers before checking as a class
After feedback, read the Language tip and have learners think of an example for so and such a /an
CORE
Answers
Differentiation activities (Support)
. The first time learners listen to the audio track, encourage them to make notes
Elicit the information they heard with the whole class before they listen a second time and do the task
Differentiation activities (Stretch)
. Encourage learners to make notes of what the speakers say while they listen. They then compare notes before sharing information with the class
. Have learners read the situations and choose one or two they'd like to talk about
Put the learners in pairs to share their advice, Monitor and make notes of language use
DESIRABLE
Feedback
Invite learners to explain their advice for one of the situations to the whole class They could do this as a role-play
Workbook: Activity 3
, Read out the task and have learners refer to the essay plan. Remind them that the introduction should present the topic briefly. Ideally, they shouldn't include their opinion in the introduction, rather save it for the conclusion
. Allow learners a few minutes to complete their essay plans. Encourage them to note down interesting words / phrases that come to mind so that they remember to use them. Monitor and provide help if necessary
CORE
Feedback
Provide individual feedback orally as you monitor learners
Workbook: Activity 4
. Learners write their opinion essay using their plan. Remind them to use linkers to provide cohesion to their text
CORE
Feedback
Provide written feedback on each learners' essay
Differentiation activities (Support)
. Allow learners to finish their essays at home and bring them to the next class
Differentiation activities (Stretch)
. Have learners exchange essays with a partner. They read each other's essay and make suggestions to improve it, for example correcting language errors, spelling mistakes, rephrasing an idea
Plenary
. Write one of the sentences from the essay in the Coursebook on the board, for example : If you go to a new school, you will need to make new friends
. Put learners in small groups and explain the game: they take turns removing words from the sentence making sure it still makes sense. Do the first one for them as an example: If you go to a new school, you will need to make new friends
The game could continue as follows
If you go to a new school, you will need-to make friends
If you go to a -new school, you will make friends If you go to school, yottwiH make friends
No more words / phrases can be removed, so the team that deleted yott -wiH wins the game or a point Continue with more sentences from the Coursebook if there's time
Starter
. Write app on the board (you could explain that the word is an abbreviation of application, but is now used as a word in its own right)
In pairs, learners discuss the Starter questions
Elicit ideas in open class and allow learners to use their phones to show the apps they have
Main a
Reading: Activity 1
. Explain to the class that the reading text they are going to read will have something to do with apps. Draw leamers' attention to the title of the article
. Learners skim read the article to understand what its about
. Have learners answer the question in pairs before eliciting the answer as a whole class
CORE
Feedback
Invite learners to explain the title of the article
Possible answer
The title App-solutely amazing!' is a game with words which combines app and absolutely
Vocabulary. Activity 2
. In pairs, learners try to work out the meaning of the words in bold. Encourage them to make a table in their notebooks listing the word, the part of speech and their definition. Allow learners to consult a dictionary to check their answers
CORE
Feedback
Read out each word and nominate a pair of learners to give their definition. The rest of the class can raise their hands if they disagree or if they have a better definition
Possible answers
summarise: bring together the main points; news: report of current events; download: copy from the Internet giant: large company; proud: feeling of satisfaction in your own or someone else's achievements; inspire: to cause someone to want to do something; worried: anxious; model: representation of something. usually on a smaller scale; arrogant: feeling self-important; genius: unusually intelligent or gifted person; polite: having good manners; humanities: studies concerned with human culture; invest in: dedicate money to something expecting to receive a profi lucky: fortunate; risk: possibility of failure
Starter
. Stick the picture of Albert Einstein on the board. Do any of the learners recognise who it is ? What do learners know about Einstein ? (physicist, born in Germany, E = me, theory of relativity). Explain that Einstein is considered a genius (someone who is extremely intelligent or talented). Write genius on the board
Refer learners to the Starter question.. Write on the board: IQ Ask learners if they
know what this stands for and what it means. (Intelligence Quotient; it refers to a number which shows how intelligent a person is. This number is based on specific tests. An average IQ score is 70—115. Einstein's IQ is said to have been above 160
Main activity
Reading: Activity 1
. Refer learners to the Vocabulary box. Understanding these words will help them understand the text
. Ask learners to read the text once and find the answer to the question. When they think they know it, they should raise their hands
CORE
Feedback
Elicit the answer. The answer doesn't have to be identical to the answer below as long as it means the same
Possible answer
The winner must use the prize money to pay university or college fees
Reading: Activity 2
, Point out the words in bold in the text and refer learners to the Language tip
. Learners read the article again and decide if the statements are true or false Encourage them to find the answers in the text. You might like to point out that the relevant information doesn't appear in the same order in the text
CORe
Feedback
Invite learners to read out a statement and say whether it's true or false. If its false, they should give the correct information
Answers
F (they must spend it on their education); 2 T; 3 T; 4 F (it's a TV show); 5T
Workbook: Activity 1
. Elicit from leamers what a summary is (a short version of a text containing all the most important points). Read aloud the Writing tip and check for comprehension
. Learners read the text once more and find the main ideas and facts
Give learners five minutes to write their summary. Monitor and provide help if necessary
Answers
1 May; 2 May; 3 Alex; 4 May; 5 May; 6 Alex
Workbook: Activity 4
. Put the learners in groups of four and. divide them into pairs: A and B (agree), C and D (disagree). Allow them a few minutes to brainstorm ideas for / against the argument in pairs. Ask them to note their ideas down in the diagram
. Monitor and help learners who are struggling to come up with ideas
CORE
Feedback
A and B pairs swap their notes with C and D pairs. This will allow learners to refine their ideas and think of counter arguments for the debate to follow
Speaking: Activity 5
. Read the instructions for the debate and the information in the Speaking tip
. In groups of four, learners have the debate using their ideas in the diagram. Allow about three minutes for this. Make sure they understand that they need to try to convince each other and reach a conclusion
If necessary, write useful language on the board for giving. opinion, asking for opinion, agreeing / disagreeing, for example: I think / believe that In my opinion, What do you think ? Do you agree ? Yes, but You may be right, but
. Encourage learners to follow the rules of courteous debate by allowing their opponents to finish speaking before they give their counter argument
Monitor and provide help only if necessary
CORE
Feedback
After the debate, have learners come to a consensus conclusion. Do a hands -up survey of who agrees with the statement and who disagrees. Remind learners that debate allows for change of opinion, so they can vote differently from their previous arguments
Possible answers
For. exams / competitions are stressful; makes children competitive; no time to play with friends; children are tired and unhappy Against: exams help children be organised; they make them responsible; children learn new things in competitions; they become more independent
Differentiation activities (Support)
. Allow learners to read from complete sentences in the debate
Differentiation activities (Stretch)
. Encourage stronger learners to read from brief notes (or from no notes at all)
UNIT 5 LESSON 2 TASKS/ ACTIVITIES
Please also refer to the Teaching. Strategies section of the Teacher's Guide (pages 6 to 10)
Resources
. Put the learners in groups. Have them choose three adjectives from Lesson 1, Activity 1 and think Of a definition for each one
. Learners take tums to describe one of their adjectives for their partners to guess
Monitor and make sure adjectives aren't repeated
Main activity
Reading: Activity 4
. Ask learners whether they like doing tests like personality tests. What kind of tests have they done
. Draw their attention to the personality test in Activity 4. Ensure they understand the allocation of points in the Key, which is at the end of the test questions Allow them a few minutes to read through the test and mark points in their notebooks according to how much they agree / disagree with each statement
. When they finish, point to the Analysis box and ask them to add up their score and write down the adjectives that apply to them
. Learners compare scores in pairs and discuss whether they agree / disagree with the result
CORE
Feedback
Invite learners to read out a statement they strongly agree with and ask further questions to start a class discussion
Differentiation activities (Support)
. DO the test as a class. Invite learners to read out a statement for the whole class They add points before moving to the next statement Check comprehension each time
Differentiation activities (Stretch)
. When they finish the test. put learners in pairs and ask them to choose one Of theb parts (A, B, C or D). They compare their answers and discuss
Reading: Activity 5
. Give the learners time to read through the examples in the use Of English box Encourage them to write the adjectives and their prepositions in their notebook
record
. Ask leamers to discuss in pairs or small groups which statements are true for them. Then ask them to write two sentences about themselves using the language from the lesson
. Learners compare their sentences in pairs before checking with the
CORE
Feed back
Have learners raise their hands to read out a sentence. Encourage the rest of the class to agree or disagree