Professional Documents
Culture Documents
Expectations
By the end of the unit, most students will: understand and respond to a range of information given in face-to-face or audio-only situations in monologues and dialogues of up to 15 exchanges on unseen but more abstract subjects ; recount and compare events and experiences, and report what people say or believe; understand and respond to persuasive arguments and discussions with two participants, infer points of view; discuss and evaluate films, plays, books, poems; prepare and make a10-minute presentation to an audience, on a topic to inform or persuade; read extensively from appropriately levelled texts, in a variety of genres in the text range identified for Grade 11 Advanced; understand how narratives are structured to create points of view, mark the passage of time and how language is used to imply moods, intentions, relationships and values; evaluate stories and recounts critically; write persuasive texts, presenting arguments and evidence in a logical structure for particular audiences. Students who progress further will: independently compose texts of at least 20 sentences in a coherent structure using connected paragraphs, varied sentence structure, and choice of words and phrases for precision and effect. Students who make slower progress will: compose texts of 20 sentences in a coherent structure using connected paragraphs and a range of sentence structures and vocabulary.
Vocabulary
Films and books: critique, review, synopsis, character, plot, mood, fiction, humour, image, motive, performance, romantic, scene, scenery, screen, stage, style, talent, theme, climax, etc. Reviewers opinions: boring, imaginative, thrilling, fast, uninspiring, exciting, moving, entertaining, fascinating, lifelike, confusing, astonishing, tragic, delightful, fine, subtle, careful, etc. Feelings: happy, sad, pleased, angry, disappointed, ashamed, miserable, etc. Consult the film/text for specific vocabulary.
177 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
Unit 11A.2
CORE STANDARDS Grade 11A standards
11A.3.2 Understand and respond to persuasive arguments, debates and discussions with two participants: follow the progression of points, despite changes of speaker; infer speakers points of view and intentions; surmise meaning where there are gaps in the message, through interruptions, extraneous noise, elision etc.; distinguish fact from opinion; respond through drawing conclusions, expressing views, agreeing or disagreeing, referring to what was said in the text. Prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades: establish and develop a logical and controlled argument; consistently use common organisational structures as appropriate; include relevant and memorable evidence; use strong, positive language, short utterances for emphasis, and a friendly manner to be convincing; be prepared to address counter-arguments or listener bias. 12A.5.5 Prepare and present to an audience, or discuss in a simulation, a proposal that convinces or persuades: use persuasive strategies such as rhetorical devices; anecdotes and appeals to emotion, authority, reason, pathos and logic; differentiate between evidence and opinion to support position and to address counter-arguments or listener bias.
Read extensively from appropriately levelled texts, in a variety of genres in the text range identified for Grade 11 Advanced. Recognise a wide range of features of formal written English through reading a variety of genres. Note particularly: purpose and intended audience; language features use of discourse markers for explicit logical organisation, frequent use of modal verbs to express possibility, condition, and to stress the distance of the speaker; wider use of passive voice and indirect forms. 12A.6.3 Identify and interpret a wide range of features of formal written English through reading a variety of genres.
178 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
10 hours
10A.7.1
Recognise that a narrative can be presented from different perspectives: identify, by reference to the text, the point of view from which a narrative is told and how this affects its structure and the readers response; recognise how the same incidents in stories can be told from other points of view; understand that stories commonly have an unknown narrator and recognise how this is marked in the text through the use of third person references to characters, places and events; recognise how first and third person viewpoints are represented; experiment with changing the point of view in extracts or short narratives.
11A.7.3
Trace the development of themes, ideas and events through a story and infer underlying moods, relationships, intentions and values. Form a critical opinion of a story by relating it to own views and preferences, comparing and synthesising information from different parts of the text to justify opinions.
12A.7.3
Infer underlying moods, intentions and values in stories and other narratives. Form and present a critical opinion of a text by: comparing the text with other relevant texts on the same or similar themes, by the same author or in similar genre.
179 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
10 hours
10A.9.1
Independently compose texts of approximately 1015 to sentences in a coherent structure using: three connected and coherent paragraphs; varied sentence structure, and choice of words and phrases for precision and effect; connecting words and phrases to link sentences cohesively.
11A.9.1
180 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
Activities
Objectives
1 hour Books Students are able to: understand a spoken text containing complex utterances; identify persuasive language in a text. 4 hours Discussing plot and character Students are able to: understand a spoken text containing complex utterances from TV or film; discuss and evaluate the feelings, behaviour and intentions of characters from a book or film; read extensively from graded readers in the 15002000 key word range; recognise through reading a narrative how authors create settings and portray characters; recount and compare events and experiences, and report what people say or believe; summarise a story through diagrams and charts which identify main characters and events. Students read the story during class time and for homework; provide regular comprehension activities to guide reading. Handout the worksheet and have students work in pairs to sequence the events into an outline of the whole story. Pairs compare their sequences in the whole class. Encourage students to justify their sequence, for example: Henry got married before he started his job. By demonstrating on the board, show students how to use the corrected sequence to construct a line graph with the key events along the horizontal axis and showing how the fortunes of the main character change (up for good, down for bad). For example: Choose an appropriately levelled book from the text range identified for Grade 11A. Prepare a worksheet with about 10 key events from the story in the wrong order (the correct sequence should outline the complete story).
Unit 11A.2
Possible teaching activities
Students read a page from a book club magazine promoting 45 different books (e.g. a romantic novel, a thriller, a travel book, a book about a hobby). Students read the advertising blurb and respond to true/false statements. They identify the use of persuasive language and record new vocabulary. Students listen to 2 or 3 monologues of people talking about the type of books they like reading; they decide which of the books from the magazine best matches their interests. They discuss their ideas in small groups, referring to the spoken text to support their decisions.
Notes
School resources
This column is blank for schools to note their own resources (e.g. textbooks, worksheets).
They read closely for words that describe the character at each of these key stages. Students work in small groups to construct their graphs and then exchange their graphs with other groups. Encourage them to justify their graphs, for example: This was a very bad experience. This made her feel because I think she felt unhappy then because Students identify, by reference to the text, the point of view from which a narrative is told and how this affects its structure and the readers response. They experiment with recounting a key incident in the text through the eyes of another character: for example, they write a letter to a friend about an event.
181 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
Objectives
Notes
Prepare some quotes from the book the class has been reading. This activity can be made into a team game with different quotes given to each pair. Each pair scores points for correct information and correct verb forms. Quotes can be chosen to encourage practise of key functions from Grades 10A and 11A, for example, apologising, expressing regret, accusing.
School resources
3 hours Writing a book review Students are able to: follow a straightforward persuasive argument; recognise contexts, purposes and features of formal English through reading a critical review; [continued]
Students listen to two people talking about a film and comparing it with the original book. Students identify the speakers opinions and note their supporting arguments. Students identify the use of persuasive language, noting key words or expressions and some grammatical features. In small groups, students discuss other film adaptations of well-known books. They compare the film and the book and, if relevant, state their preference giving supporting reasons. Students read the book review quickly to identify the authors opinion. They read the review again and respond to true/false statements or multiple-choice questions focussing on comprehension of main ideas and detail.
Prepare a listening text of two people talking about a film adaptation of a wellknown book. They should compare the two, stating their preference. If possible have students read a book and then watch the film adaptation. Many graded readers have watch Prepare a formal book review of approximately 400500 words. Book reviews can be found in the arts section of newspapers or magazines.
182 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
Objectives
[continued] independently compose texts of up to 15 sentences in three or more connected paragraphs.
Notes
School resources
2 hours Making a presentation Students are able to: prepare and present an opinion, point of view or justification intended to convince or persuade.
Tell students that they have been asked to nominate their favourite book (or author) for a special award. They work in small groups to prepare a presentation to the selection committee. Brainstorm the type of information students might include and elicit a structure for the presentation. Students should plan to speak for about 5 minutes and involve all members of the group. Develop evaluation criteria. Allow students time in class to rehearse their presentation. Groups take turns to make their presentations. If possible invite one or two other teachers to take on the role of selection committee members. They should provide constructive feedback to each group and nominate a winner, providing clear justification for their choice.
Students could choose an English language book or an Arabic language book. Alternatively, they could choose their favourite author or their favourite character in a book.
183 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club
Assessment
Examples of assessment tasks and questions
Listening Students listen to two speakers talking about a book and show comprehension by answering written questions. In small groups students discuss a book they are reading or a character in a book.
Unit 11A.2
Notes
Listening carries approximately 20% of the assessment weighting for this grade. Speaking carries approximately 30% of the assessment weighting for this grade. Reading carries approximately 20% of the assessment weighting for this grade. Writing carries approximately 30% of the assessment weighting for this grade.
School resources
Speaking
Reading
Students read an extract from a story and show comprehension by answering questions. Alternatively, they sequence a set of sentences constituting a story or extract.
Writing
184 | Qatar English scheme of work | Grade 9 | Unit 11A.2 | The book club