Action Lesson Plans for Kazakhstan Grade 10

 

ENGLISH АҒЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК

Экспресс  Паблишин баспасы

 

Jenny Dooley

Series Consultant: Bob Obee Translations by N. Mukhamedjanova

 

 

 

 


Organization of the content of the subject of «The English language»

 

in the 10th grade – Aspect 10 for Kazakhstan-3 hours a week, 102 hours a year

Grade 10

1) Content. Using speaking and listening skills to solve problems creatively and cooperatively in groups; to provide sensitive feedback to peers. Respect differing points of view. Evaluate and respond constructively to feedback from others; use feedback to set personal learning objectives. Organise and present information clearly to others. Develop and sustain a consistent argument when speaking or writing. Develop intercultural awareness through reading and discussion. Use imagination to express thoughts, ideas, experiences and feelings. Use talk or writing as a means of reflecting on and exploring a range of perspectives on the world.

2) Listening. Understanding the main points in unsupported extended talk; specific information and the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics. Recognising the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics. Deducing meaning from context in unsupported extended talk.Viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics.Identifying inconsistencies in argument in extended talk on a range of general and curricular subjects.

3) Speaking. Using formal and informal language registers; asking and responding to complex questions to get information about a wide range of general and curricular topics. Explaining and justifying own and others’ point of view; evaluating and giving comments on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics. Interacting with peers to make hypotheses about a wide range of general and curricular topics. Navigating talk and modifying language through paraphrase and correction in talk. Using appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics.

4) Reading. Understanding the main points in extended texts; specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics. Skimming a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics.Reading a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics. Deducing meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics. The attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics. Patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics. A wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding. Inconsistencies in argument in extended texts on a wide range of general and curricular topics.

5) Writing. Planning, writing, editing and proofreading at text level independently using a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately in a wide range of written genres. Writing with grammatical accuracy, using style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics. Develop with support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics. Coherent writing at text level using a variety of connectors on a range of familiar general and curricular topics. Independent use of appropriate layout at text level on a range of general and curricular topics. Communicating and responding to news and feelings in correspondence through a variety of functions. Punctuation in written works at text level with a good degree of accuracy.

6) Use of English. Using a variety of abstract compound nouns and complex noun phrases; a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases; a variety  of compound adjectives, adjectives as participles, comparative structures indicating degree, and intensifying adjectives on a wide range of familiar general and curricular topics; a wide variety of determiners and pre-determiner structures; a wide variety of question types; relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics. Using perfect continuous forms and a variety of simple perfect active and passive forms including time adverbials … so far, lately, all my life; a variety of future active and passive and future continuous forms; a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech; present continuous and past continuous active and passive forms on a wide range of general and familiar curricular topics. Using a variety of reported statements and question forms on a wide range of familiar general and curricular topics; a variety of comparative degree adverb structures with regular and irregular adverbs; a wide variety of pre-verbal, post-verbal and end-position adverbs; a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past; a variety of prepositional phrases before nouns and adjectives; a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs. Using infinitive forms after an increased number of verbs and adjectives; gerund forms after a variety of verbs and prepositions; a variety of prepositional and phrasal verb. A wide variety of conjunctions on a wide range of familiar general and curricular topics. If / if only in third conditional structures; use a variety of relative clauses including with which [whole previous clause reference] on a wide range of familiar general and curricular topics.

 

 

 


Module 1  Science and scientific phenomena

 

LESSON: Module 1 Lesson  1

Introductory     lessons

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.1.6 —  organise and present information clearly to others;

10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 —  evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 — understand main points in  extended texts on a wide range of unfamiliar general and curricular topics;

10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 — use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 — use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.13 — use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past  on a wide range of  familiar general and curricular topics

Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Value links 1 Science and scientific phenomena
Cross — curricular links Global issues
ICT skills Using videos& pictures, working with URLs
Previous learning  1 Science and scientific phenomena
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
 

BEGINNING THE LESSON

 

To introduce the topic

Ask Ss to look at the pictures and then imagine they are there on the steppe.   Ask various Ss to describe to the class what they can see and feel using their imagination.

Give Ss time to complete the task and then check Ss’ answers. Elicit more jobs from Ss (e.g. teacher, actor, secretary, violinist, tour guide, etc).

Answer Key

1     H            3 E                 5 A              7 C              9 F

2D                4 G                 6 1              8 В

 

 

To personalise the task

•                     Give Ss time to complete the task.

•                     Ask various Ss to tell the class. Ss should justify their answers.

Suggested Answer Key

I’d like to be a teacher because I love children.

Vocabulary: Jobs (video game tester, flight attendant, secret shopper, sales assistant, camp counsellor, police officer, dog walker, storm chaser, sports coach); Extreme Sports (street luge, speed skiing, windsurfing, mountain biking, paragliding, motocross, white-water rafting, rock climbing); Entertainment (audience, scene, scenery, lighting, performance, curtain, stage, props, fame, icon); The Internet (user-friendly interface, search engine, email account, login name, profile, browse, sign up, tight-knit community); The Weather (snow, blizzard, breeze, hail, sleet, rain, tornado, flood, shower, drizzle, wind, gale, storm, temperature, boiling hot, chilly, sunny spells, freezing cold); Health Issues (eye strain, hearing loss, thumb arthritis, swelling, itchy rash, skin infection, shoulder strain, upset stomach, immune system, insomnia, watery eyes, travel sickness); Appearance & Character (middle-aged, old, teenager, plump, well-built, overweight, skinny, medium, neck, beard, moustache, hair, curly, wavy, pierced, straight, wrinkles, freckles, tattoo, eyebrows, patient, generous, outgoing, blonde) Grammar: Present and past tenses (revision)
 

PRESENTATION AND PRACTICE

 

C10

S7

To revise extreme sports

•       Give Ss time to write the correct extreme sport under each picture and then check Ss’ answers.

•       Elicit more extreme sports from Ss (e.g. kite surfing, sky diving, etc).

Answer Key

7 white-water rafting

1       speed skiing

2       street luge

3       mountain biking

To revise vocabulary related to

entertainment

•       Go through the list of words and explain/elicit the meanings of any that Ss are unsure of.

•       Give Ss time to complete the sentences in pairs and then check Ss’ answers around the class.

4      performance 9 scene

5      lighting 10 props

6      stage

7      curtain

4       To revise vocabulary related to the Internet

•       Go through the list of words and explain/elicit the meanings of any that Ss are unsure of.

Give Ss time to complete the sentences in pairs and then check Ss’ answers.

 

Answer Key

1 account        4          login    7 interface

2 engine          5          profile 8 browse

3 community   6          sign up

 

Aim To revise vocabulary related to the

weather

•       Elicit various words related to weather (e.g. hot, cold, freezing cold, etc). Ask Ss to describe weather conditions in their country. (In my country, summers are hot.)

Give Ss time to complete the task and then elicit

 

Answer Key

1 breeze          3 storm

2 tornado        4 sunny spells

Aim To revise vocabulary related to health

 

issues

•       Go through the list of words and explain/elicit the meaning of any that Ss are unsure of.

•       Give Ss time to complete the sentences in pairs and then check Ss’ answers around the class.

Answer Key

1 immune

5 strain 9 insomnia
2 swelling 6 shoulder 10 infection
3 sickness 7 loss 11 upset
4 watery 8 rash 12 thumb

 

Aim) To revise vocabulary for appearance & character

•          Give Ss time to complete the task and then elicit answers from Ss around the class. Ask Ss to justify their answers.

Answer Key

1          plump (refers to weight)

2          medium (refers to build)

3          neck (part of body)

4          pierced (ears, nose)

5          eyebrows (part of face, rest of words are special characteristics)

6          blonde (refers to hair)

•          As an extension ask various Ss to present themselves to the class.

Suggested Answer Key

I’m Laura and I’m 20 years old. I’m tall and slim with long, straight, brown hair and blue eyes. I’m patient and outgoing, but I can be stubborn at times.

 

 

To revise present and past tenses

•          Refer Ss to the Grammar Reference section to revise use of tenses.

•          Explain the task and give Ss time to complete

it.

•          Check Ss’ answers and elicit their reasons for their choice of tenses used.

9          (Aim To identify appropriate responses to everyday English expressions

•          Explain the task.

•          Allow Ss some time to complete it.

•          Check Ss’ answers.

•          As an extension ask pairs of Ss to act out the exchanges.

Answer Key

7 b       3 b

2          a          4 b     5 b         7 b       9 b

6          a         8 b       10 a

 

 

 

Pictures, p.5.

Dictionary.

Recording.

 

 

 

 

ENDING THE LESSON (An activity to consolidate the language of the lesson.) Ask the pupils to describe any of global issues with the solution in their region.
Additional information

 

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1   Science and scientific phenomena

 

LESSON: Module 1 Lesson  2

 

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.1.6 — organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 — understand main points in  extended texts on a wide range of familiar and some general and curricular topics;

10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

10.5.2 —  use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 — use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 — use a variety of comparative degree adverb structures with regular and irregular adverbs;

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics

10.6.13 — use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past  on a wide range of  familiar general and curricular topics

Lesson objectives All learners will be able to:
listen and read for gist and for specific information

Most learners will be able to:

  listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases

Some learners will be able to:

  listen and read for gist and specific information, to learn animals and their habitats, to learn prepositional phrases, talk about the steppe, prepare a poster of plants and animals that live on our steppe

Assessment criteria Learners have met the learning objective if they can: speak about animals and their habitats, the steppe
Value links 1 Science and scientific phenomena
Cross — curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning    1 Science and scientific phenomena
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
 

BEGINNING THE LESSON

 

To introduce the topic

Module Objectives

Read the title of the module Science & scientific phenomena and ask Ss to suggest what they think the module will be about (the module is about famous scientists, genetics, DNA and jobs related to science). Go through the objectives list to stimulate Ss’ interest in the module.

Vocabulary

To introduce new vocabulary

Direct Ss’ attention to the words in the list and give Ss time to use them to complete the phrases.

Answer Key

2                                                 invented   4 argued

3                                                 discovered               5 founded

 

 

PRESENTATION AND PRACTICE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

To match scientists to their

2         Ask Ss to match the scientists A-E to their achievements 1-5.

3         Play the recording. Ss listen and check their answers.

4         Elicit sentences from Ss around the class.

Answer Key

5      В Albert Einstein developed the theory of relativity.

6      E Tim Berners-Lee invented the World Wide Web.

7      D Marie Curie discovered radioactivity and

won the Nobel Prize twice.

8      A Nicolaus Copernicus argued that the Sun

was at the centre of the universe.

9      C Kaisha Atakhanova founded the environmental

organisation EcoCenter.

To introduce new vocabulary and

match scientists to their fields of study

10     Elicit what each field of study deals with. S may use their dictionaries if necessary. The elicit which scientist is related to which field.

11     Ss may have to look up the answers on the Internet.

12     Check Ss’ answers on the board.

Answer Key

Nicolaus Copernicus is related to astronomy.

Albert Einstein is related to physics.

Kaisha Atakhanova is related to biology.

Marie Curie is related to physics & chemistry.

Tim Berners-Lee is related to computer science.

• Play the video for Ss and elicit their comments

 

 

 

 

ENDING THE LESSON

 Discussing the theme of the module  
Additional information

 

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1   Science and scientific phenomena

 

LESSON: Module 1 Lesson  3

Use of English 1b

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 0.1.6 — organise and present information clearly to others;

10.2.1- understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk

on a limited range of unfamiliar topics;

10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 — evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 — understand main points in  extended texts on a wide range of familiar and some general and curricular topics;

10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

10.5.2 —  use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 — use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 — use a variety of comparative degree adverb structures with regular and irregular adverbs;

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics

10.6.13 — use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past  on a wide range of  familiar general and curricular topics

Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

 Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross — curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning  1 Science and scientific phenomena
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
 

BEGINNING THE LESSON

 

to introduce the topic of the lesson

 

Teacher’s ideas

 

PRESENTATION AND PRACTICE

 

 

        OVER TO YOU! Ask Ss to work in pairs or small groups and discuss the questions.

•          Ask Ss to close their books, then elicit answer from various Ss around the class.

•          Then ask Ss to share their answers/opinion with the class.

 

 Suggested Answer Key

I          think Tim Berners-Lee has had the biggest impac on our lives because we use the World Wide Wei every day. It has given people access to all sorts о information and, as we all know, information i. power.

Another famous scientist is Alexander Graham Bell He invented the telephone and the metal detector The telephone changed the way people communicati and allowed people to communicate over loni distances.

) (Aim) To introduce key vocabulary from a text and predict the topic of the text

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

•          Refer Ss to the Word List at the back of their books and give them time to look up the meanings of the words given.

•          Elicit Ss’ guesses as to what the article is about.

Suggested Answer Key

I          think the article is about genetic engineering.

•          Ask Ss to look at the picture and read the title. Then elicit what the picture depicts and how this may be related to the title of the article.

•          Play the recording. Ss listen and read the text to check their answers.

Suggested Answer Key

The picture shows an eraser erasing part of a genetic code. This could refer to genetic engineering and the ability to remove faulty genes which cause diseases and which could possibly lead to a world without disease.

To read for specific information

•          Ask Ss to read the sentences 1-8.

•          Then give Ss time to read the text and mark the sentences according to what they read.

•          Check Ss’ answers around the class.

Answer Key

IT        3          T          5          T          7          DS

2          F          4          T          6          T          8          DS

•          Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•          Play the video for Ss and elicit their comments.

13     To consolidate vocabulary in a text

Give Ss time to complete the sentences using

Answer Key

7 inherited

14  made

15  determines

16  characteristics 7 brought

17  debate                 8 cells

18  prevent

To consolidate new vocabulary (collocations)

•       Read the words/phrases in the lists and give Ss time to match them to make collocations.

•       Elicit answers from various Ss around the class.

Answer Key

Id 2 e 3 b 4 f 5 c 6 a

To practise collocations

•       Give Ss time to use the collocations from Ex. 4a to complete the sentences.

•       Check Ss’ answers.

7          inherit diseases           4

2          gene editing    5

3          live longer       6

faulty genes

Genetically-modified food Designer babies\

To present/revise comparison of adverbs

 

•       Ask Ss to read the example sentences in the box and then elicit how we form the comparative and superlative forms of adverbs.

•       Refer Ss to the Grammar Reference section for details.

•       Then elicit further examples from the text. Suggested Answer Key

Adverbs with the same form as the adjectives take -er in the comparative form and -est in the superlative form. Adverbs ending in -ly take more in the comparative form and the most in the superlative form.

Examples in the text: the fastest, more quickly, longer, more specifically

b)   To practise comparative and superlative forms of adverbs

•       Explain the task and give Ss time to complete it.

•       Check Ss’ answers.

Answer Key

1 more loudly 4 the worst 7 the be:
2 the fastest 5 earlier 8 more
3 better 6 less carefui

 

•       the words in the list.

•       Check Ss’ answers around the class.

Speaking & Writing

 

To personalise the topic

Ask Ss to talk in pairs and tell their partner wh characteristics they share with other members their family.

Suggested Answer Key

I have the same colour hair as my sister and same colour eyes as my brother.

give a short summary of a text

•       Give Ss time to read the text again and me notes and then use their notes to write short summary of the text.

•       Ask various Ss to read their summary to 1 class.

Suggested Answer Key

Our genes contain the characteristics we hi inherited from our parents. We have trillions of о in our bodies. Cells have chromosomes (23 from i mum and 23 from our dad). Chromosomes hi DNA. A gene is a section of DNA. Sometimes gei are faulty and we can get diseases. Gene editing c prevent this from happening. There is a lot ofdebi about genetic engineering on humans, but it со, end some diseases.

 

To expand the topic and write a short quiz

•          Ask Ss to research on the Internet and find c information about people related to genetic

•          Ask Ss to write a quiz and then swap their q with their partner for him/her to try to comple

Suggested Answer Key

7          What is Sir Cyril Astley Clarke known for? ( work on prevention of Rh disease in newbi babies)

2          Who is known as the father of modern genetii (Gregor Mendel)

3          Who first discovered DNA and when? (Friedr, Meischer in 1869)

4          Who isolated its molecular structure? (Jan Watson and Francis Crick)

5          Who came up with the term ‘double helix’ for t shape of the structure of DNA? (James Watsor

 

 

 

 

 

 

ENDING THE LESSON

 

A Grammar quiz. (Teacher’s ideas)

 

Workbook: 1b & Use of English 1

Additional information

 

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1  Science and scientific phenomena

 

LESSON: Module 1 Lesson  4

 

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.1.6 —  organise and present information clearly to others;

10.2.1 — understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.2.2 — understand specific information in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.4 —  evaluate and comment on the views of others in a growing variety of talk contexts on a growing range of general and curricular topics;

10.4.1 — understand main points in  extended texts on a wide range of unfamiliar general and curricular topics;

10.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of general and curricular topics;

10.5.2 — use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.7 — use perfect continuous forms  and a variety of simple perfect active and passive forms  including time adverbials … so far, lately, all my life , on a wide range of familiar general and curricular topics;

10.6.11 — use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

10.6.12 — use a variety of comparative degree adverb structures with regular and irregular adverbs

use a wide variety  of pre-verbal, post-verbal and end-position adverbs on a wide range of familiar general and curricular topics;

10.6.13 — use a growing variety of past modal forms including must have, can’t have, might have to express speculation and deduction about the past  on a wide range of  familiar general and curricular topics

Lesson objectives All learners will be able to:
Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form

Most learners will be able to:

 Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result

Some learners will be able to:

Learn infinitive/-ing form and to learn the tenses of infinitive/-ing form, learn word formation (nouns from verbs), learn clauses of reason/result, identify the correct usage and use these forms in the speech

Assessment criteria Learners have met the learning objective ( UE15, W3, W5, UE 16) if they can: use tenses of infinitive/-ing forms, do the correct word formation, express reasons.
Value links Solutions to global issues, natural disasters and global citizenships
Cross — curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning  1 Science and scientific phenomena
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
 

BEGINNING THE LESSON

To revise  the to-infinitive and the -ing forms

Explain the task and give Ss time to complete it. Then check Ss’ answers around the class.

Teacher’s ideas
PRESENTATION AND PRACTICE

 

•       Ask Ss to read the definition and the newspaper headline and then elicit an answer to the question in the rubric.

•       Give Ss time to read the text and find out if their guesses were correct.

Suggested Answer Key

I        think DNA can help bring extinct animals back to

life

 

 

 

 

 

To read for cohesion and coherence

•       Explain the task and give Ss time to complete it by matching the sentences to the gaps.

•       Check Ss’ answers.

Answer Key

1C 2 A 3 F 4 D 5 В

•       Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

•       Play the video for Ss and elicit their comments.

To consolidate new vocabulary

•       Explain the task. Give Ss time to complete the task.

•       Check Ss’ answers around the class.

Answer Key

1 became

4 walk 7 conduct
2 bring 5 break 8 run
3 make 6 hatch

To consolidate new vocabulary

•       Explain the task. Give Ss time to complete the task using the words from the Check these words box.

Check Ss’ answers.

 

Answer Key

1          roam

2          impressive

 

3          excavating

4          alterations

 

 
 

ENDING THE LESSON

 

A Grammar quiz. (Teacher’s ideas)

 

Workbook: 1b & Use of English 1

Additional information

 

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1   Science and scientific phenomena

 

LESSON: Module 1 Lesson   5

 

School:
Date: Teacher name:
CLASS: Number present: absent:
Learning objectives(s) that this lesson is contributing to 10.1.2 — use speaking and listening skills to provide sensitive feedback to peers;

10.1.4 — evaluate and respond constructively to feedback from others;

10.1.8 — develop intercultural awareness through reading and discussion;

10.2.3 — understand the detail of an argument in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

10.3.6 —  navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.3.7 — use appropriate subject-specific vocabulary and syntax  to talk about a  range of general and  curricular topics;

10.4.7 — recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics;

10.4.8 — use a wide range of familiar and unfamiliar paper and digital reference resources to check meaning and extend understanding

Lesson objectives All learners will be able to:
Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give

Most learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information

Some learners will be able to:

Learn natural disasters, listen and read for gist and special information, learn phrasal verbs with give, listen for specific information, talk about the ASCE Foundation, write an email about the Dream Big film

Assessment criteria Learners have met the learning objective if they can: speak about natural disasters and write an email
Value links Solutions to global issues, natural disasters and global citizenships
Cross — curricular links 1 Science and scientific phenomena
ICT skills Using videos& pictures, working with URLs
Previous learning  1 Science and scientific phenomena
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
 

BEGINNING THE LESSON

    Grammar

To present/revise past modals of

speculation and deduction

•       Explain the task and ask Ss to read the theory.

•       Refer Ss to the Grammar Reference section at the back of their books for more details.

•       Elicit an example from the text and what it expresses.

Answer Key

Jack and his team must have been amazed because it suggested that DNA lasts a lot longer than originally believed, (refers to a deduction)

 

 
 

PRESENTATION AND PRACTICE

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Aim To practise past modals of speculation and deduction

•       Explain the task.

•       Give Ss time to complete it.

•       Check Ss’ answers.

Answer Key

1      may/might/could have had 3 can’t have read

2      must have stolen                         4 must have gone

 

Listening

•          Ask Ss to read the questions and answer choices.

•          Then play the recording and ask Ss to complete the task by choosing the correct answers according to what they hear.

•          Check Ss’ answers.

Answer Key

1          A         2 В      3 C      4 В

text; to develop critical thinking skills

•          Ask Ss to work in pairs and talk about what information they found the most interesting in the text.

•          Monitor the activity around the class, then ask some pairs to report back to the class.

Suggested Answer Key

What I found most interesting is that they have found dinosaur DNA. I am also fascinated by the fact that birds are the distant relatives of dinosaurs and that they can be used to possibly bring dinosaurs back to life in one way or another.

 

b) (Aim To express your opinion on the topic; to develop critical thinking skills

•          Read the rubric aloud and give Ss three minutes to think about their answers and write a short paragraph.

•          Ask various Ss around the class to read out their paragraph to the class.

Suggested Answer Key

I          don’t think it is such a good idea to interfere with nature and natural events in time. I think dinosaurs should remain extinct. I don’t think it would be safe for us or for these species to exist out of their time. However, I think that other species that became extinct in an unnatural way due to man’s activities, such as hunting or destroying their habitats, should be brought back because they may still play an important role in the ecosystem.

 

 

 

 

ENDING THE LESSON

  Discussing the theme of the module
Additional information

 

Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? Assessment – how are you planning to check learners’ learning? Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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