Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme Diagnostic test
The aims of the lesson: ·  To review vocabulary and grammar of 5-10th grade programme;

·  To check their possibility to use grammar accurately;

·  Individual feedback.

Objectives
  1. Organization moment
  2. Warm-up
  3. Team work “Grammar reference”
  4. Individual work “Diagnostic test”
  5. Pair work “Corrections”
  6. Reflection
2 min

5 min

8 min

20 min

7 min

3 min

The expected result

 

ü  Students will review vocabulary and grammar of 5-10th grade programme;

ü  Students’ possibility to use grammar accurately will be checked;

ü  Students will be able to work individually.

The main idea —          Create “Word bank”

—          Diagnostic test

—          Working out: understanding the implication of a question and do corrections.

Assessment 1.      Learning/ Response logs (collect vocabulary and compose their thoughts)

2.      Individual whiteboards (write down got points (for example (25/15)

Homework Work with mistakes

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up
  • Write as more words as possible (words learnt during 10th grade)
  • Travelling; The United Kingdom of Great Britain
  • Geographic position of Kazakhstan; Geographic position of Canada
  • Health care
  • From the history of Canada
  • Cultural Heritage of Kazakhstan and English speaking countries
  • Time and Youth
  • Change their papers and ask them to explain or make sentences according to the given words. If they have any problem with translation, let them look up words in the dictionary.
  • Teach them new way of assessing their knowledge: Learning/ Response logs. This is one of formative assessing methods. They can write notes or just get a new notebook and collect vocabulary and compose their thoughts on it.
  1. Divide the class into several groups
  2. Main part

Step 1: Team work “Grammar reference”

  • Remind the grammar: tenses, article

Step 2: Individual work “Diagnostic test”

Choose the correct answer (a, b, с or d)

  1. They … football every other Sunday.
  2. a) play usually b) usually play c) are usually playing d) usually are playing
  3. When children … in, their parents … up New Year presents.
  4. a) were coming, wrapped b) were coming, were wrapping
  5. c) came, wrapped d) came, were wrapping
  6. This driver is very careless. I’m sure he … an accident.
  7. a) will have b) is going to have c) will be having d) is having
  8. Last year my friends and I … to take part in a TV programmе.
  9. a) invited b) invite c) were invited d) are invited
  10. I wonder if you … lend me some two hundred.
  11. a) could b) may c) must d) can
  12. Would you mind … the window? It’s rather chilly in here.
  13. a) to close b) closing c) close d) to closing
  14. Jennie … a very smart and hard-working girl.
  15. a) is said that she is b) said that she to be c) is said to be d) said to be
  16. I was born in a small town on … Volga.
  17. a) a b) the c) an d) — (nothing)
  18. Russia has strong trade ties with … People’s Republic of China.
  19. a) a b) the c) an d) — (nothing)
  20. Everyone knows that Kennedy … by an insane person.
  21. a) had been killed b) is killed c) was killed d) was being killed
  22. If they … that it is important, the work … really soon.
  23. a) will see, will be finished b) see, would be finished
  24. c) saw, will be finished d) see, will be finished
  25. Even after 30 years of marriage he … his wife.
  26. a) adores b) loves c) celebrates d) desires
  27. The birth rate is very low now. … the number of schools is not enough.
  28. a) however b) nevertheless c) though d) asthough

The parts of the following text are all mixed up. Put them in the right order

  1. A) He often told his friends that he could tell anyone’s character exactly by his handwriting. So one lady friend decided to give it a test.
  2. B) The lady was surprised. She smiled and explained that this was Balzac’s own exercise book which he used when he was a little boy.
  3. C) She brought him a young boy’s exercise book. She said she wanted to know what Balzac thought of the boy’s character.
  4. D) Balzac, the famous French writer, was a man of great talent. He was very proud of his ability to tell a person’s character by his or her handwriting.
  5. E) He decided to tell the truth. The boy’s exercise book showed that it was written by a bad, lazy fellow with no respect to other people.

She told him that the boy wasn’t her son and asked him to tell her the truth. Balzac studied the boy’s handwriting very carefully.

Resource: http://nsportal.ru/shkola/inostrannye-yazyki/library/2014/11/10/vkhodnoe-testirovanie-po-angliyskomu-yazyku  

Step 3: Pair work “Corrections”

  • They can check their work themselves or change with his/ her partner and put points.
  • Individual whiteboards (write down got points (for example (25/15)

1b 2d 3b 4c 5a 6b 7c 8b 9b 10c 11d 12a 13a 14 (D, A, C, F, E, B)

  • Conclusion

What was easy for you? What was difficult for you? Why was it difficult?

How can you solve this problem?

 

Approved: _______________________                                                                 Date: _______

LESSON PROCEDURE

The theme Means of communication. What’s communication
The aims of the lesson: ·  To know and use the terms that are useful for analysing language on the topic “Inventions”;

·  Collect, select and assemble ideas;

·  Individual and group feedback.

Objectives 1.      Organization moment

2.      Warm-up

3.      Team work “Vocabulary”

4.      Team work “Reading and speaking”

5.      Pair work “is it true?”

6.      Expressions / reflections

2 min

4 min

10 min

15 min

10 min

4 min

The expected result

 

ü  They will know and use the terms that are useful for analysing language on the topic “Inventions”;

ü  They will collect, select and assemble ideas;

ü  They will be able to work individually and in group.

The main idea —          Create “Wordbank” based on the topic “Means of communication”: Message, internet, capture a video

—          Review: Present Simple and Present Continuous tenses.

—          Expectation: Discuss about the means of communication.

—          Working out: understanding the implication of a question and selecting material to suit it.

Assessment
  1. Learning logs
  2. Observing paper
  3. As I see it
Homework Ex 4p.8 to retell the text
Teachers reflection  

 

 

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up
  1. Show them several pictures, like a radio, TV and satellite. They should find the name of the lesson by thinking critical.
  1. Divide the class into two groups by using different coloured papers.
  2. Main part

Step 1: Team work “Vocabulary”

*Look through the text without paying a lot of attention. They should complete the following chart as possible as they can. Chart can be filled demanded on each student’s knowledge.  

Words I know it Have heard or seen it before No clue
       

Assessment: Learning logs

Step 2: Team work “Reading and speaking”

*Work in small groups. They will read the text in groups and each group should try to give the main idea of the text.

Personal computers are being used in almost every field today. For instance, they can pay wages, reserve seats on planes, control satellites in space.

The most popular means of communication nowadays is the mobile phone. Advanced models of mobile phones enable users to access the internet, send and receive e-mail and text messages, watch TV, listen to music, take photos, navigate by the Global Positioning System and phone.

For many people the thought of being out of contact for even an hour is unbearable.

If to speak about disadvantages of television, there are people who wouldn’t miss their favourite chat shows or football matches for anything in the world. Such people must remember that one can get addicted to TV, as it is a habit-forming drug impossible to resist. There are people who stop participating in any sports activities. Others stop going out to communicate with their friends and relatives.

George Bernard Shaw used to say that maximum of opportunities is always combined with maximum of temptation. This saying can be fully applied to modern means of communication and technical progress.

Assessment:  Observing paper

Step 3: Pair work “Is it true?”

*They should read the expression which could be met in the text. They should read and decide if they agree or not. If not they can prove their answers. . 

  Yes No Why?
The most popular means of communication nowadays is the mobile phone      
 For many people the thought of being out of contact for even an hour is unbearable.      
There are people who stop participating in any sports activities.      

Assessment: As I see it

  • Conclusion

Expression of students about the lesson

Positive expressions: ________________________________________________________

Negative expressions:________________________________________________________

 

Approved: _______________________                                                                 Date: _______

 

LESSON PROCEDURE

The theme Keeping in touch with new technologies
The aims of the lesson: ·  To introduce how to read for gist;

·  Focus on Sentences with wish and if only;

·  Individual and group feedback.

Objectives 1.      Warm-up

2.      Team work “Intensive reading”

3.      Team work “Discussion”

4.      Individual work “Check yourself”

5.      Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü  They will be able to read for gist;

ü  They will be able to use Sentences with wish and if only;

ü  They will be able to work individually and in group.

The main idea —          Create “Wordbank”: The Moon, the Earth, Solar system, the Sun, orbit

—          Expectation: discuss the different ideas about technologies and their effect to other people.

—          Working out: understanding the implication of a question and selecting material to suit it.

—          Grammar skills: Wish … if only…

Assessment 1.       Respond logs

2.       Discussion

3.       Individual whiteboard

Homework 1.      Ex 4p.8 to retell the text
Teachers reflection  

 

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up

*Teacher asks them to pay attention to the pictures and say that they are someone’s wish. Students should decide which under given sentence is about the picture. 

1.I wish I lived on a beautiful island.            2. If only you were not so talkative.

3.1 wish I could dance.                                 4. If only I had a driving license.

  1. I wish I had a big bar of chocolate. 6.I wish you didn’t quarrel much.
  2. If only your room were not in a mess. 8.I wish I could fly.
  3. Divide the class into several groups
  4. Check their homework
  5. Main part

Step 1: Pair work “Intensive reading”

*Read these tips of reading scientific articles. When you see words you don’t know

1) read the whole sentence to see if you can get an idea about what the word means. Sometimes it’s best not stop reading to look up a word.

2) If you still don’t know what the word means and if you need the meaning to understand the paragraph, check the glossary at the bottom of the page or in the back of the book.

3) Write down new words and their meanings in your notebook for later study.

Text: Some people say that the Internet and mobile phones are anti-social. However, according to new research, the truth is that communication technology is bringing people closer together. A study found that family members were keeping in regular contact today more than ever before. And this is all thanks to e-mail, chat, our cell phones and SMS messaging. It is true. Years ago, it took a long time to write a letter, then find an envelope and go to the post office to buy a stamp and post it. Today we write mails while we wait for our change in the store and they are sent in an instant. Having free Internet telephone calls also helps us to stay in touch more often and for longer. Everyone uses it, from five-year-old kids to grandparents. Technology has a positive effect on communication within families. Fifty-three percent of 2,252 adults asked by researchers said it increased communication within families. Only two percent said it decreased this. Parents used to be off to work, children used to be off to school.. .and not until 5 or 6 o’clock did they ever connect.

Assessment: Respond logs

Step 2: Team work “Discussion”

*Discuss the ideas as a class:

  • Communication technology is uniting people. • Family members are in more regular contact today than ever before. • Many parents now keep up with technology • Technology has had a very negative effect on family communication.

*Write five questions about keeping in contact. Write the questions in your notebooks. When you have finished, interview other students. Write down their answers.

Assessment: Discussion

Step 3: Individual work “Check yourself”

Check yourself; try to recall how the words were used in the text:

  • Anti-social • 55 percent • 5 year old kid           • 2,252                        • 5 or 6 o’clock

Assessment: Individual whiteboard

  • Conclusion

Expression of students about the lesson

Positive expressions: ________________________________________________________

Negative expressions:________________________________________________________

 

Approved: _______________________                                                                 Date: _______

LESSON PROCEDURE

The theme Mobile phones
The aims of the lesson: ·  To teach them new theme about mobile phones;

·  To learn new vocabulary and how to act out dialogues in accuracy;

·  Individual and group feedback by compile dialogues.

Objectives 1.      Warm-up

2.      Team work “Complete the table”

3.      Pair work “Acting out”

4.      Pair work “Conversation”

5.      Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü  They will know new theme about mobile phones;

ü  They will learn new vocabulary and how to act out dialogues in accuracy;

ü  They will be able to compile telephone conversation (dialogues).

The main idea —          Create “Wordbank”: Telephone etiquette , receiver

—          Expectation: discuss the different ideas about technologies and their effect to other people.

—          Working out: understanding the implication of a question and selecting material to suit it.

—          Grammar skills: Past simple past continuous

Assessment 1.       Respond logs

2.       Discussion

3.       Individual whiteboard

Homework 1.      Ex 11,p13

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up “Brainstorming questions”
  4. Do you have a mobile phone?
  5. If not, would you like to have one?
  6. What do you think when you hear a mobile phone ring – in class? / In the street?
  7. Divide the class into two teams
  8. Check their homework

 

  1. Main part

Step 1: Team work “Complete the table”

*Hand out a copy of Worksheet A. As a class discuss the different uses  of mobile phones and see if your students can think of any other reasons why people use their mobile phones.

*Distribute a copy of the grid per person. Check that they all understand the meaning of the reasons in the grid before they fill it in.

*Make sure they fill in the empty boxes in the second row first.

Reasons people use phones Reasons you use your mobile phone
Conversation or text message
To let their people know where they are
To flirt with someone
As a clock
To play games
Just to say hello
To arrange to meet friends
To find out about the cinema or football results
Some more reasons

Assessment: Respond logs

Step 2: Pair work “Acting out”

*Сut up the dialogue and put into an envelope. This dialogue is to give the students a model conversation from which to work from and create their own telephone conversations. They should first try to put the conversation into the correct order and try to understand the gist of the conversation to do so. Make sure they check and correct the sequence before looking at the meaning of the conversation in more detail. The questions can be answered in their pairs. You may have to explain some expressions, which you could do with synonyms.

“Hello”
“Hi Sophie, it’s Justin.”
“Hi. How are you?”
“Fine thanks. Listen I haven’t got long because I’ve got a maths class in a minute. I just wanted to see if you are still coming tonight.”
“I’m not sure. I think my mum wants me to stay in tonight. We’re going to my aunt’s house tomorrow and we have to leave really early.”
“Why, where does she live?”
“Miles away!”
“Well, what about if you came early and then my dad could give you a lift home at about ten. Most people are coming around seven anyway and it would be cool if you came.”
“Ok well, let me speak to my mum and I’ll text you later.”
“Ok, cool.”
“See you later.
“Yeah, bye.”

Assessment: Two stars and a wish

Step 3: Pair work “Conversation”

*For telephone conversations sit everyone back to back so that they don’t have the advantage of seeing the person they’re talking to and so better recreate speaking on the telephone.

*Number the students A and B and distribute the following situations randomly, one for each pair. This can be done as an improvisation or they can write a draft of the conversation first.

*For lower levels especially they will get more out of this activity if they spend time before the conversation itself at least thinking about the content.

*Мonitor the conversations, helping in the preparation stages but let them speak spontaneously when actually doing the role-play. Give the students time afterwards to reflect on the conversation they had and the difficulties they came across when speaking.

You phone your best friend the morning of his/her birthday
Phone your parents to ask them if you can be late for dinner to stay for an extra drama class after school.
Tell your friend that you’re going to be late meeting them
Phone your friend to find out where they are. You’ve been waiting for them in a café for twenty minutes.

Assessment: Individual whiteboard

  • Conclusion

Expression of students about the lesson

 

 

Approved: _______________________                                                                 Date: _______

LESSON PROCEDURE

The theme Are you computer literate?
The aims of the lesson: ·  To teach them new theme about computer literate people;

·  To learn new vocabulary and how to use word lexically correct;

·  Individual and group feedback by completing sentences with an appropriate word.

Objectives 1.      Warm-up

2.      Team work “Scanning the text”

3.      Team work “Discussion”

4.      Individual work “Vocabualry”

5.      Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü  They will know new theme about computer literate people;

ü  They will learn new vocabulary and how to use word lexically correct;

ü  They will be able to completing sentences with an appropriate word.

The main idea —          Create “Wordbank”: Keyboard,  answering machine, cell phone and etc

—          Expectation: discuss the different ideas about technologies and their effect to other people.

—          Working out: understanding the implication of a question and selecting material to suit it.

—          Grammar skills: Past simple past continuous

Assessment 1.       Respond logs

2.       Discussion

3.       Individual whiteboard

Homework   1.      To make a survey: ”  Are you computer literate?”

 

Teacher’s notes about the lesson (what will teacher and students do during the lesson?)

Motivation

Start the lesson by showing the video “What is a computer?”. This video is about a story of computer. The man explains the history of changing computer’s era. https://www.youtube.com/watch?v=_rYaIJnAZ5I

1. Arranging the aims of the lesson. Introduction of the lesson. T: This is a very cool film about computer history.
Slide #2
What pieces of technology could not people live without?Why are they important for these people?Why does the commuter take most of time of people nowadays?
2. Consideration of students’ activities Who wants to get a good mark today? Will you put up your hands, please? Look at the slide, please!
3. Semantization of new lexical units

 

 

1) presentation of lexical material through the defifition of examples;

 

 

 


2) consolidation of lexical material;

Slide #4 – photos of different types of computers like a computer, a laptop, tablet wrist watch computer and etc.

Some people think that technology will save the world and make it better, some others think that technology will ruin the society because we are too dependent on electric and electronic gadgets and machines.

Lots of people think using them is harmful.

Well, you are right. What will we discuss today? As you saw the pictures. Yes, right, our theme for today is “Are you computer literate”

And what will we do today?

-I think we’ll revise some things we’ve learned before about modern technology.

-To my mind, we’ll listen to and read about computers and the ways of how to be computer literate.

-We will know different opinions about computer, assign advantages and disadvantages of computer.

-We will give our own opinions, arguments for and against computer.

Let’s examine the students’ diagram which includes the arguments for and against.

for against
Computer 1.It is a typewriter and address book.
2. It is used for checking spelling.
3. We can go the Internet.
4. We can play games and learn
5. We can do website
1. People are getting a bit too dependent on computers.
2.We rely on them too much
3. Computers replace seeing your friends
Car 1.Cars can take you where you want and when you want
2. We can travel freely and comfortably
3. It is a way of self-expression
4. It is a necessity rather than a luxury
1.People use them when they needn’t
2.They pollute the environment and a cause of accidents
phone 1. we can get touch with friends
2. We can call the police or an ambulance
3. It saves the time
1. It is too expensive
2.Mobiles are dangerous for health
3. The rays may cause headaches and dangerous diseases

Find the Russian equivalent to the following word: Keyboard,  answering machine, cell phone

4. Developing speaking  skills What’s the reason of being computer literate? Let’s discuss the reasons in your own words. Give your suggestions.
From my point of view computer is the one of main parts of our daily routine life. Because as we are a teacher and need to get lots of information and materials for students we need it more than anybody else. And what about you?
Scanning the text Read the text individually

If you are reading this, you have some hands-on computer experience48.

In most places of business, a computer is standard. In the bank they use computers to look up your account information. They use computers in the auto repair shop to assess your car49. You can’t find books in the library by looking in a card catalog — you must use a computerized database. Doctors’ offices utilize computers to store patient information. The point is this — no matter where you find employment, there is a good chance a computer will be a basic tool you will have to use. It is in your best interests to start off50 computer literate. In the whole computer literacy is the ability to use computers to perform a variety of tasks.

But in fact computer literacy comprises 3 aspects: awareness, knowledge and interaction. Awareness means being familiar with importance, versatility51, pervasiveness52 and potential of computers in fostering good/evil53.

Knowledge is information about what computer is and how it works. It includes technical jargon.

Interaction is practicing on computer. It is ability to use computer for some simple applications.

Computer literacy is becoming fundamental for the learning process. The “information age” perhaps best describes the twentieth century; the twenty-first century can be described as the “information processing age”. A wide variety of computer skills is useful and, in some cases required. It is an essential part of college learning and employment for most individuals. It will help you get a job and it will help you advance in your career.

Computer literacy does not mean you need to know how to use every single piece of software you may encounter54. It does not mean you need to know how to write programs for network computers. You just need to know some basics — how to save and open a file, how to use a word processing program, and how to send and receive email — for starters55.

But not for everyone “computer literacy” means the same. People engaged in computer engineering claim, that knowing how computers work and operate is no less valuable component of computer literacy.

Really, there is a wide range of skills covering levels of computer literacy from elementary use to programming and advanced problem solving.

People in office jobs that require them to use a computer every single day often have computer literacy levels far below what should be required. So many companies only consider computer literacy as an afterthought56 when hiring new staff which begs the question: “If they had run some kind of computer literacy test prior to hiring people57 how much more productive would the staff and, in turn, the company be?”

Test tasks could be as simple as the following:

● Correctly start up, log on to and shutdown the computer.

● Copy and paste a file into a pre-determined folder. Repeat with
multiple files.

● Re-name a file in a pre-determined folder.

● Minimize, maximize and re-size a window.

● Save a document from a Microsoft Office application into a pre-determined folder and save another copy with a different name somewhere else. (Demonstrating an understanding of “Save” and “Save as…”)

● Print a Microsoft Office document to a pre-determined printer.

● Send an e-mail with an attachment.

● Open a web browser and navigate to a pre-determined website.

● Copy and paste text into a document or e-mail.

● Switch between open applications.

● Connect to a wireless network (if this will be a common task in the applicant’s role, i.e. if they are going to be a mobile/laptop user)

● Identify a USB port.

It should take no longer than58 10 minutes to run through that test but the insight it will provide will be invaluable. All the tasks in that list are things the average 12 year old would be able to do without much of a problem. People with good IT skills will be able to get the jobs they deserve and companies will get efficient, productive staff. Changes or advances in the IT infrastructure would be a lot less painful and would take less time. IT departments would be free to concentrate on their core responsibilities rather than endure hours of hand-holding59.

Notes to the text:

48. hands-on experience – практический опыт;

49. to assess a car – оценивать машину;

50. to start off – начинать;

51. versatility – многосторонность;

52. pervasiveness – распространённость;

53. potential of computers in fostering good/evil – потенциал компьютеров в содействии добру / злу;

54. to encounter – столкнуться;

55. starters – начинающие;

56. afterthought – нечто кажущееся второстепенным, на которое обращаешь внимание слишком поздно;

57. prior to hiring people – прежде чем нанимать людей;

58. It should take no longer than… – обычно не занимает (времени) более чем… (Should в 3л. ед.ч. используется в данном контексте для выражения регулярного, повторяющегосядействия)

59. endure hours of hand-holding – зд.: постоянно консультировать персонал по вопросам, связанным с использованием компьютера.

Team work.

 

Work in groups. Each group is given a part of previously read text.
1) putting aims
2) accomplish the task
3) formative assessment
Discussion Work in groups.
I want you to share your viewpoints with the each other about computers. Use the phrases: in my opinion, to my mind, as for me, I think.
Look at the structure: Most people use computer for…in order to…
To my mind most people use it for ….
Individual work “Vocabulary” 1. Put the necessary word into the sentence:

1) There is a wide range of … covering levels of computer literacy.

2) People in office jobs have computer literacy levels far … what should be required.

3) Computer literacy is … to use computers to perform a variety of tasks.

4) Many companies … computer literacy as an afterthought when hiring new staff.

5) To run through … it should take no longer than 10 minutes.

6) Being familiar with importance, versatility, pervasiveness and potential of computers in fostering good/evil … awareness.

7) The average 12 year old would be able to do all … in that list without much of a problem.

8) People with good … skills will be able to get the jobs they deserve..

5. Reflection.
6. Homework To make a survey: ”  Are you computer literate?”
7. Resources https://www.youtube.com/watch?v=_rYaIJnAZ5I

http://www.monographies.ru/241-7279

 

 

If you are reading this, you have some hands-on computer experience48.

In most places of business, a computer is standard. In the bank they use computers to look up your account information. They use computers in the auto repair shop to assess your car49. You can’t find books in the library by looking in a card catalog — you must use a computerized database. Doctors’ offices utilize computers to store patient information. The point is this — no matter where you find employment, there is a good chance a computer will be a basic tool you will have to use. It is in your best interests to start off50 computer literate. In the whole computer literacy is the ability to use computers to perform a variety of tasks.

But in fact computer literacy comprises 3 aspects: awareness, knowledge and interaction. Awareness means being familiar with importance, versatility51, pervasiveness52 and potential of computers in fostering good/evil53.

Knowledge is information about what computer is and how it works. It includes technical jargon.

Interaction is practicing on computer. It is ability to use computer for some simple applications.

Computer literacy is becoming fundamental for the learning process. The “information age” perhaps best describes the twentieth century; the twenty-first century can be described as the “information processing age”. A wide variety of computer skills is useful and, in some cases required. It is an essential part of college learning and employment for most individuals. It will help you get a job and it will help you advance in your career.

Computer literacy does not mean you need to know how to use every single piece of software you may encounter54. It does not mean you need to know how to write programs for network computers. You just need to know some basics — how to save and open a file, how to use a word processing program, and how to send and receive email — for starters55.

But not for everyone “computer literacy” means the same. People engaged in computer engineering claim, that knowing how computers work and operate is no less valuable component of computer literacy.

Really, there is a wide range of skills covering levels of computer literacy from elementary use to programming and advanced problem solving.

People in office jobs that require them to use a computer every single day often have computer literacy levels far below what should be required. So many companies only consider computer literacy as an afterthought56 when hiring new staff which begs the question: “If they had run some kind of computer literacy test prior to hiring people57 how much more productive would the staff and, in turn, the company be?”

Test tasks could be as simple as the following:

  • Correctly start up, log on to and shutdown the computer.
  • Copy and paste a file into a pre-determined folder. Repeat with
    multiple files.
  • Re-name a file in a pre-determined folder.
  • Minimize, maximize and re-size a window.
  • Save a document from a Microsoft Office application into a pre-determined folder and save another copy with a different name somewhere else. (Demonstrating an understanding of “Save” and “Save as…”)
  • Print a Microsoft Office document to a pre-determined printer.
  • Send an e-mail with an attachment.
  • Open a web browser and navigate to a pre-determined website.
  • Copy and paste text into a document or e-mail.
  • Switch between open applications.
  • Connect to a wireless network (if this will be a common task in the applicant’s role, i.e. if they are going to be a mobile/laptop user)
  • Identify a USB port.

It should take no longer than58 10 minutes to run through that test but the insight it will provide will be invaluable. All the tasks in that list are things the average 12 year old would be able to do without much of a problem. People with good IT skills will be able to get the jobs they deserve and companies will get efficient, productive staff. Changes or advances in the IT infrastructure would be a lot less painful and would take less time. IT departments would be free to concentrate on their core responsibilities rather than endure hours of hand-holding59.

Notes to the text:

  1. hands-on experience – практический опыт;
  2. to assess a car – оценивать машину;
  3. to start off – начинать;
  4. versatility – многосторонность;
  5. pervasiveness – распространённость;
  6. potential of computers in fostering good/evil – потенциал компьютеров в содействии добру / злу;
  7. to encounter – столкнуться;
  8. starters – начинающие;
  9. afterthought – нечтокажущееся второстепенным, на которое обращаешь внимание слишком поздно;
  10. priorto hiring people – прежде чем нанимать людей;
  11. Itshould take no longer than… – обычно не занимает (времени) более чем… (Should в 3л. ед.ч. используется в данном контексте для выражения регулярного, повторяющегосядействия)
  12. endurehours of hand-holding – зд.: постоянно консультировать персонал по вопросам, связанным с использованием компьютера.

 

Put the necessary word into the sentence:

1) There is a wide range of … covering levels of computer literacy.

2) People in office jobs have computer literacy levels far … what should be required.

3) Computer literacy is … to use computers to perform a variety of tasks.

4) Many companies … computer literacy as an afterthought when hiring new staff.

5) To run through … it should take no longer than 10 minutes.

6) Being familiar with importance, versatility, pervasiveness and potential of computers in fostering good/evil … awareness.

7) The average 12 year old would be able to do all … in that list without much of a problem.

8) People with good … skills will be able to get the jobs they deserve..

Approved: _______________________                                                                 Date: _______

 

LESSON PROCEDURE

The theme Dangerous keyboards
The aims of the lesson: ·  To introduce how to read for gist;

·  Focus on Sentences with Past tenses;

·  Individual and group feedback.

Objectives 1.      Warm-up

2.      Team work “Intensive reading”

3.      Team work “Discussion”

4.      Individual work “Check yourself”

5.      Expressions

10 min

13 min

10 min

7 min

5 min

The expected result

 

ü  They will be able to read for gist;

ü  They will be able to use Past tenses;

ü  They will be able to work individually and in group.

The main idea —          Create “Wordbank”: Laptop, germ

—          Expectation: discuss the different ideas about technologies and their effect to other people.

—          Working out: understanding the implication of a question and selecting material to suit it.

—          Grammar skills: Past Continuous and Past Perfect

Assessment 1.       Respond logs

2.       Discussion

3.       Individual whiteboard

Homework   To make a report “Computer in our life”
Teachers reflection  

 

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up

*Teacher asks them to pay attention to the pictures and say that they are someone’s wish. Students should decide which under given sentence is about the picture. 

1.I wish I lived on a beautiful island.            2. If only you were not so talkative.

3.1 wish I could dance.                                 4. If only I had a driving license.

  1. I wish I had a big bar of chocolate. 6.I wish you didn’t quarrel much.
  2. If only your room were not in a mess. 8.I wish I could fly.
  3. Divide the class into several groups
  4. Check their homework
  5. Main part

Step 1: Pair work “Intensive reading”

*Read these tips of reading scientific articles. When you see words you don’t know

1) read the whole sentence to see if you can get an idea about what the word means. Sometimes it’s best not stop reading to look up a word.

2) If you still don’t know what the word means and if you need the meaning to understand the paragraph, check the glossary at the bottom of the page or in the back of the book.

3) Write down new words and their meanings in your notebook for later study.

Text: Keyboard and mouse germs?

Did you know that your computer keyboard and mouse can harbor a host of harmful bacteria, including E. coli and staph? Germ tests in offices in recent years have shown that (in any given office environment) 12% of keyboards and mice are potential health hazards, 3% can have levels of germs five times higher than that found on the average toilet seat. While these various tests that have been conducted cannot necessarily implicate all of the computer keyboards and mice around the world, it’s clear that keyboards, mice and other electronic devices that we use every day can carry germs and dangerous levels of bacteria, especially in work, school and public environments.

Where do the germs come from?

Sickness: When people are sick they often transfer their germs from bodily fluids (from sneezing, blowing noses, not washing hands properly, etc) onto their keyboards and mice, and these germs breed and fester over time. This is why I regularly use hand sanitizer before and after my house calls, not only to protect myself but also to protect my customers. In fact, you will find that many public computer places (such as libraries) often have hand sanitizer at each computer station, this is for your own health and protection, and it would be a good habit to have some on your desk at home as well.

Assessment: Respond logs

Step 2: Team work “Discussion”

*Discuss the ideas as a class:

  • When people are sick they often transfer their germs from bodily fluids (from sneezing, blowing noses, not washing hands properly, etc) onto their keyboards and mice, and these germs breed and fester over time.
  • People who eat at their desks, for example, end up turning their work stations into breeding grounds for harmful bugs and germs.
  • Liquids can attract germs if not cleaned up properly, but more often, they destroy equipment!.

*Write five questions about dangerous computers. Write the questions in your notebooks. When you have finished, interview other students. Write down their answers.

Assessment: Discussion

Step 3: Individual work “Check yourself”

Check yourself; try to recall how the words were used in the text:

  • germ • laptop • liquid

Assessment: Individual whiteboard

  • Conclusion

Expression of students about the lesson

 

Календарно-тематическое планирование  по английский языку для 11класса, общественно-гуманитарное направление

по УМК  «English 11» Т.Аяповой, Ж.Тутбаевой ,Алматы, «Мектеп» ,2011

Week Date Lesson Theme Vocabulary Grammar Home task
I term
Means of   communication. ( 18 hours)
 

 

 

 

 

1

1 Diagnostic test Lexical material of 5-10 grades Materials of 5-10grades
2 Means of communication. What’s communication Message, internet, capture a video, Present Simple and Present Continuous tenses. Ex 4p.8 to retell the text
3 Keeping in touch.. Computer, network Present Simple and Present Continuous Ex 14 p.14
4 Mobile phones Telephone etiquette , receiver, Past simple past continuous Ex 11,p13
 

 

 

 

2

 

 

55 Are you computer literate? Keyboard,  answering machine, cell phone, Present Perfect and Present Perfect Continuous To make a survey: ”  Are you computer literate?”
6 Dangerous keyboards Laptop, germ Past Continuous and Past Perfect To make a report “Computer in our life”
7 Blogs, e-mail…. e- mail, type, message, chats, twitter  To write a blog
8 The  blog generations. e- mail, type, message, chats, twitter To make an article about  your type of communication
 

3

 

9 Do you have an e-mail address? e- mail,  message, texting. Ex 9,p20
10 Computer technologies. Technology, To write a report “Computer technologies in our life
11 Spam, viruses e- mail, type, message, chats, twitter Future tenses Ex 13, p20
12 Teenagers and the Internet Reported commands, requests Project:” Teenagers and the Internet”
4

 

 

 

 

 

 

 

 

 

 

 

 

5

 

 

 

13 Computer and cyber criminals . Ex 7,p22
14 Computer addicts. Computer, addiction, Internet To make a report
15 Training exercises. Words related to the computer Ex 9
16 Project work Pros. and Cons of the Internet and electronic gadgets Lexics on the topic “Means of   communication” To make projects:” Pros. And Cons of the Internet ”
17 Training Test p. 182 Lexics on the topic “Means of   communication” Present, past tenses. To revise studied material, to prepare for corrections
18 Analysis of mistakes made. Corrections. Lexics on the topic “Means of   communication” Present, past tenses. To do corrections
                           The role of sport in our life ( 18  hours)
19 Health and Sport. Modern lifestyle,  chemical- free food,  sport centers, Articles with names of diseases; the mumps. To write a composition:” health is above wealth”.
20 Escape from the big city Modal verbs. Word building: prefixes: co, -ir, Ex 19,p20
 

 

 

 

6

21 The general Practitioner’s life Names of diseases, symptoms, tonsillits,  headache, a sore throat Zero and the first conditional Ex 4, p30
22 At the doctor’s. Pharmacist, herbalist, surgeon, Participle. To make a conversa-tion: “ At the doctor’s”
23 Health system in Kasakhstan. Second conditional Ex 14,p34
24 First Aid Anxious, unconscious, shiver, Modals Ex 5, 6, p37
 

 

 

7

25 “First aid procedures” Poisoning, mouth to mouth respiration, bleeding Third conditional Ex 15, p39
26 Sporting life Boxing, fencing, water-polo, Ex 5, p 44
27 TV sport fans Fan , support, championship, Mixed conditionals Ex 13,  to retell a text:” TV sport fans”.
28 Martial arts Speed, taekwondo,  self- defense, kick, Infinitive Ex 6-8, p51
 

 

 

8

29 Project: Popular martial arts” Boxing, toekwando, To be going to To make a poster:” Popular martial arts”
30 Is sport exciting or dangerous? New words on the topic to write a composition “Is sport exciting or dangerous?”
31 From the history of the Olympic Games To be held, spectator,  competitors Infinitive structures, To  make a report about London Olympic Games
32 Sports Stars in Kazakhstan. Famous, athlete, compete Used to ,would To find information about sport stars.
 

 

 

 

9

33 Children in sport  Lose, cope w ith pressure, Passive voice Ex 3, p56
34 Popular sports in Kazakhstan Wrestling, boxing, football, judo, To make a report:’’’’
35 Progress test Lexics on the topic “The role of sport in our life” Infinitive  Passive voice To revise studied material, to prepare for corrections
36 Analysis of mistakes made. Corrections Lexics on the topic “The role of sport in our life” Infinitive  Passive voice To do corrections
Ecology. Global and regional problems ( 14 hours)
 

 

 

 

 

10

37 Ecology. Caring of the world. Damage, destroy, defile, Passive voice Ex 10, p59
38 Drinking smoke. Phrasal verbs:  die out, cut down, Ex 18, p62
39 The Aral Sea disaster. Fertile, pollutant,  irrigation, reduction, Complex object To make a report “The Aral Sea disaster”
40 Environment The first conditional. Ex 8, p68
 

 

 

 

11

41 Control of pollution in Great Britain. Preserve, improve, release The first conditional. Project work
42 Air pollution. Impact, scope, deforestation The second conditional To retell the text:” Air pollution”
43 Global warming Inhale, breathe, trap Ex 13,p75
44 Greenhouse gases and Climate Change. Climate Topical vocabulary Complex subject Project work
 

 

 

 

12

45 Land pollution. Third Conditional To retell the text, ex 11
46 Natural disasters Flood, hurricane Ex17, p84
47 Water Pollution Tx7 ,p86
48 Test Climate Topical vocabulary Conditionals To revise studied material, to prepare for corrections
 

 

 

13

 

 

 

 

 

 

 

 

 

 

 

 
14

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 
15

 

 

16

49 Analysis of mistakes made Corrections. Climate Topical vocabulary Conditionals To make corrections.
50  Enviromental problems of Kasakhstan/ To write the topic: ”Environmental problems in Kaz.”
The world of science and technology ( 14hours )
51 The world of science and technology. Science, research, investigate, Reported speech Learn  the definitions of branches of science.
52 Science is discovery. Progress, discover, To write a story  about  discovery
53 Science and scientists. Quotations about science e.g. “Science is built up of facts, as a house is built of stones.” Reported speech To make a slide show about famous scientists.
54 Famous scientists: Alfred Nobel- a man of contrasts. Nobel prize winners, achievements, ceremony Word building To retell the text :”Alfred Nobel ”
55 Michael Faraday- English Physicist and Chemist.  

To make a quiz on the biography of Michael Faraday.

56 Thomas Elva Edison. Discover, invent, contribution, Make  a conversation, based on the text: Thomas Elva Edison.
 

 

 

 

 

 

 

 

57 Inventions. Computer mouse Project:” The history of the computer”.
58 Computer Technology. I wish, if only, Make a computer survey: “ Are you a good user?”
59 Television. Remote control, broadcast, transmit, Essay “The danger of television”
60 The development of television. Programme, resent news, Structures “ if only” To    make an interview  about favourite channels,
61 Keeping in touch with new technologies. Ex 4, to retell the text;” New technologies.”
62 Project “Famous scientists of Kazakhstan” Vocabulary on the topic “The world of science and technology” Make a project
63 Check your progress. Vocabulary on the topic “The world of science and technology” Reported speech, structures “ if only” To make corrections.
64 Analysis of mistakes made Corrections. Vocabulary on the topic “The world of science and technology” Reported speech, Structures “ if only” To write the topic: ”Environmental problems in Kazakhstan”

III Term

Week Date Lesson Theme Vocabulary Grammar Home task
Geographical position of Australia and New Zealand (15 hours)
17 65 Geographical position of Australia Estimate; accident, revolve, great deserts Adverbs Make up 10 sentences using new lexis
66 Geographical position of Australia stretch back; extend; variety of gods, state, territory

The Use of the Definite Article (special cases)

 To write 10 sentence on the theme  ‘Geographical position of Australia’
67 Geographical position of  New Zealand to promote; reside; intricate; missionaries; alter; etc. languish, pomp. The Use of the Definite Article (special cases) Make up 10 sentences using new lexis

 

68 Geographical position of  New Zealand  land masses; open space; navigable; volcano The Use of the Definite Article (special cases) Speak about the geographical position of New Zealand- 10 sentences
18 69 Comparison of the geographical position of two countries  Reading and speaking Giving advice (must) Make up 10 sentences with the modal verb ‘must’
70 Climate and population. Dry, warm, hot, cool, Giving advice (should) Describe the climate of Australia -7-8 sentences
71 Climate and population. Humid, overpopulated Giving advice (ought to)  Describe the climate of  New Zealand -7-8 sentences
72 Government Outlook Government, member, laws, the rules, constitution V-ing    Gerund Fill in the chart about the political system of Australia and New Zealand
19 73 Government Outlook

 

Leader, queen, king, president, ambassador, ministry, prime minister V-ing    Gerund Make up 10 sentences using the Gerund
74 Outstanding people of Australia

 

Bright, invention, Outstanding, famous, Science, scientist Participle I Find the information about outstanding people of Australia
75 The achievements of outstanding people of  Australia

 

Reading and speaking Participle I Make up 10 sentences with Participle I

 

76 Outstanding people of  New Zealand All over the world Literature, poet, poem, novel, writer, etc. Participle II Speak about an outstanding personality of New Zealand
20 77  The achievements of Outstanding people of  New Zealand Reading and speaking Participle II  Get ready for a test
78 Test.

 

Vocabulary on the topic “Geographical position of Australia and New Zealand” Participle II

Ving    Gerund

The Use of the Definite Article (special cases)

To revise material of the theme, to prepare for corrections
79  Progress check. Corrections.

 

Vocabulary on the topic “Geographical position of Australia and New Zealand” Participle II

Ving    Gerund

The Use of the Definite Article (special cases)

To do Corrections.
From the history of Kazakhstan and English-speaking countries. (15 hours)

 

80 The history of Kazakhstan Recorded history, steppe, a hut, a tribe, Caravan routes Reported speech Find additional information about the history of Kazakhstan
21 81 The history of Kazakhstan occurrences,  to be well documented aboriginal; cattle trade Reported speech (questions) Make up 10 sentences using new lexis
82 The history of Kazakhstan Reading and speaking Reported speech (Wh-questions) To write a topic “The History of Kazakhstan”(15 sentences with the words from new vocabulary)
21 83 The history of the USA descendant, due to multitude; The use of definite article with material nouns Make the list of geographical names
84 The history of the USA Advanced; to lead the world; The use of definite article with material nouns Make up the summary “The history of the USA”
22 85 The history of Great Britain industrial and agricultural products The use of definite article with material nouns Find the facts about the tribes that invaded Britain
86 The history of Great Britain Reading and speaking  The use of  article with abstract nouns Make up 10 sentences with abstract nouns
87 The history of Great Britain possess; to flow; boundary; queen, king, monarchy, charity

.

The use of  article with abstract nouns Find additional information about the Royal family
88 The history of Canada region; to be known for; spruce,

popular; birth; fir;

The use of  article with abstract nouns Find information about the Commonwealth
23 89 Some interesting facts from the history of Australia and New Zealand arts and crafts, a field, allegation; The use of the indefinite article Speak about the fact you like most from the history of Australia and New Zealand
90  Some interesting facts from the history of Australia and New Zealand Listening, reading and speaking The use of the indefinite article Compare the historical facts
23 91 Project work “From the history of Kazakhstan and English-speaking countries” Speaking and listening The degrees of comparison of adjectives Make up a situation using the adjectives (8 sentences)
92 Discussion of the information Reading and speaking The degrees of comparison of adjectives To get ready for the control work
24 93 Test.

 

Vocabulary on the topic “From the history of Kazakhstan and English-speaking countries” The degrees of comparison of adjectives.              The use of the indefinite article      The use of definite article with material nouns                     The use of  article with abstract nouns To revise material of the theme, to prepare for corrections
94  Progress check. Corrections.

 

Vocabulary on the topic “From the history of Kazakhstan and English-speaking countries” The degrees of comparison of adjectives               The use of the indefinite article     The use of definite article with material nouns                    The use of  article with abstract nouns To do Corrections.
Business communication (10 hours)
24 95 How to write a business letter The structure of a business letter. Title solution, opening,

Words of greeting

Comparison Make up 7 sentences with new lexis
96 Personal letter Destination yours sincerely Comparison Write a personal letter
25 97 An inquiry letter Price dates of delivery terms of payment equipment an inquiry letter Would like, present perfect Write an inquiry letter
98 A letter of credit Not to hesitate to contact us, received your early reply Interrogative sentences Write a letter of credit
99 Letter of offer  To establish a business headquarters, to have definite orders, Negative sentences Write a letter of offer
100 How to write a resume The structure of a resume Modal verbs Write a resume
26 101  A cover letter Have the experience, to have a definite order, my position Modal verbs Write a cover letter
102  A reference letter I have pleasure in giving you full information Modal verbs Write a reference letter
103 Test

 

Vocabulary on the topic “Business communication” Modal verbs                       Would like,                       present perfect Interrogative sentences                     Negative sentences To revise material of the theme, to prepare for corrections
104  

Progress check

 

Vocabulary on the topic “Business communication” Modal verbs                         Would like,                                        present perfect Interrogative sentences                           Negative sentences To do corrections

Term IV

 

Week Date Lesson Theme Vocabulary Structures Home task
27 105  The history of Government system in Kazakhstan New words:statute,convention,legislation,legislate,executive,judiciary Third conditional Ex 13 p117
106  The constitution of the Republic of Kazakhstan New words: secular,legal,endorse, referendum,ratify Word Formation: noun suffixes -ance,   -ence,-ment,-tion Ex4, p91
107 The part “Human Rights” New words:public concord,stability,for the benefit,unify,diversity, Past  Modals Ex 18(b), p96
108 The president is the Head of the state Conditionals To make project “The first president”(slide presentation)
28 109 The President’s Duties New words:abolish,release,advisory,consent,oath Second conditional To ask 10 questions to the text “ ”
110 Parliament New words:go ahead,stand up to enter into back smb up Third conditional Ex 17, (a).p.103
111 The Senate

 

New words:appoint,compose,joint,respective,permanent,elect Word-formation

 

Ex 17, (b).p.103
112 The Majilis New words:appoint,compose,joint,respective,permanent,elect Past  Modals Ex 17, (b).p.103
29 113 The Prime Minister and the Cabinet New words on the topic The third conditional Ex 15, p95
114 Making Laws New words: amend,implement,delay,assent (n), assent(v) First Conditional Ex 18a, p108
115 Process of making Laws New words:enforce,draft,reject,alter Conditionals Ex 18(b), p108
116 The electoral System in Kazakhstan New words:dignity, personality, entitle,put up Word-formation:noun suffixes:-tion,-ity,-er(or),-ment Ex 15(b), p111
30 117 Project “What kind of people are elected to the Parliament in Kazakhstan?” Find information about people who are elected to the Parliament
118 Test Vocabulary on the topic “The system of Government in Kazakhstan  Word-formation:noun suffixes:-tion,-ity,-er(or),-ment, Past  Modals , Conditionals, To revise material learnt, to prepare for corrections
119 Analysis of mistakes made. Corrections. Vocabulary on the topic “The system of Government in Kazakhstan  Word-formation:noun suffixes:-tion,-ity,-er(or),-ment, Past  Modals , Conditionals

 

To do corrections
 

                                            The role of English language in the modern world (17 hours)

 

120 Foreign Languages in the modern world Modal verbs: be able to, have to Find information and get ready for discussion
31 121 The importance of  English language in the modern world Modal verbs: ought to, to be to To ask 10 questions to the text
122 English is an international Language as, like, as if, as though +Subjunctive Essay “Studying abroad”
123 British English and American English New words:biscuits-cookies,petrol-gas,film-movie Wish, if only To prepare a report “The difference between British English and American English”
124 The making of English New words:contempt,exclude,conclude,gesture wish, if only Find information and get ready for discussion
32 125 Standard English and Regional accents New words:accent,cockney,slang,standart Wishes and regrets To learn the new words
126 Bilingual Heritage New words:mondingual,bilingual,domain Wishes and regrets Find information and get ready for discussion
127 The Welsh language New words:exertan.influence,complex,comprehensive Wish, if only, as if, as though+past subjunctive To ask 5 questions to the text
128 The role of English language in Kazakhstan New words:structure,understandable,universal Wishes and regrets Project “English in my life”
33 129 English as a world language New words: widespread, rowel sound, challenging The use of articles Presentation “English speaking countries”
130 English as a means of communication New words: follow the fashion, the pattern, proficient The use of articles Find information and get ready for discussion
131 The role of English in the choice of profession New words: to qualify, to realize, consequence, proficient Reported speech Essay “English in my future career”
132 Everybody’s good at something Vocabulary: jobs; career areas Reported requests and orders Advertisement “Occupation as my future career”
34 133 Factors to be considered when choosing a career Vocabulary: career vocation, vocational, capable, prospect Reported statements Find information and get ready for discussion
134 Interviews Vocabulary: multi-part verbs. Get into, work out, point out, make for pick up, get on with Write a report “A holiday job”
135 Final Test Vocabulary on the topic “The role of English language in the modern world” Wish, if only, as if, as though+past subjunctive, Reported statements, Reported requests and orders , the use of articles To revise material learnt, to prepare for corrections
136  Analysis of mistakes made. Corrections Vocabulary on the topic “The role of English language in the modern world” Wish, if only, as if, as though+past subjunctive, Reported statements, Reported requests and orders , the use of articles  To do corrections

 

 

 

Пояснительная записка

к календарно-тематическому планированию по английскому языку

для 11 класса общественно-гуманитарного направления образовательных школ по УМК

«English 11» Т.Аяпова, З.Абилдаева издательство «Мектеп», г.Алматы, 2011

Календарно-тематическое планирование по английскому языку  для учащихся 11 класса общественно-гуманитарного направления составлено на основе Государственного общеобязательного стандарта начального, основного среднего, общего среднего образования РК, утвержденного постановлением Правительства РК от 23 августа 2012 года №1080, и по учебной программе для средней школы, разработанной Национальной академией образования им. И. Алтынсарина и утвержденной приказом Министра образования и науки РК №115 от 3 апреля 2013 года, зарегистрированной в Министерстве юстиции Республики Казахстан №8424 от 10 апреля 2013 года.

В соответствии с общеевропейской системой уровней владения языком к завершению обучения в старшей школе планируется достижение учащимися уровня B 1+.

Изучение иностранного языка направлено на достижение следующих целей:

1) формирование полиязычной, поликультурной личности;

2)совершенствование коммуникативной компетенции посредством обогащения словарного запаса на основе текстового материала профильной направленности;

3)повышение мотивации к изучению иностранного языка с учетом потребности в практическом использовании иностранного языка в будущей профессии;

4)воспитание патриотического отношения к своей Родине, к своему народу и толерантного отношения к представителям другой культуры;

5) воспитание этики межличностных отношений в семье, в школе и т.д.

В соответствии с указанными целями должны быть решены следующие

задачи обучения:

1)соблюдать принцип преемственности и последовательности изученного материала за курс основной школы;

2) развивать и совершенствовать навыки и умения использовать языковой материал для решения конкретных коммуникативных задач;

3)готовить учащихся к составлению устных сообщений, презентации проектов;

4)научить учащихся извлекать, анализировать, обобщать и классифицировать профессионально значимую информацию, представленную в различных источниках;

5)развивать способности воспринимать на слух иноязычную речь, понимать основное содержание аутентичных текстов разных жанров, выражать свое отношение к услышанному;

6)развивать умения читать и понимать содержание аутентичных текстов разных стилей, выражать свое мнение к прочитанному;

7)совершенствовать навыки ведения личной, деловой переписки, составлять резюме, писать эссе на заданную тему;

8)формировать навыки выполнения тестовых заданий, приближенных к требованиям международных экзаменов IELTS, TOEFL и др.;

9)развивать умение использовать социокультурный материал при общении со сверстниками, учителем, носителем языка;

10)приобщать учащихся к самостоятельной работе с использованием современных информационно- коммуникационных технологий, самоконтролю и самооценке.

Объем учебной нагрузки составляет:

в 11 классе – 4 часа в неделю, всего 136 часов в учебном году.

В указанное количество часов входят уроки для стартового, промежуточного и итогового контроля, защита творческих работ.

Содержание курса для 11 класса включает темы, охватывающие социально-бытовую, учебно-трудовую и социально-культурную сферы, на изучение которых выделено136 часов:

1) «Средства общения» (18 часов): «Роль компьютеров и электронных гаджетов в жизни современного человека»;

2) «Роль спорта в нашей жизни» (18 часов): «Выдающиеся спортсмены Казахстана и стран изучаемого языка»;

3) «Экология. Глобальные и региональные проблемы» (14 часов):  «Международные организации по защите окружающей среды (в Казахстане и странах изучаемого языка)»;

4) «Научно-технический прогресс» (14 часов): «Изобретения», «Средства связи»;

5)«Географическое положение Австралии и Новой Зеландии, климат и

население. Государственное устройство» (15 часов): «Выдающиеся люди Австралии и Новой Зеландии и их достижения»;

6) «Из истории Казахстана и стран изучаемого языка» (15 часов);

7) «Деловая переписка на английском языке» (10 часов);

8) «Государственное устройство Казахстана» (15 часов): «Президент,  правительство и парламент»;

9) «Роль английского языка в современном мире» (17 часов): «Влияние английского языка на выбор будущей профессии».

К концу курса изучения английского языка учащиеся 10 класса должны знать:

1) основные значения изученных лексических единиц (слов, словосочетаний) в объёме 150 слов, основные способы словообразования (аффиксация, словосложение, конверсия), сложные слова;

2) особенности структуры простых и сложных предложений;

3) интонацию различных коммуникативных типов предложений;

4) признаки изученных грамматических явлений (видо-временные формы

глаголов активного и пассивного залога;

5) модальные глаголы и их эквиваленты;

6) артикли;

7) степени сравнения прилагательных и наречий;

8) все типы местоимений;

9) числительные (дробные, десятичные);

10) прямая и косвенная речь;

11) условные предложения 3 типов;

12) предлоги;

13) неличные формы глагола (причастие, герундий, инфинитив);

14) основные нормы речевого этикета (реплики-клише, наиболее распространенная оценочная лексика), принятые в стране изучаемого языка.

Учащиеся 11 класса должны знать:

1) основные значения изученных лексических единиц (слов, словосочетаний);

2) основные способы словообразования (аффиксация, словосложение, конверсия, сокращение слов);

3) интонацию различных коммуникативных типов предложений;

4) (видо-временные формы глаголов в действительном и пассивном залогах;

5) модальные глаголы и их эквиваленты;

6) артикли (неопределенный, определенный и нулевой);

7) сравнительные конструкции прилагательных и наречий;

8) все типы местоимений;

9) числительные (количественные, порядковые, дробные и десятичные, хронологические даты);

10) предлоги места, времени, направления;

11) правила перевода прямой речи в косвенную, согласования времен;

12) структуру сложноподчиненных предложений с придаточными цели и образа действия;

13) конструкции I wish / If only; I would rather / you had better;

14) неличные формы глагола (причастие, герундий, инфинитив), инфинитивные конструкции;

15) инверсионные конструкции;

16) основные нормы речевого этикета (реплики-клише, наиболее распространенная оценочная лексика), принятые в стране изучаемого языка.

Учащиеся 11 класса должны уметь:

1) делать сообщения, описывать события/явления (в рамках пройденных тем), передавать основное содержание, основную мысль прочитанного или услышанного, высказывать свое отношение к прочитанному в объёме – 20-22 фразы;

2)вести различные виды диалогов в объёме 16-18 реплик со стороны каждого учащегося;

3)правильно интонировать различные коммуникативные типы предложения;

4)правильно выбирать слова/ словосочетания в зависимости от контекста;

5) вести диалог в ситуациях официального и неофициального общения, используя аргументацию, эмоционально-оценочные средства;

6)подробно/ кратко излагать в виде сообщения о прочитанном/прослушанном/ увиденном;

7)выражать эмоционально-оценочное отношение к окружающей действительности;

8)представлять выступление на заданную тему в виде доклада (представление результатов работы по проекту или выступление на конференции);

9) излагать и обосновывать свое мнение;

10) делать выводы;

11) понимать основное содержание аутентичных прагматических текстов и выделять для себя значимую информацию;

12) понимать основное содержание аутентичных текстов, относящихся к разным коммуникативным типам речи (сообщение/ рассказ), определить тему текста, выделить главные и второстепенные факты в тексте (время звучания текста до 3-4 минут, количество предъявлений – 2 раза);

13) читать аутентичные тексты с пониманием основного содержания (определять тему, выделять основную мысль, выделять главные факты, устанавливать логическую последовательность основных фактов текста);

14) читать текст с выборочным пониманием нужной или интересующей информации;

15)читать аутентичные тексты разных жанров с полным и точным пониманием;

16) писать поздравления, личное, деловое/ электронное письма с опорой/ без опоры на образец в объеме 130-150 слов;

17)письменно представить связное сообщение на заданные и интересующие темы;

18) писать эссе в рамках предложенной тематики в объеме 130-150 слов.

Личностные результаты. Учащиеся 11 класса должны показывать:

1) любовь к Родине и к своему народу;

2) уважение традиций и обычаев народов Казахстана и стран изучаемого языка;

3) знание, уважение и соблюдение законов своей страны и стран изучаемого языка;

4) уважение к старшему поколению и заботу о младших;

5) бережное отношение к окружающей среде;

6) бережное отношение к имуществу (к школьной мебели, школьным принадлежностям, одежде, предметам обихода);

7) соблюдение здорового образа жизни и навыки сохранения своей безопасности и безопасности окружающих людей.

Системно-деятельностные результаты.

Учащиеся 11 класса должны использовать:

1) систему знаний, умений и навыков в повседневной и будущей профессиональной жизни;

2) современные информационные технологии;

3) навыки монологической и диалогической речи в различных коммуникативных ситуациях;

4) методы познания, проектирования, конструирования и исследования в творческой деятельности (олимпиады, научные проекты, презентации, дебаты);

5) методы анализа и синтеза при работе с научной информацией.

 

Comments

  1. Гульнар

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  2. Айман

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  3. Гулмира

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