Module 1 Science and scientific phenomena 1 страница
Sample lesson plans for Kazakhstan Grade 10
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 10 -сыныбына арналѓан оќулыќ Экспресс Паблишин баспасы 2019
Jenny Dooley
Series Consultant: Bob Obee Translations by N. Mukhamedjanova
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Уважаемые учителя английского языка, работающие по УМК обновленного содержания образования по английскому языку международного издательства «Express Publishing».
Данные поурочные планы несут рекомендательный характер.
В данном пособии предлагается несколько вариантов составления данных планов. В зависимости от уровня учащихся, требований администрации вашей школы и по пожеланию учителя поурочные планы подлежат корректировке самим учителем, преподающим в данной параллели.
С уважением, методисты международного образовательного центра «EDU Strеam».
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.
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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.
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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.
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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 |
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| 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.
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
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| 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 | |||||||||||||||||||||||
| 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 |
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| 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
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| 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
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| ENDING THE LESSON | Discussing the theme of the module | ||||
| Additional information
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| 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 | |||
| 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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