Module 4 “Out of this World ” Lesson 1 1 страница
Sample lesson plans for Kazakhstan Grade 10
ENGLISH АЃЫЛШЫН ТIЛI АНГЛИЙСКИЙ ЯЗЫК
Жалпы бiлiм беретiн мектептiњ 9-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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Learning objectives system
Education aims in the programme are presented by the codes. The first number in the code is a grade, the second one is the number of the strand, the third one is the number of the aim.
Strand 1: Content
| Grade 10 |
| Low-mid B2 |
| 10.1.1-use speaking and listening skills to solve problems creatively and cooperatively in groups |
| 10.1.2-use speaking and listening skills to provide sensitive feedback to peers |
| 10.1.3-respect differing points of view |
| 10.1.4-evaluate and respond constructively to feedback from others |
| 10.1.5- use feedback to set personal learning objectives |
| 10.1.6-organize and present information clearly to others |
| 10.1.7-develop and sustain a consistent argument when speaking or writing |
| 10.1.8- develop intercultural awareness through reading and discussion |
| 10.1.9-use imagination to express thoughts, ideas, experiences and feelings |
| 10.1.10-use talk or writing as a means of reflecting on and exploring a range of perspectives on the world |
Strand 2: Listening
| Grade 10 |
| Low-mid B2 |
| 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 |
| 10.2.3-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 |
| 10.2.4-understand implied meaning in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
| 10.2.5-recognize 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 |
| 10.2.6-deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics |
| 11.2.7- understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics |
| 10.2.8-recognize inconsistencies in argument in extended talk on a range of general and curricular subjects |
Strand 3: Speaking
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| Grade 10 |
| Low-mid B2 |
| 10.3.1-use formal and informal language registers in talk on a wide range of general and curricular topics |
| 10.3.2-ask and respond to complex questions to get information about a wide range of general and curricular topics |
| 10.3.3-explain and justify own and others’ point of view on a wide range of general and curricular 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 |
| 10.3.5-interact with peers to make hypotheses about a wide range of general and curricular 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 |
Strand 4: Reading
| Grade 10 |
| Low-mid B2 |
| 10.4.1-understand main points in extended texts on a wide range of unfamiliar general and curricular topics |
| 10.4.2- understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar 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 |
| 10.4.4-read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics |
| 10.4.5-deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics |
| 10.4.6-recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics |
| 10.4.7-recognize 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 |
| 10.4.9-recognize inconsistencies in argument in extended texts on a wide range of general and curricular topics |
Strand 5: Writing
| Grade 10 |
| Low-mid B2 |
| 10.5.1-plan, write, edit and proofread work at text level independently 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 |
| 10.5.3-write with grammatical accuracy on a range of familiar general and curricular topics |
| 10.5.4-use style and register to achieve appropriate degree of formality in a growing variety of written genres on a range of general and curricular topics |
| 10.5.5-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 |
| 10.5.6-write coherently at text level using a variety of connectors on a range of familiar general and curricular topics |
| 10.5.7-use independently appropriate layout at text level on a range of general and curricular topics |
| 10.5.8-communicate and respond to news and feelings in correspondence through a variety of functions on a range of general and curricular topics |
| 10.5.9-punctuate written work at text level on a wide range of general and curricular topics with a good degree of accuracy |
Strand 6: Use of English
| Grade 10 |
| Low-mid B2 |
| 10.6.1- use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics |
| 10.6.2-use a variety of quantifiers for countable and uncountable nouns and a variety of noun phrases on a wide range of familiar general and curricular topics |
| 10.6.3-use 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 |
| 10.6.4-use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics |
| 10.6.5-use a wide variety of question types on a wide range of familiar general and curricular topics |
| 10.6.6-use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics |
| 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 |
| 10.6.8- use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics |
| 10.6.9-use appropriately a wide variety of active and passive simple present and past forms and past perfect simple forms in narrative and reported speech on a wide range of familiar general and curricular topics |
| 10.6.10- use present continuous and past continuous active and passive forms on a wide range of general and familiar 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 |
| 10.6.14-use a variety of prepositional phrases before nouns and adjectives; use a number of dependent prepositions following nouns and adjectives and a variety of prepositions following verbs on a wide range of familiar general and curricular topics |
| 10.6.15-use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics |
| 10.6.16-use a wide variety of conjunctions on a wide range of familiar general and curricular topics |
| 11.6.17-use 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 Lesson 1 Legend or Truth Introduction Lesson | Schoo l: | ||||
| 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 | ||||
| Lesson objectives | All learners will be able to: | ||||
| use some target structures accurately in more controlled and freer production tasks with some support | |||||
| Most learners will be able to: | |||||
| use most target structures accurately in more controlled and freer production tasks with some support | |||||
| Some learners will be able to: | |||||
| use most target structures accurately in more controlled and freer production tasks with little support | |||||
| Previous learning | Previous Course | ||||
| Plan | |||||
| Planned timings | Planned activities | Resources | Teacher Notes | ||
| Beginning the lesson | 1. Read the title of the module. Legend or Truth, and ask Ss to suggest what they think the module will be about (the module is about real life and fictional stories.) Go through the objectives list to stimulate Ss* interest in the module. |
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