Action 11 Unit 6 "STEM" Theme: "Public speaking".

Unit 6 STEM

Teacher name:

Date:

Grade: 11

Number present:

absent:

Lesson title

Writing: Public speaking

Learning objectives

11.4.2.1 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.5.6.1 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics

11.6.9.1 - use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics WB p.63

Lesson objectives

- to listen and read for gist

- to learn about emotional language

- to identify introductions and conclusions of a speech

Value links

Fairness – If you value fairness, you might be highly sensitive to situations at school or in the workplace where a teacher or a peer has exhibited favoritism or allowed someone to get away with living by a different set of rules to everyone else.

Plan

Stages / Time

Teachers actions

Students actions

Assessment criteria

Resources

Beginning of the lesson

Warming-up

3 min

Pre-learning

«Brainstorming» method

7 min.

Organization moment :

1.Greeting.

Ask about the weather.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warming-up?

-Which languages does a lot of scientific language come from?

What are the characteristics of scientific texts?

Revise the vocabulary from the previous

Lead – In

-What is public speaking ?

-Do you like to speak in public ? Why? Why not?

.

The aim: To develop pupils speaking skills and create friendly atmosphere

Efficiency: By wishing each other they feel better and feel the support of others

Students of the class are listed.

• Learners remember previous lesson vocabulary

Determines the topic and purpose of the lesson

Students answer the questions.

The teacher to assess learners for their ability.

“Good job!

Well done!”

Formative Assessment

Good job!

Descriptor:

- can tell the time

Point 1

Descriptor:

-answer the question:

Total : 1 point

Pictures

worksheet

Picture

Middle of the lesson

Presentation part.

30 min

Ex: 1 P: 84

• Ask Ss to read the Writing Tip box. Explain any points Ss are unsure about.

• Ask Ss to read the rubric, identify, and underline the key words.

• Give Ss time to answer the questions and then check Ss’ answers.

Ex: 2 P: 84

• Play the recording. Ss follow in their books and decide which hparagraph (A-C) contains the ideas listed.

• Check Ss’ answers

Ex:3 P: 84

• Read the Study Skills box aloud and elicit how the speaker uses emotional language in the opening of the model.

• Elicit what emotions/reactions this technique triggers in the audience

Ex:4a P: 85

• Ask Ss to read the extracts (A-D) and decide which ones are from introductions and which are from conclusions.

• Check Ss’ answers around the class

Ex:4b P: 85

• Ask Ss to read the extracts (A-D) again and match themto the opening/closing techniques (1-4).

• Check Ss’ answers around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Pupils read the rubric and answer the question.

ANSWERS

Key words: you work for, renewable energy company, speech, students, storing energy in flow batteries, Kazakhstan, 200-250 words

1 I will be giving my speech to students.

2 My speech will be about storing energy in flow batteries in Kazakhstan.

4 The purpose of the speech is to inform.

Pupils listen to and read the model. In which main body paragraph does the speaker.

ANSWERS

1 C 2 B 3 A

•Pupils read the Study Skills box. Answer the question.

ANSWERS

The speaker uses emotional language in the opening of the presentation by using negative adjectives such as ‘dark’ and ‘contaminated’. They also use imagery to make the audience picture pollution in the place where they live. This will draw the audience’s attention to the issue and also make them feel concerned.

•Pupils read the extracts. Answer the question.

ANSWERS

Introductions: A, D Conclusions: B, C

•Pupils match the extracts to the opening/closing techniques.

ANSWERS

1 B 2 D 3 A 4 C

Descriptor:

- read the rubric

- answer the question.

Total: 2 point

Descriptor:

- listen to and read the model

- complete the sentences

Total: 2 point

Descriptor:

- read the Study Skills box

- answer the question

Total: 2 point

Descriptor:

- read the extracts

- answer the question

Total: 2 point

Descriptor:

- match the extracts

Total: 2 point

Card

Worksheet

End of the lesson

5 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Ex:

Home task:

Poster Success