English Science grade 10 UNIT 1

Unit: UNIT 1 SCIENCE AND SCIENTIFIC PHENOMENA

School: N.Lut secondary school

Lesson 10

Date: 23.09.2019

Teacher’s name: Yasko D.V.

CLASS: 10

present: 2

absent: -

Theme of the lesson: Grammar focus: Impersonal passive constructions.

Learning objective (s) that this lesson is contributing to

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

Lesson objectives

All learners will be able to: use impersonal passive constructions and passive for continuity

Most learners will be able to:

Some learners will be able to: write her own sentences using an impersonal passive construction with say, believe or think

Success criteria

• Demonstrate respect to people’s opinions using lexical units of topic vocabulary

• Analyze given feedback; Form opinion and give constructive answers to feedback

Identify facts and details in extended talks with little support

Value links

Lifelong learning.

Cross curricular links

Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, girls! How are you?

Practice

Optional activity

Grammar Focus

Impersonal passive constructions Безличные пассивные конструкции

The verbs think, believe, say, report, know, expect, consider, understand etc are used in the following passive patterns in personal and impersonal constructions.

Active:        People believe that he lied in court.- Люди считают, что он солгал в суде
Passive:      1. It is believed (that) he lied in court. (impersonal)
                  It + passive + that-clause
                  2. He is believed to have lied in court.- Считается, что он солгал в суде. (personal)
                  Subject + passive + to-infinitive

Active:       They expect him to arrive soon.- Они ожидают, что он скоро прибудет
Passive:     3. It is expected (that) he will arrive soon.- Ожидается, что он прибудет в ближайшее время (impersonal)
                It + passive + that-clause 
                4. He is expected to arrive soon.- Ожидается, что он скоро прибудет. (personal)
                Subject + passive + to-infinitive

Ex.3 Help students as they rewrite sentences in the impersonal passive in two ways. For the last two items, only one of the constructions is possible.

1 People believe that these figures underestimate the size of the problem. Люди считают, что эти цифры недооценивают масштаб проблемы

These figures are said to underestimate the size of the problem. It is believed that figures underestimate the size of the problem.

2 People claim that the trolls are responsible for the most abusive forms

of cyber harassment. Люди утверждают, что тролли несут ответственность за самые оскорбительные формы кибер-преследования. The trolls are claimed to be responsible for the

most abusive forms of cyber harassment. It is claimed that the trolls are

responsible for the most abusive forms of cyber harassment.

3 People expect that victims of online harassment will speak out against

their abusers. Люди ожидают, что жертвы онлайн-преследования будут выступать против своих обидчиков. Victims of online harassment are expected to speak out against their abusers. It is expected that victims of online harassment peak out against their abusers.

4 People understand that self-regulation is the best way to control bad

behavior. Люди понимают, что саморегуляция-это лучший способ контролировать плохое поведение. Self-regulation is understood to be the best way to control bad behavior. It is understood that self-regulation is the best way to control bad behavior.

5 People consider “Just ignore it” to be sensible advice to victims of online

harassment. Люди считают, что “просто игнорировать его", чтобы быть разумным советом для жертв онлайн-преследования. “Just ignore it” is considered to be sensible advice to victims of online harassment.

6 People have argued that these problems will require a legal solution. Люди утверждали, что эти проблемы потребуют юридического решения. These problems are argued to require a legal solution.

Ex. 5 Students rewrite the second clause or sentence using the passive.

Key:

1 Although the stalker had been harassing students for weeks, he was not

caught by the police until yesterday.Хотя преследователь преследовал студентов в течение нескольких недель, он не был пойман полицией до вчерашнего дня.

2 A full year after the plane disappeared over the Indian Ocean, pieces of

the plane floating 25 miles from shore were seen by the crew of a fishing

boat. Спустя целый год после исчезновения самолета над Индийским океаном экипаж рыболовецкого судна увидел фрагменты самолета, плавающие в 25 милях от берега.

3 Coffee is one of Brazil’s most important crops. Most of it is grown by

farmers in the area along the Atlantic coast. Кофе является одной из самых важных культур в Бразилии. Большая часть его выращивается фермерами в районе вдоль Атлантического побережья.

4 One week after Congress passed a bill to make cyber harassment illegal,

it was signed by president into law. Через неделю после того, как конгресс принял законопроект, чтобы сделать кибер-преследование незаконным, он был подписан президентом в закон.

5 Polar bears and some other Arctic animals are in danger of extinction.

Their habitat has been drastically reduced by climate change. Белые медведи и некоторые другие арктические животные находятся под угрозой исчезновения.Их среда обитания была резко сокращена в результате изменения климата.

Homework

Learn the Grammar rules; ex.4 p.16

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 1 SCIENCE AND SCIENTIFIC PHENOMENA

School:

Lesson 11

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Features of a good article

Learning objective (s) that this lesson is contributing to

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;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• Identify the main idea in extended talks with little support

• Identify details in a text with little support

Interact in a pair, group and a whole class work presenting

Value links

Lifelong learning.

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

FEATURE ARTICLES

A feature article is a creative article that deals with real events, issues, and trends. However, unlike straight news articles, it places emphasis on the people involved rather than on the facts of the news. There are seven types of feature articles described on these pages. NOTE: Most feature articles have elements of more than one kind.

THE HUMAN-INTEREST FEATURE

• This is the most common type of feature article.

• This type typically reports on someone’s success in spite of great odds. • It may recall a tragic predicament.

• It may share a continuing struggle supported only by hope and faith. THE PERSONALITY FEATURE

• The subject of the article may be famous or not so famous but has done something of interest to others.

• This type usually shows how a person gained recognition.

• The personality feature is very much like a character sketch.

“THE BEST” ARTICLES

• The Courier-Journal has a column that publishes reviews of the “best” products of all kinds.

• This type of article usually includes the writer’s personal experiences with the product.

• It includes proof and examples that the product is the best of its kind.

• The article includes information about where to get the product and how much it costs.

• The article usually has a catchy title. THE NEWS FEATURE

• This type of article brings a human-interest focus to breaking news.

• It adds personal involvement to what may otherwise be a distant, seemingly unimportant event

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 1 SCIENCE AND SCIENTIFIC PHENOMENA

School:

Lesson 12

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Writing an article

Learning objective (s) that this lesson is contributing to

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:

Most learners will be able to use:

FUNCTIONS encouraging someone

GRAMMAR ways of referring to the future (review); future

continuous; future perfect; past perfect

continuous; past perfect simple vs. past perfect

continuous

VOCABULARY phrases to talk about the future; phrasal verbs

Some learners will be able to:

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Kazakh, Russian

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Teacher’s notes

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

Focus on a model text

Once the students have generated their own ideas, and thought about which are the most important or relevant, I try to give them the tools to express those ideas in the most appropriate way. The examination of model texts is often prominent in product or genre approaches to writing, and will help raise learners' awareness of the conventions of typical texts of different genres in English.

• I give learners in groups several examples of a genre, and they use a genre analysis form to identify the features and language they have in common. This raises their awareness of the features of the genre and gives them some language 'chunks' they can use in their own writing.
  
  
  

• Learners identify the function of different paragraphs in a piece of writing. For example, in a job application letter, the functions of the paragraphs might be something like;

  • reason for writing

  • how I found out about the job

  • relevant experience, skills and abilities

  • closing paragraph asking for an interview

• Learners are given an essay with the topic sentences taken out, and put them back in the right place. This raises their awareness of the organization of the essay and the importance of topic sentences.

Organizing ideas

Once learners have seen how the ideas are organized in typical examples of the genre, they can go about organizing their own ideas in a similar way.

• Students in groups draft a plan of their work, including how many paragraphs and the main points of each paragraph. These can then be pinned up around the room for comment and comparison.

• When preparing to write an essay, students group some of the ideas produced earlier into main and supporting statements.

Writing

In a pure process approach, the writer goes through several drafts before producing a final version. In practical terms, and as part of a general English course, this is not always possible. Nevertheless, it may be helpful to let students know beforehand if you are going to ask them to write a second draft. Those with access to a word processor can then use it, to facilitate the redrafting process. The writing itself can be done alone, at home or in class, or collaboratively in pairs or groups.

Peer evaluation

Peer evaluation of writing helps learners to become aware of an audience other than the teacher. If students are to write a second draft, I ask other learners to comment on what they liked / didn't like about the piece of work, or what they found unclear, so that these comments can be incorporated into the second draft. The teacher can also respond at this stage by commenting on the content and the organization of ideas, without yet giving a grade or correcting details of grammar and spelling.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?

Unit: UNIT 1 SCIENCE AND SCIENTIFIC PHENOMENA

School:

Lesson 9

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Writing an article

Learning objective (s) that this lesson is contributing to

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

10.1.6 - organise and present information clearly to others;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

• identification of levels for later work

• reinforcement of learning and pupil motivation

• identification of problem areas

Value links

Labour and creativity, cooperation

Cross curricular links

Kazakh, Russian, Аrt

Plan

Stages of the lesson

Planned activities (replace the notes below with your planned activities)

Greeting

Greet students; students respond to greeting and take their places. Hello, boys and girls! How are you?

Practice

LEAD-IN Students share opinions in pairs and say what they feel about writing

in English. They ask follow - up questions if possible.

In this lesson students learn how to write articles. Make sure they

know the difference between letters and articles, reports and

essays. Students read the tips and useful language for articles.

Next, students read information about good features of an article.

Help students to understand the prompt. Students next write the

article in class or give it as a home task.

• Use the provided example newspaper article, or take a newspaper into the class.

• Ask students to read the newspaper article and summarize the contents.

• Have students analyze the difference between the headline, leading sentence and article content in terms of tense usage and vocabulary in small groups (3 to 4 students).

• As a class, check that the differences between headline, leading sentence and article content are clear. Here is a short guideline to the main differences:

  • Headline: Simple tenses, idiomatic, flashy vocabulary, no use of function words

  • Leading sentence: Present perfect tense often used to give general overview.

  • Article content: Proper tense usage, including a change from present perfect to past tenses to give detailed, specific information about what, where and when something happened.

• Once the differences have been understood, have students split up into pairs or small groups (3 to 4 students)

FAKE VAN GOGH SELLS FOR $35 MILLION

A fake painting supposedly by Vincent Van Gogh has been sold for $35 million in Paris.

Paris June 9, 2004

Imagine this: It's the chance of a lifetime. You have the necessary cash and you have the opportunity to buy a Van Gogh. After purchasing the painting and placing it on your living room wall to show to all your friends, you discover that the painting is a forgery!

That's what happened to an anonymous telephone bidder who purchased Sunflowers in the Wind at the Peinture Company in Paris, France. The first (supposed) Van Gogh painting to have been auctioned since last year's record sale of $40 million, the forgery was sold for $35 million. The painting had also been reported to be the last ever offered for sale, Britain's Daily Times reported Thursday.

Unfortunately, shortly after the masterpiece had been transferred to the buyer's home, the Academy of Fine Arts released a statement saying that Sunflowers in the Wind was a fake. Upon further investigation, the report proved to be true. The unlucky buyer was forced to recognize that he or she had indeed purchased a forgery.

Leading sentence: Provide your leading sentence.

Article content: Write at least three short paragraphs about the incident.

Homework

Additional Information

Differentiation - how do you plan to give more support?

Assessment - how are you planning to check learners` learning?

Health and safety check ICT links

More support will be given to weaker learners by giving them a modified worksheets in some tasks with greater support

-through questioning and the redirecting of questioning in feedback activities

-through observation in group and end performance activities

-through formative task

-Health promoting techniques

-Breaks and physical activities used.

-Points from Safety rules used at this lesson.

REFLECTION

Answer the most relevant questions to reflect on your lesson.

Were the lesson objectives/learning objectives realistic?

What did the learners learn? What did/didn’t you like? What was difficult?