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English Science grade 10 UNIT 4

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КСП English Science grade 10 UNIT 4

Zhumagul Yerik

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English Sciences Grade 10 TERM 2 Unit 4

Unit: UNIT 4 ORGANIC AND NON-ORGANIC WORLDS				School: N.Lut secondary school
Lesson 1
Date: 28.11.2019				Teacher’s name: Yasko D.V.
CLASS: 10				present:	absent:
Theme of the lesson: Chinese flavors for American snacks
Learning objective (s) that this lesson is contributing to			10.1.5 - use feedback to set personal learning objectives; 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: give the definition of organic food
			Most learners will be able to: define healthy style of life
			Some learners will be able to: speak freely about healthy food
Success criteria
Value links			Healthy life style
Cross curricular links			Biology, nutrition, medicine
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	LEAD-IN Many people think organic food is safer, healthier and tastier than regular food. Discuss the statement in pairs. Students: Work in pairs Discuss the statement Share ideas with the class Task 1. Ex.1 p.38 Watch the video "Chinese Flavors for American Snacks" and write True, False or DNS next to the statements. Correct the false statements Students: Watch the video Write True, False or DNS next to the statements. Correct the false statements Check in pairs Check in class Teacher may provide students with copies of tape scripts while watching to facilitate understanding. Task 2. Ex.2 p.38 Read the definition of ‘organic food’ Task 3. Ex.3 p.38 How good or bad are these? Work with your partner. Change partners and share what you wrote. Students: Work in pairs Discuss how good or bad the things in the list are Change partners Share what they wrote. Task 4. Ex.4 p.38 Look at the pictures and discuss the questions as a class. Students: are provided with pictures of organic and non-organic farms work in pairs compare and contrast organic and non-organic farms looking at the pictures discuss the questions as a class. Task 5. Ex.5 p.39 Complete these two sentences using the information from the list below. Students: work in pairs complete the sentences check in class
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 4 ORGANIC AND NON-ORGANIC WORLDS				School: N.Lut secondary school
Lesson 2
Date: 04.12.2019				Teacher’s name: Yasko D.V.
CLASS: 10				present: 2	absent: 0
Theme of the lesson: Jigsaw reading (Чтение головоломки)
Learning objective (s) that this lesson is contributing to			10.4.1 - understand main points in extended texts on a wide range of familiar and some 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;
Lesson objectives			All learners will be able to: understand main points of the given texts
			Most learners will be able to: share the information in the text with their peers with some support
			Some learners will be able to: speak freely about organic food without support
Success criteria
Value links			Healthy life style
Cross curricular links			Biology, nutrition, medicine
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	Warm up. Discuss with students what their diet is like, if they eat more fruit and vegetables, meat and fish or sweet food and fast food. Task 1. Ex.6 p.39 Get into pairs A and B. Student A reads Text One, Group B read Text Two. Share the information given in the texts with the partner from a different group. Students: get into groups A and B. Group A read Text One, Group B read Text Two. And share understanding of the texts Then pair up with someone from other group Tell them about their story Listen to the other one The teacher can also use the other texts related to the topic. Task 2. Ex.7 p.40 Discuss the following questions Students: Are divided into 5 groups Group 1discusses and prepares the conversation on the 1^st question, group 2 – the 2^nd question…group 5 – the 5^th and the 6^th questions Use the Internet if necessary to find out more about the topic. Give 1-minute presentation to the class
Homework	make a poster comparing and contrasting nonorganic and organic food and present the works in the next lesson.
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 3
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: Critical thinking
Learning objective (s) that this lesson is contributing to			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; 10.6.6 - use a wide variety of relative, demonstrative, indefinite, quantitative pronouns and reflexive pronoun structures on a wide range of familiar general and curricular topics;
Lesson objectives			All learners will be able to: present their projects with some support
			Most learners will be able to: present the ideas with limited support
			Some learners will be able to: speak freely about organic food without support
Success criteria
Value links			Healthy life style
Cross curricular links			Biology, nutrition, medicine
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	Students present their projects done as a home-work. Task 1. Ex.10 p.40. Work with a partner. Discuss the questions. Use ideas from Reading 1 and Reading 2. 1 Should governments limit the growth of multinational restaurant chains to allow local, traditional restaurants to compete for customers? 2 When you eat at a foreign food restaurant, which of these three qualities is most important to you: - that it is inexpensive? - that it is locally owned? - that it is authentic? Why? Students: work in pairs or small groups discuss the questions share their ideas with the class
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 4
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: Writing a magazine article
Learning objective (s) that this lesson is contributing to			10.5.3 - write with grammatical accuracy on a range of 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;
Lesson objectives			All learners will be able to: write a magazine article with some support
			Most learners will be able to: write a magazine article with some support
			Some learners will be able to: write a magazine article without support
Success criteria
Value links			Healthy life style
Cross curricular links			Biology, nutrition, medicine
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	Students present their projects done as a home-work. Task 1. Ex.11 p.40. Write a magazine article about healthy food. Include imaginary interviews with food experts\doctors\parents. Share what you wrote with your classmates in the next lesson. Write down main ideas and expressions you hear from your partner(s). Ex.12 p.40 Write a letter to an organic food expert. Ask three questions about organic food. Give three of your opinions on it. Exchange your letters and try to answer the questions. Students: choose the topic of their writing assignment work in pairs or small groups discuss the questions take notes share their ideas with the class in the next lesson
Homework	finish the article / letter
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 4 ORGANIC AND NON-ORGANIC WORLDS				School: N.Lut secondary school
Lesson 5
Date: 11.12.2019				Teacher’s name: Yasko D.V.
CLASS: 10				present:	absent:
Theme of the lesson: Changing eating habits in Italy (Изменение привычек питания в Италии)
Learning objective (s) that this lesson is contributing to			10.4.1 - understand main points in extended texts on a wide range of familiar and some 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;
Lesson objectives			All learners will be able to: define new topical vocabulary, understand main point of the text
			Most learners will be able to: discuss the points with a partner
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Healthy life style
Cross curricular links			Biology, nutrition, medicine, Geography
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 Working with new vocab.	Some students present their articles and letters prepared in the previous lesson and written at home consumption [kənˈsʌmpʃn]- потребление, употребление convenience [kənˈviːnɪəns]- удобство ensure [ɪnˈʃʊə]- обеспечивать, гарантировать experiment [ɪksˈperɪmənt]- эксперимент, опыт increase-увеличиваться, расти, повышаться influence [ˈɪnflʊəns]- влияние, воздействие relatively [ˈrelətɪvlɪ]- относительно, сравнительно specialty [ˈspeʃəltɪ]- специальность, фирменное блюдо Task 1. Ex.13 p.41. Read the definitions. Complete the sentences with the correct form of the words in bold. Students: work in pairs or individually read the definitions make sure they understand the meaning of the words complete the sentences check in pairs and in class Keys: 1 Many shoppers have switched to ordering groceries online because of its convenience. Now they don’t leave their homes to buy food. 2 Others, however, prefer to see the food before they buy it to ensure that the food is fresh. 3 People sometimes reduce their consumption of certain foods when those foods become more expensive. 4 If bad weather affects the supply of some fruits or vegetables, it can cause their prices to increase. 5 People who live in big cities tend to be relatively familiar with international food compared to people who live in rural areas. 6 Larger cities often have more specialty food stores, which sell foreign and less-familiar items. 7 Recently, the popularity of cooking programs on television has had a big influence on the ingredients that people use. People want to cook with foods they see on TV. 8 Some travelers like to eat familiar food, but others prefer to experiment with unfamiliar dishes. 1 Многие покупатели перешли на заказ продуктов в интернете из-за свое удобство. Теперь они не покидают свои дома, чтобы купить еду. 2 Другие, однако, предпочитают видеть еду, прежде чем покупать ее, чтобы убедиться, что еда свежая. 3 Люди иногда уменьшают потребление определенных продуктов, когда эти продукты становятся все дороже. 4 если плохая погода влияет на поставку некоторых фруктов или овощей, то она может заставить их цены расти. 5 Люди, которые живут в больших городах, как правило, относительно знакомы с международной едой по сравнению с людьми, которые живут в сельской местности. 6 более крупные города часто имеют больше специализированных продовольственных магазинов, которые продают иностранную продукцию и менее знакомые предметы. 7 в последнее время популярность кулинарных программ на телевидении сильно возросло влияние на ингредиенты, которые используют люди. Люди хотят готовить с помощью продуктов, которые они видят по телевизору. 8 некоторые путешественники любят есть знакомую пищу, но другие предпочитают экспериментировать с незнакомыми блюдами. Task 2. Ex.14 p.42 Pre-reading task. You are going to read an essay about changing eating habits in Italy. What do you think the rest of each paragraph will be about? 1 In Italy, changing trends have affected the preparation of food. 2 Italians’ food tastes have changed because of globalization. 3 A third major change in Italy’s food culture has been the rise of large restaurant chains. 1 В Италии изменение тенденций повлияло на приготовление пищи. 2 Вкусы итальянцев в еде изменились из-за глобализации. 3 Третьим важным изменением в культуре питания Италии стало появление крупных сетей ресторанов. Students: work individually Tick their prediction Task 3. Ex.15 p.42 Skim the essay and check your predictions Students: Read the text quickly Check their predictions Share with class Task 4. Ex. 16 p.43 Work with a partner. Discuss the questions and choose the best answer. 1 What types of readers do you think this essay is meant to appeal to? a people who have a general interest in food b people who are experts in Italian food 2 What do you think is the author’s main intention in writing this essay? a to say that globalization has had a largely positive impact on Italian food b to say that globalization has fundamentally changed Italian food 1 К каким типам читателей, по вашему мнению, должно обратиться это эссе? A люди, которые имеют общий интерес к еде b люди, которые являются экспертами в итальянской кухне 2 Как вы думаете, что является главным намерением автора при написании этого эссе? а сказать что глобализация оказала в значительной степени положительное влияние на итальянское питание b сказать что глобализация коренным образом изменила итальянскую кухню Students: Work in pairs Discuss the questions Prove their choice from the text Check in class
Homework	Learn the new vocab, read the text and answer the questions
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 6
Date: 18.12.2019				Teacher’s name:
CLASS: 10				present:	absent:
Theme of the lesson: Alternative energies (альтернативные источники энергии)
Learning objective (s) that this lesson is contributing to			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; 10.6.13 - 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: define new topical vocabulary
			Most learners will be able to: discuss ideas of alternative energy in RK with a partner
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology
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? How did you spend your holiday weekends?
Practice	LEAD-IN Talk in pairs. Share information about alternative energies in the RK. Students: Work in pairs or small groups Discuss what types of alternative energy are developed in Kazakhstan Share their ideas with class Focus on vocabulary: geothermal energy [ʤiːə(ʊ)ˈθɜːm(ə)l ˈenəʤɪ]- геотермальная энергия hydropower [ˈhaɪdrə(ʊ)paʊə]- гидроэнергетика solar power [ˈsəʊlə ˈpaʊə]- солнечная энергия wind power [wɪnd ˈpaʊə]- энергия ветра Task 1. Ex.1 p.44. Look at the photos. Match the types of renewable energy in the box to the correct photo. Students: Look at the photos Match the photos to the words Check in class Task 2. Ex.2 p.44. Read the sentences and write the words in bold next to the definitions. aquatic [əˈkwætɪk]- водный offshore [ɒfˈʃɔː]- в открытом море inexhaustible [ɪnɪgˈzɔːstəbl]- неисчерпаемый initial [ɪˈnɪʃəl]- первоначальный, изначальный generate [ˈʤenəreɪt]- генерировать, производить universal [juːnɪˈvɜːsəl]- универсальный utilize [ˈjuːtɪlaɪz]- утилизировать Students: work in pairs or individually read the definitions make sure they understand the meaning of the words complete the sentences check in pairs and in class Keys: 1 Aquatic creatures include fish, dolphins, and whales. 2 Oil companies often drill offshore to get petroleum from the sea floor. 3 Energy from the sun is considered an inexhaustible resource; as long as the sun is there, it can give us energy. 4 The initial response to the recycling program has been good. Now let’s see what happens next. 5 Waterfalls generate energy that we can use as power. 6 All countries around the world need energy sources for their cars, machines, and appliances. This need is universal. 7 Many people think that we need to utilize existing renewable energy sources such as solar and wind power. 1 водные существа включают рыб, дельфинов и китов. 2 нефтяные компании часто бурят на шельфе, чтобы получить нефть с морского дна. Энергия Солнца считается неисчерпаемым ресурсом; пока Солнце существует, оно может дать нам энергию. 4 первоначальная реакция на программу утилизации была хорошей. А теперь посмотрим, что будет дальше. 5 водопады генерируют энергию, которую мы можем использовать в качестве энергии. 6 ВСЕ СТРАНЫ МИРА нуждаются в источниках энергии для своих автомобилей, машин и приборов. Эта потребность универсальна. 7 Многие люди считают, что мы должны использовать существующие возобновляемые источники энергии, такие как солнечная и ветровая энергия. a initial (adj) at the beginning; first b generate (v) to cause to exist; produce c Aquatic (adj) living in, happening in, or connected with water d offshore (adv) away from or at a distance from the land e universal (adj) existing everywhere or involving everyone f utilize (v) to make use of something g inexhaustible (adj) in such large amounts that it cannot be used up Task 4. Make up your own sentences with the words from ex.2, 3. Students: work individually or in groups/pairs use topical vocabulary make up their own sentences share with the class
Homework	Learn the new vocabulary
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 7
Date: 18.12.2019				Teacher’s name: Yasko D.V.
CLASS: 10				present:	absent:
Theme of the lesson: Wind turbines
Learning objective (s) that this lesson is contributing to			10.2.5 - recognise 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; 10.2.7 - understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics;
Lesson objectives			All learners will be able to: understand main ideas of the video
			Most learners will be able to: discuss the points with partners and give their own opinion
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology
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	Warm up Students give the definitions to the words they learnt at the previous lesson initial (adj) at the beginning; first generate (v) to cause to exist; produce Aquatic (adj) living in, happening in, or connected with water offshore (adv) away from or at a distance from the land universal (adj) existing everywhere or involving everyone utilize (v) to make use of something inexhaustible (adj) in such large amounts that it cannot be used up Task 1. Ex.3 p.45 Video 4. Watch the video "Wind Turbines". Write True or False. Correct the false statements. Students: Watch the video Write T/F statements Correct false statements Check in pairs and in class Key: 1 Jerry Tuttle is responsible for keeping the turbins operating. -T 2 The wind turbines in Sweetwater are responsible for producing 13% of the electricity for Texas.-F 3 Samuel Barr's windmill only generates enough electricity to run his coffee machine.- F 4 One criticism of wind turbines is that they are in locations where the most power is needed.- F 5 The greatest demand for electricity is in the summer and winds are usually weaker during that time of the year. - T Task 2. Discussion on the video Students: Work in small groups Discuss the issues raised in the video Give their own opinion Share ideas in class
Homework	write a short review of the video
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 8
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: Alternative energies (reading)
Learning objective (s) that this lesson is contributing to			10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of familiar 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
Lesson objectives			All learners will be able to: understand main ideas of the text
			Most learners will be able to: discuss the points with partners and give their own opinion
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology
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	Warm up Students read their reviews (HW) to the partner and discuss what they remember about the video Task 1. p.45 Jig-saw reading Students: Are divided into five groups Each group gets one text Read and discuss the understanding of the text in the group Make up other groups so that students with different text are in one group Work in the new groups and tell each other about their type of energy Task 2. Ex.4 p.47. Read the article again. Which types of renewable energy do the sentences describe? Write the correct type next to each sentence Students: Work individually Check in pairs and in class Key: 1 This source of energy can be used for many purposes and will last forever, but it cannot work 24 hours a day.-Solar 2 This type of energy produces greenhouse gases, but disposes of waste.-Biomass 3 This type of energy which is based on steam-powered turbines is expensive to set up but cheap to operate.-Geothermal 4 This type of energy may require some people to relocate. 5 This type of energy may be more common or relevant in countries that have deserts or are near the equator. 6 This type of energy is expensive to begin with, although the technology is relatively basic. 1 этот источник энергии может быть использован для многих целей и будет длиться вечно, но он не может работать 24 часа в сутки.-Солнечный 2 Этот тип энергии производит парниковые газы,но утилизирует отходы.-Биомасса 3 Этот тип энергии, который основан на паровых турбинах, дорог в установке, но дешев в эксплуатации.-Геотермальный 4 Этот тип энергии может потребовать перемещения некоторых людей. 5 Этот вид энергии может быть более распространенным или актуальным в странах, которые есть пустыни или находятся вблизи экватора. 6 Этот тип энергии дорог для начала, хотя технология это относительно просто.
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 9
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: Types of energy (speaking)
Learning objective (s) that this lesson is contributing to			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; 10.1.9 - use imagination to express thoughts, ideas, experiences and feelings;
Lesson objectives			All learners will be able to: speak about types of energy with some support
			Most learners will be able to: discuss the points with partners and give their own opinion
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology
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	Warm up Students revise the types of energy they read about at the previous lesson Task 1. Which types of alternative energy suitable for Kazakhstan and town where you live? Who may be interested in the setting up the alternative energy (stakeholders)? Give your reasons. Students: Work in small groups Discuss the question Give their reasons Task 2. The government decides to set up some types of alternative energies in your region. And now the issues are discussed on the TV show. You participate in the show. Role play the show. Students: Work get their roles (reporter, representatives of the government, town authorities, some citizens, some people from business, etc. Role play the show
Homework	Write an essay about using alternative energy in RK / your home town
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 10
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: SWOT-analysis
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;
Lesson objectives			All learners will be able to: speak about types of energy with some support
			Most learners will be able to: discuss the points with partners and give their own opinion
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology
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	Warm up Students give their opinion about usage of different types of alternative energy in their home town Task 1. Perform a SWOT analysis of using different types of energy in Kazakhstan in groups. Simple rules for SWOT analysis • Be realistic about the strengths and weaknesses of the topic when conducting SWOT analysis. • SWOT analysis should distinguish between where your situation is today, and where it could be in the future. • SWOT should always be specific. Avoid general areas. • Always apply SWOT in relation to your competition i.e. better than or worse than your competition. • Keep your SWOT short and simple. Avoid complexity and over analysis • SWOT is subjective. • You can show videos or pictures from Expo KZ 2017 demonstrating alternative energies. Students: Work in groups of 4-5 Prepare SWOT analysis of using different types of energies in Kazakhstan Write the notes on the A4-size paper Perform in front of the class Conduct peer-assessment
Homework	Write SWOT analysis
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 4 ORGANIC AND NON-ORGANIC WORLDS				School: N.Lut secondary school
Lesson 11
Date: 24.12.2019				Teacher’s name: Yasko D.V.
CLASS: 10				present: 2	absent: -
Theme of the lesson: Biofuels
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; 10.4.6 - recognise the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics
Lesson objectives			All learners will be able to: speak about biofuel with some support
			Most learners will be able to: discuss the points with partners and give their own opinion
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology, biology
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	LEAD-IN Talk in pairs. What kind of fuel do people use? Have you heard about the biofuel? What do you know about it? Task 1. Books open. Focus attention on pictures showing biofuels. Ask students to look at the pictures and spend one-minute writing down all of the different words they associate with the word ‘biofuel’. They should then share their words with partners and talk about them. Task 2. Ask students to work in pairs to discuss introductory questions related to the topic. Put students into pairs. After the students finish the discussion in open class set a time limit of three minutes and challenge pairs to list as many words that spring to their mind when they hear the word biofuel\fuel. Elicit an example or two of fuel being used in their experience. During feedback, create a map on the board and write in types of fuels. Task 3. As students scan the text, they have to list advantages and dis-advantages of biofuels. Then pick up the following expressions from the text and ask them what the text says about them and ask them to make sentences showing their opinion on the phrases. • burning fossil fuels (сжигание ископаемого топлива) • pollution and global climate change (загрязнение и глобальное изменение климата) • renewable biofuels (возобновляемое биотопливо) • vegetable oils, and animal fat (растительные масла и животные жиры) • eco-friendly alternative (экологически чистая альтернатива) • destruction of rain forests (уничтожение дождевых лесов) • food prices (цены на продовольствие)
Homework	Work book
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 12
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: end of term test – SAT 2
Learning objective (s) that this lesson is contributing to
Lesson objectives			All learners will be able to:
			Most learners will be able to:
			Some learners will be able to:
Success criteria
Value links
Cross curricular links
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
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 4 ORGANIC AND NON-ORGANIC WORLDS				School:
Lesson 13
Date:				Teacher’s name:
CLASS:				present:	absent:
Theme of the lesson: Biofuels. Pros and corns.
Learning objective (s) that this lesson is contributing to			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 ; 10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics
Lesson objectives			All learners will be able to: speak about pros and corns of biofuel with some support
			Most learners will be able to: discuss the points with partners and give their own opinion
			Some learners will be able to: speak freely on the topic
Success criteria
Value links			Saving natural resources
Cross curricular links			Physics, ecology, biology
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	Warm up. Students revise what they remember about biofuels Task 1. Ex.3 p.49. As students scan the text they have to list advantages and dis-advantages of biofuels. Then pick up the following expressions from the text and ask them what the text says about them and ask them to make sentences showing their opinion on the phrases. • burning fossil fuels • pollution and global climate change • renewable biofuels • vegetable oils, and animal fat • eco-friendly alternative • destruction of rain forests • food prices Task 2. Ex.4 p.49. As for writing key ideas of the paragraphs, model answers are given in the lines below. In case students find it hard to write out main ideas, you may suggest the following ideas and ask for their opinions about the sentences. 1 Biofuels are fuels made from recently grown plant material. 2 Scientists are trying to make fuels healthier. 3 Organic materials could turn into fuels. 4 There are already eco-friendly alternatives for fossil fuels. 5 Biofuels may lead to deforestation. 441 Task 3. Ex.5 p.49. In this exercise students choose the correct answer Keys 1 B 2 A 3 C Task 4. Ex.6 p.49 Separate the key words of the text in the word string and write them in the lines below. Key: fossil fuel gases pollution renewable organic biofuel ethanol biodiesel destruction alternative algae [ˈælʤiː]- водоросли
Homework	Find the information about the use of biofuels in Kazakhstan. Make a brochure and present it in the next class
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?

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