English Science grade 10 UNIT 7

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Breakthrough technologies

Learning objective (s) that this lesson is contributing to

10.1.2 - use speaking and listening skills to provide sensitive feedback to peers;

10.1.9 - use imagination to express thoughts, ideas, experiences and feelings

10.2.3 - understand with some support most of the detail of an argument in extended talk on a limited range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To express personal attitudes toward a topic

Some learners will be able to:

Success criteria

Give feedback to others orally

Convey fantasy ideas including emotions and senses

Figure out the content of a conversation with some support in extended talk

Provide a point of view in conversations and discussions

Value links

Labour and creativity, cooperation

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?

Unit presentation

This activity reviews new technologies. Put students in pairs, they name

things that are so small we cannot see them (atoms, molecules) Students finish

the activity in pairs. Ask students to share the lists with the class.

Students work in pairs. Students A strongly believe the Internet is a force for good; Students B strongly believe it is dangerous.  Ask students to change partners and talk about their conversations

Ask students to spend one minute writing down all of the different words they associate with the word "technology". Students share their words with partner(s) and talk about them. Then, together, put the words into different categories.

Ask students to rank these with their partner. Then they put the best online dangers at the top and share their rankings.

• fake news

• lack of exercise

• falling social skills

• viruses

• identity theft

• hacking

• cyber-bullying

• phishing

Homework

To bring some pictures of nano-sized things and prepare 1 minute speech about it

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Nanotechnologies

Learning objective (s) that this lesson is contributing to

10.1.6- organize and present information clearly to others;

10.3.7- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics

10.4.2- understand specific information and detail in texts on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To understand specific information and detail in extended texts

• To skim a range of lengthy texts with speed to identify content

Some learners will be able to:

Success criteria

Demonstrate an ability to organize and express ideas clearly

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Identify details in a text with little support

Figure out the content of a short text with some support

Value links

Labour and creativity, cooperation

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?

Warm up

Read the following information with the class and discuss what

they understood from the passage. This is good for checking

students' knowledge of the topic and get them interested in the

topic. DID YOU KNOW?

It’s hard to imagine just how small nanotechnology is. One nanometer is a billionth of a meter. For example:

A sheet of newspaper is about 100,000 nanometers thick

- If a marble were a nanometer, then one meter would be the size of the Earth

Practice

Bring pictures showing nano-sized things or anything connected

to nanotechnologies. Focus attention on pictures showing

nanotechnologies.

Ask students to look at the pictures and spend one minute writing down all of the different words they associate with the word ‘nano-’. They should then share their words with partners and talk about them. 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 words that spring to their mind when they hear the word Nano. This may help you to see the different attitudes to technologies. Elicit an example or two of the answers to the last question connected with their experience. During feedback, create two columns on the board and write in positive and negative words connected to the topic

• Tell the students that currently, scientists are using nanotechnology to find solutions for the world' s energy and water problems. As a class look at examples of those, opening the Internet pages devoted to new nanotechnologies.

• Students make a list of possible benefits of nanotechnology and compare information as a class.

Students may also do the activity in pairs. In that case ask

students to share interesting answers with the class.

Reading

Students read the paragraphs and check their answers\guesses.

Focus students on the beginning of the text. Students read the text and answer the questions.

Students should read the sentences and guess which ones in lines

a-h are true (T) and which ones are false (F). Depending on the level you may ask them to give reasons for their choice or you can ask them to correct false sentences.

Students compare answers in pairs. Check answers with the class. Also check that students can pronounce technology correctly. Next match the titles to the paragraphs. Students do the activity in groups.

Key:

a The term nanotechnology was created by physicist Richard Feynman on December 29, 1959.- False

b Professor Norio Taniguchi coined the term nanotechnology in 1974.-- False

c Nanotechnology is a process of manipulating and controlling individual atoms and molecules.-True

d Anyone can "see" individual atoms.-- False

e. Nanotechnology can help clean the environment, and solve major health problems.-True

f Nanotechnologies can be extremely powerful and extremely dangerous technologies.-True

g In 2002, Japan was dedicating US $750 million a year to the field of nanotechnology.-True

Homework

WB Ex 3-5 p 34

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Combating Cyber Harassment

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;

10.4.7 - recognise patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To personalize and give opinions on a topic

• To express personal opinion in a paragraph

Some learners will be able to:

Success criteria

Demonstrate the ability to use future forms including present continuous with future meaning in the context

Employ the rule for using present continuous forms for present and future meaning and past continuous in the context

Value links

Labour and creativity, cooperation

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?

Warm up

Pre-teach the vocabulary or bring in a set of dictionaries for students to check the meanings themselves.

Practice

4 Note that the aim is to highlight which words/ phrases you need to pre-teach in order to help students understand the text.

5 Students then look back at the text and write down some questions they would like to ask the class about the text.

Small groups can prepare the questions and take turns in groups to ask and answer the questions.

6 Students next will read an essay about possible solutions to cyber harassment. Work to define the term and find examples of cyber

harrassment on the internet.

7 Work with their partners they discuss these questions:

1 What advice would you give to a victim of cyber harassment?

2 Do you think technology will find the solution to the problem? How?

3 What kind of penalty do you think that people who engage in cyber harassment should face?

8 While reading students will have to think about what measures have groups taken to fight cyber harassment.

After reading students do exercises according to their level:

Answer the questions “When did you first hear about cyber-bullying? What examples of cyberbullying can you think of? How do governments educate children about the harm cyber-bullying does?” or

“How can someone be bullied in cyber-space? Should someone who is being cyber-bullied go to the police?”

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 4

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: What’s new in technology?

Learning objective (s) that this lesson is contributing to

10.2.7 - recognize typical features at word, sentence and text level of a growing range of spoken genres;

10.2.8 - understand extended narratives on a wide range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To use formal and informal language registers in talk

• To ask and respond with appropriate syntax and vocabulary to open-ended higher order thinking questions

Some learners will be able to:

Success criteria

Identify the correct form of a word, appropriate sentence structure and text layout

Figure out the content of a conversation with some support in extended talk

Value links

Labour and creativity, cooperation

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?

Warm up

Guess the story

• Divide the class into groups of two or three.

• Give each group a list of five words that they have studied. These should be different for each group. The students shouldn’t tell anyone else their words.

• You could give more words if you feel that five is not enough.

Eight words would be a good upper limit.

• Each group must invent a story which incorporates all of these five words, but tell them they must include them in their story naturally so they don’t stand out as being obvious.

• Put two groups together to tell each other their stories.

Afterwards, they guess which words the other group had been given. The group with the least correct guesses about their words wins.

Practice

Put students in pairs and ask them to make predictions using future tenses on the question: What do you think will be the most important new invention in the future? Are there any new gadgets that you really want to get?

What do you think will be the next biggest technological advance? They finish the

activity in pairs. Ask students to share their guesses with the class.

Vocabulary

Books open. Students read quickly the brief news about an

example of how nanotechnology can be used in everyday life. Give

them time to write one sentence central idea for the text. They then

read again and fill in the gaps.

Students will have to read quickly the brief news about an example

of how nanotechnology can be used in everyday life and write one

sentence central idea for the text. They then read again and fill in

the gaps.

Key:

Stanford engineers have developed a low-cost, plastic-based textile that, if

woven into clothing, could cool your body far more efficiently than is possible with the natural or synthetic fabrics in clothes we wear today.

the researchers suggest that this new family of fabrics could become

the basis for garments that keep people cool in hot climates without air

conditioning. “If you can cool the person rather than the building where they

work or live, that will save energy,” said Yi Cui, an associate professor of

materials science and engineering at Stanford.

This new material works by allowing the body to discharge heat in two

ways that would make the wearer feel nearly 4 degrees Fahrenheit cooler

than if they wore cotton clothing. The material cools by letting perspiration

evaporate through the material, something ordinary fabrics already

do. To develop their cooling textile, the Stanford researchers blended

nanotechnology, photonics and chemistry to give polyethylene a number of

characteristics desirable in clothing material: It allows thermal radiation, air

and water vapor to pass right through.

Students should use key words to complete the sentences in the

text.

Homework

WB Ex 1-3 page 36

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Grammar focus: The Future

Learning objective (s) that this lesson is contributing to

10.6.8.1 - use a growing variety of future forms including present continuous and present simple with future meaning on a range of familiar general and curricular topics;

10.6.10.1 - use present continuous forms for present and future meaning and past continuous, including some passive forms, on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn to use be going to, will and may/might for predictions.

• learn the future continuous and make predictions.

Some learners will be able to:

Success criteria

Demonstrate the ability to use future forms including present continuous with future meaning in the context

Employ the rule for using present continuous forms for present and future meaning and past continuous in the context

Apply modal verbs for different purposes

Value links

Labour and creativity, cooperation

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?

Warm up

• Books closed. Write the following on the board.

I’m meeting …

I’m going to meet …

I’ll meet …

• Ask students to complete the sentences with their own ideas.

Students can then compare their sentences in pairs. Monitor while students do this.

Practice

4 After revising the rules for The Future Simple

The Future Continuous, The Future Perfect, The Future Perfect Continuous tenses ask students to complete the sentences with the correct form

Keys:

1 Don’t worry. By the time you arrive I will have tidied up the whole house.

2 By this time next year I hope that I will have found a good job.

3 Did you know that Zhanna will go on holiday for three weeks next month?

4 The atmosphere in the city is amazing. I think I will stay for Mother’s Day.

5 You want to spend ten years in Asia. By that time you will have visited every major city there.

6 I think that before I graduate I will have done quite a few exams.

5 Students write sentences on each type of Future tenses about the future of technologies and nanotechnologies. You may display

on the board some pictures chosen beforehand which show how nanotechnologies are used in life.

6 Ask students answer the following questions using the Future tenses:

Do you think that computers will create a global culture?

Where do you think computers will have the greatest impact on our lifestyles?

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 6

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Nano-sized things

Learning objective (s) that this lesson is contributing to

10.2.6.1- deduce meaning from context with little support in extended talk on a limited range of general and curricular topics;

10.2.8.1- understand supported narratives on a wide range of general and curricular topics

10.3.7.1- use appropriate subject-specific vocabulary and syntax to talk about a growing range of general topics, and some curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To practice expressing personal attitudes toward a topic

• To ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking

Some learners will be able to:

Success criteria

Recognize detailed information in a short conversation with some support

Figure out the content of a conversation with some support in extended talk

Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences

Value links

Labour and creativity, cooperation

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?

Warm up

Correct the sentence

• Put students into teams of four or five.

• Write a sentence on the board, e.g. We mustn’t send text messages in class.

• Students confer in their teams and quickly decide if the sentence is correct or incorrect. The sentence may be incorrect in terms of its content or its grammar.

• If the sentence is incorrect, students must come up with the correct sentence.

• The first team to tell you the right answer wins a point.

• Repeat with further sentences.

• The team with the most points at the end of the game wins.

Practice

Students brainstorm ideas about nano-sized things. Ask them to work individually, then to discuss in pairs and finally to share their ideas with class

• After working with the text put students into pairs and tell them to suggest more ways we could use nanotechnologies in everyday life. Students work creatively to make a list of possible products of nanotechnology and compare ideas as a class.

Grammar

Ask students what they think about the future of nanotechnology.

Can it be used in their country? In what ways? Can it be used to facilitate learning? How? While they are answering pay attention to their using future tenses for prediction. Next read the rules and ask students if there any differences in different forms of Future tenses

in meaning. Students complete the sentences with the correct forms

Speaking

Discussing the quotation you may use the RESPOND technique, which gives students a chance to do exact tasks and they are more concentrated only on the fixed function rather than discussing

in general. You could by the end ask students the question Do you agree or disagree? Have them get into two groups and try to persuade the others to agree with their views.

R- React

E- Evaluate

S- Speak on...

P-Pose a question

O-Offer an alternative view

N-Negotiate

D- Discuss the opposite view

Homework

WB Ex 3 page 36

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: CD – a collector item

Learning objective (s) that this lesson is contributing to

10.1.8 - develop intercultural awareness through reading and discussion;

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;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To use feedback to set personal learning objectives

• To organize and present information clearly to others

Some learners will be able to:

Success criteria

Raise awareness about cultural diversity through reading and discussion

Recognize factual details in a given argument related to the topic

Figure out the content of a short text with some support

Value links

Labour and creativity, cooperation

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?

Warm up

The memory game

• Put students into groups of four or five.

• One student in the group begins by making a sentence

using a new item of vocabulary and/or grammar structure,

e.g. I must send my grandmother a birthday card. or I should

do my homework.

• The next student repeats what the first student says and adds a

sentence of his or her own.

• The game continues in this way, with each student in the group

repeating what the others have said before adding to it.

• If a student cannot recall everything that has been said before,

he or she drops out.

• The last student left is the winner.

Practice

The class watches the video "CD-a collector item". Watch it twice if need be. You can also use the tapescript for some students.

Which sentence best expresses the main idea of the video?

The students will decide which sentence best expresses the main idea. Ask them to give evidence to prove their points.

1 The Library of Congress is testing the longevity of CDs every three to five years.

2 CDs are being aged to help learn which type of manufacturing is best for CD development.

3 How a CD is manufactured, how it has been handled and how it has been stored all affect its longevity.

Encourage students to work through this section collaboratively in pairs or small groups to promote a high level of engagement. Facilitate their learning and progress by circulating and checking in with students as they work through this section.

Students read discuss the questions

Depending on time, you may want to assign the activities as homework. Having students collaborate on these real-world tasks either inside or outside of the classroom simulates a common practice in school. At the beginning of the week you can set up a schedule so that several student groups present their work during class throughout the week. To extend this section, assign small-related research projects, as applicable. For example, have students research and report on the task

Homework

WB Ex 3-5 page 39

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 8

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Robotics

Learning objective (s) that this lesson is contributing to

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;

10.6.17 - 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.

Lesson objectives

All learners will be able to:

Most learners will be able to:

• watch teenagers talking about what they are saving up for and listen to teenagers talking about giving money to charity.

• practise giving and asking for opinions, making suggestions and making decisions.

Some learners will be able to:

Success criteria

Identify facts and details in extended talks with little support

Recognize detailed information in a short conversation with some support

Value links

Labour and creativity, cooperation

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?

Warm up

The mime game

• Put students into pairs.

• Students take it in turns to mime words, phrases or sentences, e.g. dinner, have dinner, you’re having dinner, for their partner to guess.

• Students win a point if they guess the correct word, phrase or sentence.

• The student who guesses the most words, phrases or sentences is the winner.

Practice

Students look at the pictures of robots and in pairs speak about different functions of robots used in life. They should discuss which function they consider to be the most useful, giving reasons for their choice using justifying opinion using the vocabulary because, due to, because, due to, therefore, etc.

1 Student talk about the different functions of a robot. They also say their favourite ones reasoning their choice. Ask their opinions (pro and con) about each function as a whole class. They may also add smarter functions of a robot helping people. Depending on the level of students you may give sentence patterns to complete:

- The robot can ......

- It can ....

- It can tell you when you have ....

- It makes .......

- It gives you advice on .......

- It will .......

2 To practice grammar students work with their partner and answer the questions.

• If you had a home robot, what would you want it to do? If you had a school robot, what would you want it to do? The class can be divided

into HOME and SCHOOL robots and after some minutes working in groups they can compare two different robotics functions. Focus on the

correct use of Conditionals. Students may also do the activity in "HOME

and SCHOOL robot" pairs. In that case ask students to share interesting

answers with the class.

Optional activity

Write the words on the blackboard. Invite a student, give him/her Kazak and ask him/her to explain the words so that other students could guess the word.

Android – a machine which looks like a human being

Artificial intelligence (AI) – computers which seem to have human-level intelligence.

Machine learning – similar to AI, but when is able to learn from past performance.

Susceptible to – likely to be affected by.

White collar jobs – professional jobs like doctor, teacher, nurse, accountant.

Cognitive labour – using your mind to complete a task

Homework

WB Ex 1-2 page 40

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 9

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Grammar focus – if only

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;

10.4.9 - recognise inconsistencies in argument in extended texts on a wide range of general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To ask and respond using if only and appropriate vocabulary to open-ended higher-order thinking

Some learners will be able to:

Success criteria

Write with minimal support about real and imaginary past events, activities and experiences

Write with moderate grammatical accuracy

Value links

Labour and creativity, cooperation

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?

Warm up

Expanding sentences

• Divide students into two or more teams.

• Write the beginning of a sentence on the board, e.g. If…

• Tell the teams that they have to add one or more words to what you have written on the board.

• One member of each team comes to the board in turn to add words to the sentence, e.g.

If …

If we …

If we go …

If we go to …

If we go to Mars …

• Teams win a point if the words they add are correct.

Practice

Introduce or revise the theme by discussing the following rules

Past Simple > present>I wish I knew the answer. (= I don’t know)

Past Simple > present > I wish I was /were better at sports. (= I'm not)

Past Continuous > present > I wish I was /were going with you. (= I'm not)     

Could > present > I wish I could give you an answer. (= I can't)

Would > future > I wish you would be quiet. (= Your talking irritates me.)

Past Perfect > past > I wish I had known you then. (= but I didn't)

Could have > past> I wish I could have explained. (= I wasn't able to)

Students rewrite these sentences with the new beginnings.

1 If we want to arrive on time we should leave now. It's time

2 What a pity he didn't spend more time revising. If only

3 I should have learnt German at school! I wish

4 I'd prefer to stay at home tonight if you don't mind. I'd rather

5 Please don't interrupt me when I'm speaking. I'd rather

6 We ought to find out how much it's going to cost. It's time we

7 I've got so much to do today. I wish

8 What a shame you didn't tell me earlier. If only

1. …we left if we want to arrive on time. 2. …he had spent more time revising. 3. …I had learnt German at school. 4. …stay at home tonight if you don't mind. 5. …you didn't interrupt me when I'm speaking. 6. …found out how much it's going to cost. 7. …I didn't have so much to do today. 8. …you had told me earlier.

Ask students to work in pairs on the next exercise:

What would you say? Use "I wish…/ If only…"

1 You'd like the baby to stop crying because you're trying to sleep.

2 It's a pity you can't swim.

3 You don't like it when Jack leaves the door open.

4 You have to work tomorrow but you'd like to stay in bed.

5 You would like people to stop fighting.

6 You're sorry you didn't bring your camera.

7 It's a pity you didn't work harder during the term.

8 You're sorry you didn't get a ticket for the concert.

(Possible answers) 1. If only the baby would stop crying. 2. I wish I could swim.

3. I wish Jack wouldn't leave the door open.

4. If only I didn't have to work tomorrow. 5. If only people would stop fighting. 6. I wish I had brought my camera.

7. I wish I had worked harder during the term.

8. If only I had got a ticket for the concert.

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 10

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: End-of-term test

Learning objective (s) that this lesson is contributing to

10.1.7.1- develop and sustain a consistent argument when speaking or writing;

10.2.7.1-begin to recognize typical features at word, sentence and text level of a limited range of spoken genres;

10.3.2.1- ask complex questions to get information about a limited range of general topics and some curricular topics;

10.5.1.1- plan, write, edit and proofread work at text level with some support on a range of general and curricular topics;

10.7.1- use a variety of simple perfect forms to express recent, indefinite and unfinished past on a range of familiar 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

Value links

Labour and creativity, cooperation

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?

Revise all the themes of the Units 5-7, answer the students’ questions.

Explain how to work on the tasks, time limits and requirements.

Students work on: Language focus, Vocabulary, Useful language, Listening, Reading, Writing.

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?

Long-term plan unit: 7 BREAKTHROUGH TECHNOLOGIES

School:

Lesson 11

Date:

Teacher’s name:

CLASS:

present: absent:

Theme of the lesson: Critical thinking

Learning objective (s) that this lesson is contributing to

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

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn about the robots indomestic service

• talk about scientists and their achievements

Some learners will be able to:

Success criteria

Identify the correct form of a word, appropriate sentence

structure and text layout

Figure out the content of a conversation with some

support in extended talk

Value links

Labour and creativity, cooperation

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?

Warm up

Give each pupil a slip of paper. Give the class a lexical set (for

example, ball sports, wild animals, vegetables, etc) and each pupil

secretly writes down a word belonging to that lexical set on the slip

of paper. Once finished, pupils fold their slips of paper, put them

away in their pocket or under their books and stand up. When the

whole class is standing, the teacher makes the first guess and writes

it on the board for reference. Any pupil who wrote that word is

eliminated and sits down. Eliminated pupils take turns to guess

the words of those standing. Write each guess on the board so

that pupils do not repeat words. The winner is the last person left

standing because no-one has been able to guess his/her word.

Practice

Reading, Listening and Speaking

Students discuss the questions about films they have seen with

robots, films with robots. They share opinions of the abilities of

film robots. Depending on the level, some students might write the

answers first, then only present answers in front of the class.

- Reading

- Students read the paragraphs and entitle the text.

You may deeper address the topics: ask True or False using the following sentences.

There will be more than four million robots in domestic service in homes.

• In future robots could be as common as vacuum cleaners and blenders.

• The guidelines for robot etiquette will be established for when technology makes robots ready to share a house with people.

After discussing True or False with good reasoning from students; side, you can ask if there are any dangers connected with robotics. The next task can be given as an independent student's work to be done at home.

Students imagine to be working for a robot design company. They

are responsible for designing the next generation of robots for the

home. In case the previous discussion on school robots gave good

ideas, students can also work on designing a school robot or other

types of robots.

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?