КСП English Science grade 10 UNIT 3

Unit: UNIT 3 VIRTUAL REALITY

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Mobile applications

Learning objective (s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.5 - use feedback to set personal learning objectives

Lesson objectives

All learners will be able to: define “mobile application”

Most learners will be able to: share ideas about mobile applications they use

Some learners will be able to: respond to other students’ ideas constructively

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

Technology

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 work in pairs and discuss the following question: What are the advantages of using mobile applications in education? Students read the examples and add more advantages of their own. Then they share their ideas with the class.

• Teacher shows as an example a mobile application on his/her phone and ask students what it may be useful for.

• Students may open applications in their mobiles and say which

ones they use frequently or seldom.

Task 1. Vocabulary. (ex.1 p.28) Read the definition of a mobile application. Fill in the gaps with words in the box.

Students:

• Work individually filling in the gaps with words in the box

• Check with the partner

• Check in whole class

Key:

A mobile application, most commonly known as an app, is a type of application software designed to run on a mobile device, such as a smartphone or tablet computer. Mobile applications frequently serve to provide users with similar services to those accessed on PCs. Apps are generally small, individual software units with limited function. This use of app software was originally popularized by Apple Inc., which offers thousands of applications for the iPhone, iPad and iPod Touch. A mobile application also may be known as an app, web app, online app, iPhone app or smartphone app.

Teacher asks some questions on the text to make sure the learners understand the definition of “mobile application”:

• What is an app? (Answer: a type of application software designed to run on a mobile device)

• What do apps provide the user with? (Answer: similar services to those accessed on PCs)

• Who popularized apps first? (Answer: Apple Inc)

Teacher asks ССQuestions:

• Is application a programme? (Yes)

• Is it a computer programme? (No)

• Is it a special mobile device programme? (Yes)

• Is it similar to a computer programme? (Yes)

• Has it got a great number of functions? (No)

• Is it small and individual? (Yes)

1

Task 2. Ex.2 p.28 Read the list of mobile applications from ex.3 and find information about services they provide.

Students:

• work in pairs

• read the list of mobile applications

• find information about services they provide.

• Check ideas 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 3 VIRTUAL REALITY

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Mobile applications in Kazakhstan

Learning objective (s) that this lesson is contributing to

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

10.4.1 - understand main points in extended texts on a wide range of familiar and some unfamiliar general and curricular topics

Lesson objectives

All learners will be able to: name the applications which may be useful to use in the place they live in.

Most learners will be able to: speak about the functions of different mobile applications

Some learners will be able to: give their own opinion about using the application

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

Making life more comfortable

Cross curricular links

Technology

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. Ask students what mobile applications are used by their family members.

Task 1. Ex.3. p.28 Read a list of applications and a paragraph

Students:

• Share the ideas about which mobile applications the guests would use in their town/ city while they are there.

• Students read a paragraph.

23

Task 2. Ex.4 p.28. Which of the functions mentioned in the paragraph above are the most important for you?

Students:

• Work in pairs

• discuss with a partner which of the functions mentioned in the paragraph are the most important for them?

• Share ideas in class

Task 3. Optional activity. What other functions of mobile applications can be useful? Who are the people to use such applications? Give a t least 5 ideas.

Students:

• Work in pairs

• Give the ideas of at least 5 applications and their functions

• Say who may be interested in those applications

• Share the 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 3 VIRTUAL REALITY

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Advantages and disadvantages of mobile applications

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;

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

Lesson objectives

All learners will be able to: define advantages and disadvantages of mobile applications from the text

Most learners will be able to: give extra advantages and disadvantages of mobile applications from the text

Some learners will be able to: make oral presentations in front of the class

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

Making life comfortable

Cross curricular links

Technology

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. Applications and their functions. Student 1 names the applications, Student 2 names its function, Student 3 names a person who may be interested in the application, Student 4 names the other application…

Task 1. Ex.5 p.29. Read the text and discuss the advantages and disadvantages of mobile phone apps.

Students:

• Read the text in boxes

• find which one is about disadvantages of mobile phone apps

• check in class

Task 2. Ex.6 p.29.Group discussion

Students

• work in groups of 4

• add at least two more advantages and disadvantages of mobile applications they use.

• Share ideas with the class

Task 3. Ex.7 p.29 make a presentation about your favourite application

• work in groups of 4

• choose an application

• Make a presentation

• Present in front of the class

Homework

WB p.11, 12

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 3 VIRTUAL REALITY

School:

Lesson 4

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: 2D games

Learning objective (s) that this lesson is contributing to

10.2.8 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects;

10.3.3 - explain and justify own and others’ point of view on a wide range of general and curricular topics;

Lesson objectives

All learners will be able to: match ideas to the right paragraphs

Most learners will be able to: define pros and cons of 2D games

Some learners will be able to: speak about more ideas on the topic

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology, entertainment

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 Discuss the questions as class: When was the last time you played

2D games? Did you enjoy it? Why? Why not? Name some of the most popular.

Task 1 ex.1 p.30 Read the text and discuss Pros and Cons of 2D games

Students:

• read the text 2D games

• study pros and cons of 2D games

• give their own opinions of it

• add some ideas if they have.

Task 2. Ex.2 p.30 Match the ideas to the right paragraph:

Students:

• work in pairs

• match the ideas to the right paragraph

• check in class

Key:

What is good about 2D games – Paragraph B

Some drawbacks– Paragraph C

Variety of animation styles– Paragraph A

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 3 VIRTUAL REALITY

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Media collocations

Learning objective (s) that this lesson is contributing to

10.4.5 deduce meaning from context in extended texts on a wide range of familiar general and curricular topics, and some unfamiliar topics;

10.4.7 - 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: make collocations

Most learners will be able to: make up and practice the dialogue with some support

Some learners will be able to: practice the dialogue without support

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology, entertainment

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

Task 1 ex. 4 p.31 Combine two media words to make a common collocation based on the list. Make short dialogues using as many collocations as you can. Practice in pairs.

Students:

• work in pairs

• make collocations based on the list

• check in class

• make short dialogues using the collocations

• role-play in front of the class

2

Key:

satellite dish, weather forecast, remote control, current affairs, chat show, tabloid newspaper, video cassette, news report, soap opera, colour supplement

Task 2. Ex.4 p.31 Put the correct word or phrase from the following list into the sentences below.

Students:

• work on their own

• fill in the sentences with the correct word or phrase from the list.

• Check in pairs and in class

Key:

a turn off b record c turn on d switch e look up f plan.

Task 3. Make true sentences about yourself like the ones above.

Students:

• Work on their own

• Write down sentences in their copy-books

• Share ideas with the partner

• Speak about their partner’s ideas in front of 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 3 VIRTUAL REALITY

School:

Lesson 6

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: A survey

Learning objective (s) that this lesson is contributing to

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

10.1.10 - use talk or writing as a means of reflecting on and exploring a range of perspectives on the world;

Lesson objectives

All learners will be able to: answer the questions

Most learners will be able to: make up a survey

Some learners will be able to: make a presentation of the survey using graphs

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology, Social studies, Maths, statistics

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

Task. Ex. 5 p.31 Answer the questions below, then walk around the class and compare your answers with other students. Remember to change the partners often. Report back the results of the survey.

• Do you learn anything from playing video games?

• Do you think video games make people violent?

• Would you like to be a game designer?

• What kinds of games would you design?

• Does your personality change when you’re gaming?

• Are video games good for relieving stress?

Students:

• First work on their own and answer the questions

• Go round the class and make a survey

• Fill in the chart

• Analyze the data

• Report findings to the class using graphs if possible

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 3 VIRTUAL REALITY

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Expressing and justifying opinions

Learning objective (s) that this lesson is contributing to

10.1.1 - use speaking and listening skills to solve problems creatively and cooperatively in groups;

10.2.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a limited range of unfamiliar topics;

Lesson objectives

All learners will be able to: identify justifying phrases

Most learners will be able to: express their opinion using justifying phrases

Some learners will be able to: make a presentation of the group discussion

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology, Media, 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

Task 1. Ex. 5 p.31 Expressing opinions or giving your thoughts is an important part of speaking. You also need to justify your opinion or explain why you have that opinion. Study the tables.

Students:

• Work in pairs

• Study the tables

Teacher clarifies that after expressing the opinion it is necessary to give some reasons for that. Example: Generally, we decided not to move to the village due to the fact that we want to give better education to our children. The reason for this is that there are better schools in the city.

Task 2. Ex.7 p.33 In sentences 1-5, choose which adverbial phrase should go in the gap. Look carefully at the rest of the sentence

Students:

• Work on their own

• Fill in the gaps

• Check and discuss in pairs

• Check in class

Example answers:

1 I don't believe that …adults don’t like 2D games in my country.

2 Obviously, we must try different kinds of gadgets.

3 Personally, I don't think popularity of mobile applications is caused by

great demand.

4 Sadly, stealing mobile phones is increasing in my city because of

unemployment.

5 Generally, many young designers are unable to create effective

applications.

Task 3. Ex.8 p.33 Look at the justifying phrases and express your opinion about

2D games.

Students:

• Work in groups of 4

• Use justifying phrases

• Express their opinions about 2D games

• Give their ideas about group discussion in front of the class (Generally, we agreed that…)

8

Task 4. Ex.9 p.33 Have a class discussion answering the questions below.

1. If you had your own TV show what would you show on it?

2. If you had your own radio station what kind of music would you play?

3. If you hosted your own podcast what would you talk about?

4. If you had your own website what would be on it?

Students:

• Work in 4 groups . Group 1 – question 1, group 2 – question 2, group 3 – question 3, group 4 – question 4

• Discuss their questions in their groups

• Present their group ideas to the class using justifying phrases

• Ask and answer other groups questions

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 3 VIRTUAL REALITY

School: N. Lut secondary school

Lesson 8

Date: 20.11.2019

Teacher’s name: Yasko D.V.

CLASS: 10

present: 2

absent: -

Theme of the lesson: Independent work

Learning objective (s) that this lesson is contributing to

10.5.1 - plan, write, edit and proofread work at text level independently on a range of general and curricular topics;

10.5.3 - write with grammatical accuracy on a range of familiar general and curricular topics;

Lesson objectives

All learners will be able to: plan a survey / an essay

Most learners will be able to: analyze data, make presentations

Some learners will be able to: write a report or an essay with grammatical accuracy without support

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

ICT, Maths, Statistics, 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

Task 1. Choose one of the tasks for independent work, fulfill it and present to your classmates.

1. Make a class survey to find out what 2D games are played by your classmates and order them in terms of popularity. In the next class present your findings. Compare the results and make conclusions. (ex.10 p.33)

2. Write about the way you use the Internet. (ex.11 p.33)

Students:

• Choose the task,

• Fulfill the task,

• Present to the classmates

• assess the presentations of peers

Teacher assists students to fulfill the task.

Task A. Students:

• Design a survey questionnaire. For example:

What 2D games to you play? _________________________________________ _________________________________________ _________________________________________ _________________________________________ _________________________________________ Order them in terms of popularity where 1 – the least popular, 5 – the most popular

• Conduct a survey interviewing 1 student

• Analyze the data

• Organize the findings in the form of report using graphs and linking words and phrases (firstly, secondly, however, generally, therefore, etc.)

• Make a presentation

• Present the findings

Teacher reminds students the structure of the report:

• introduction, aims of the report, how many people participated and answered the questions;

• main part, data, analysis of the data

• conclusion

Task B. students write an essay about the way they use the Internet.

Students:

• use the structure of an essay: introduction, main part, conclusion

• write at least about 3 ways of using the Internet

• write about the reasons they use the Internet in the ways they mention

• make a presentation

Homework

write an essay about the way of using the Internet.

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 3 VIRTUAL REALITY

School: N.Lut secondary school

Lesson 9

Date: 21.11.2019

Teacher’s name: Yasko D.V.

CLASS: 10

present:

absent:

Theme of the lesson: 3D printing

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;

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

Lesson objectives

All learners will be able to: define the words

Most learners will be able to: use the new vocabulary with some support

Some learners will be able to: define the meaning 3D printing from the text heard

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology

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 What do you think about current and future uses for 3D printing. What

kinds of objects can be created with a 3D printer today?

Students:

• work in pairs

• discuss the questions in pairs

Task 1. Ex. 1 p.34. Read the definitions. Complete the sentences with the correct form of the words in bold.

Students:

• work in pairs

• read the definitions

• use dictionaries if necessary

• complete the sentences

• check in class

Keys:

1 You can customize the software so that it only includes the functions that you need.

2 On my new phone plan, I get service everywhere. The downside,however, is that it is much more expensive than my old plan.

3 Furniture that you buy online often comes in several pieces and requires assemblying at home.

4 The math skills that you acquire in high school provide a foundation for the more advanced work you’ll do in college.

5 Public attentions usually shift to economic issues and away from international issues during an election year.

6 The consultant outlined three different scenarios for the company’s future depending on how well it does this year.

7 The state has cut the education budget drastically for the coming year, so schools will no longer be able to provide music or art classes.

8 Before the apparel industry adopted mass production, each item of clothing people wore was made by hand just for them.

1 Вы можете настроить программное обеспечение так, чтобы оно включало только те функции, которые вам нужны.

2 на мой новый телефон, у меня связь везде. Недостатком, однако, является то, что это намного дороже, чем мой старый план.

3 мебель, которую вы покупаете в интернете, часто поставляется в нескольких частях и требует сборки дома.

4 математические навыки, которые вы приобретаете в средней школе, обеспечивают основу для более продвинутой работы, которую вы будете делать в колледже.

5 в год выборов внимание общественности обычно переключается на экономические вопросы, а не на международные.

6 консультант обозначил три различных сценария будущего компании в зависимости от того, насколько хорошо она справится в этом году.

7 государство резко сократило бюджет образования на предстоящий год, поэтому школы больше не смогут проводить занятия музыкой или искусством.

8 Прежде, чем швейная промышленность приняла массовое производство, каждый предмет одежды, который носили люди, был сделан вручную только для них.

Task 2. Ex.2 p.34. Listen to the text and continue the sentence.

Students listen to the text, continue the sentence, give as many ideas as they can

Homework

learn the words and definitions for them

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 3 VIRTUAL REALITY

School: N.Lut secondary school

Lesson 10

Date: 25.11.2019

Teacher’s name: Yasko D.V.

CLASS: 10

present: 2

absent: 0

Theme of the lesson: The third industrial revolution

Learning objective (s) that this lesson is contributing to

10.4.3 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.4.5 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 main ideas of the text

Most learners will be able to: deduce meaning from context defining true and false statements

Some learners will be able to: speak freely about 3D printing

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology

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. Revise the topical vocabulary from the previous lesson and/or the ideas about what 3D printing is.

Task 1. Ex. 3 p.35. Read the text and do the exercises that follow

Students:

• read the text

Teacher may ask the question: Why is this very title chosen for the text?

Task 2. Ex.4 p.34. Check the main ideas

Students:

• Work in pairs

• Check the main ideas by ticking them.

• Check in class

Task 3. Ex.5 p.35 Read again. Write T (true), F (false), or DNS (does not say).

Students:

• Read the text for deducing details

• Mark statements T, F, DNS

• Check in pairs

Keys:

1 3D printing is a very new technology. F

2 3D printing is a more precise way of creating human organs. T

3 3D printers use cotton and other fibers to print clothing. F

4 Most 3D fashions will probably be printed in developing countries. DNS

5 The cost of 3D printing goes down as the number of items produced goes up. DNS

6 3D printing will reduce the need for companies to keep a large inventory

on hand all the time. DNS

7 3D printing may allow criminals to operate more freely. T

8 There has been a lot of opposition to 3D printing from manufacturers. DNS.

1 3D-печать-это очень новая технология. F

2 3D-печать-это более точный способ создания человеческих органов. Т

3 3D-принтеры используют хлопок и другие волокна для печати одежды. F

4 Большинство 3D-моделей, вероятно, будут напечатаны в развивающихся странах. DNS

5 стоимость 3D-печати снижается по мере увеличения количества выпускаемых изделий. DNS

6 3D-печати позволит сократить необходимость для компаний, чтобы сохранить большой запас все время под рукой. DNS

7 3D-печать может позволить преступникам работать более свободно. Т

8 было много оппозиции к 3D-печати от производителей. DNS.

Task 4 ex.6 p.35 Discuss the questions in small groups

1. What do you know about 3D printing?

2. Have you ever seen a 3D printer or 3D printed object before?

3. What do you think is possible \impossible to 3D print?

4. How does 3D printing work?

5. How do you think 3D printing can impact people’s lives?

6. Do you think that people will ever use 3D printers in their homes? Why /why

not?

7. How would you use a 3D printer if you had one?

8. Why is the threat of 3D printing to intellectual property such a problem?

Students:

• Work in pairs

• Discuss the questions

Homework

read the text again and answer the questions in ex.6 on p.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?

Unit: UNIT 3 VIRTUAL REALITY

School:

Lesson 11

Date:

Teacher’s name:

CLASS:

present:

absent:

Theme of the lesson: Role play. Critical thinking. 3D printing

Learning objective (s) that this lesson is contributing to

10.6.4 - use a wide variety of determiners and pre-determiner structures on a wide range of familiar general and curricular topics;

10.6.15 - use infinitive forms after an increased number of verbs and adjectives use gerund forms after a variety of verbs and prepositions use a variety of prepositional and phrasal verb on a wide range of familiar general and curricular topics

Lesson objectives

All learners will be able to: speak on the topic given

Most learners will be able to: organize findings and speak about them properly

Some learners will be able to: prepare a creative presentation of the task

Success criteria

Value links

Respect, cooperation and transparency

Cross curricular links

Technology

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

Task 1. Ex. 7, 8, 10 p.37. Choose the task and fulfill it.

Ex.7 Get into groups of four. Get your roles.

Students:

• Work in groups of 4

• Get their roles

• Prepare 3 arguments according to their roles

• Discuss the role of 3D printing from the point of view of their roles

• One group presents their role-play in front of the class. Other groups add their arguments if it is possible.

Ex.8 Make your own investigation

Students:

• Work in groups of 3-4 or individually

• Search for the information in the Internet

• Present findings to the class in a creative way

Ex.10 Search the Internet for more information about the online community e-NABLE and examples of its projects

Students:

• Work in groups of 3-4 or individually

• Search for the information in the Internet

• Present findings to the class in a creative way

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: UNIT4ORGANIC AND NON-ORGANIC WORLDS

School: N.Lut secondary school

Lesson 1

Date: 28.11.2019

Teacher’s name: Yasko D.V.

CLASS: 10

present: 2

absent: -

Theme of the lesson: Chinese flavors for American snacks (Китайские ароматизаторы для американских закусок)

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. (Многие люди думают, что органическая пища безопаснее, здоровее и вкуснее, чем обычная пища). Discuss the statement in pairs.

Students:

• Work in pairs

• Discuss the statement

• Share ideas with each other

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?