КСП English Science grade 10 UNIT 6

Long-term plan unit: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 1

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Mental maps

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;

10.1.8 - develop intercultural awareness through reading and discussion;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• To use a wide range of vocabulary, which is appropriate to topic

• To speak with grammatical accuracy

Some learners will be able to:

Success criteria

Solve problems while speaking and listening peers

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

Put students in pairs to discuss the question. Is human intelligence related to the brain size? Compare answers as a class.

1 Tell students that they are going to listen to a lecture on how the brain makes and uses mental maps. Before listening, students work with a partner and study the diagram of the brain. Then they read the description of the parts and then label the diagram.

Key:

a frontal lobe

b temporal lobe

c parietal lobe

d occipital lobe

e hippocampus

2 Put students in pairs. Explain that only one of these statements about the brain is true. Ask pairs to decide which one they think it is.

a Human intelligence is related to brain size. ⬜

b Many people use only about 10% of their brains. ⬜

c Some people are “right-brained” and others are “left-brained.” ⬜

d Some people have memories like a camera. ⬜

e If you get hit on the head, you could lose your whole memory.

Another hit on the head may bring it back. ⬜

f One area of the brain specializes in understanding stories. ⬜

g Men’s and women’s brains are fundamentally different. ⬜

Key:

Answers will vary, but the correct answer is actually only f.

Vocabulary

3 Ask students to read the sentences and choose the best definition for the words in bold.

Key:

1 a

2 c

3 b

4 c

5 a

Optional activity

Review any skills boxes in this section as a class and clarify points of confusion. Then have students work on the activities in pairs or small groups. After they complete any speaking activities, have some students share their answers with the class. Since the section focuses on form and function, it is important to offer corrective feedback to your students. You can then focus on fluency in the next section.

Homework

WB Ex 1 p 30

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 2

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Functions of the brain

Learning objective (s) that this lesson is contributing to

10.1.8 - develop intercultural awareness through reading and discussion;

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:

Most learners will be able to:

Demonstrate the ability to participate in a conversation

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

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?

Warm up

Lead an open class discussion on the connection between the unit opener photo\questions and the topic.

What are some extraordinary things some people can do with their brains?

What do you wish your brain was better at?

Do you think male and female brains are better at different tasks?

Practice

Encourage or assign your students to keep a vocabulary notebook for new words. This should include new key vocabulary words, parts of speech, definitions (in the students’ own words), and contextual sentences. To extend the vocabulary activity in this section, ask students to find synonyms, antonyms, or related terms for the vocabulary items they just practiced. These can then be added to their vocabulary notebooks. Assign key vocabulary exercises are also ahead of time in the Workbook so that you can focus on the reading content and skills in class. If time permits, have students scan texts for the key vocabulary just practiced in bold and read the sentences with each term. This will provide additional pre-reading scaffolding.

Students write definitions, they can use dictionary

To give students the opportunity to discuss and to further personalize the topic and issues give students three to five minutes to discuss and jot down notes for their answers before discussing them in pairs or small groups. Monitor student groups, taking notes on common mistakes. Then, survey the students on their favorite questions and have groups volunteer to share these answers. You can provide oral or written feedback on common mistakes at the end of the lesson.

Optional activity

Depending on time, you may want to assign the activities in this section 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.

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 3

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: How do we navigate?

Learning objective (s) that this lesson is contributing to

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;

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 develop and practice key skills in prediction, comprehension, and discussion

• To personalize and give opinions on a topic

• To express personal opinion in a paragraph

Some learners will be able to:

Success criteria

Use defining, non-defining and reduced relative clauses correctly

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

To prepare students to understand the content of the reading, to introduce and build key academic and topical vocabulary for the reading and for the unit Writing Task encourage students to complete the pre-reading activities in pairs or groups. This will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification.

Practice

4 Ask students to work with a partner to answer the questions.

1 How do you navigate when you are in an unfamiliar place?

2 Is this different from how your parents navigated when you were a child?

3 What do you do when you get lost? How do you find your way?

4 Do you know anyone who has suffered from dementia, that is, a loss of

cognitive function as a person grows older? Describe what happened.

Key:

Answers will vary

Reading and Listening

5 How do we navigate?

CD 3. Play the recording. Give students time to choose from the sentences 1-4 the one which fits each gap.

• Play the recording again for students to check their answers.

6 Ask students to read the text again again and check (✓) the

questions that the lecturer answers in his presentation.

Key:

a How do humans navigate? ✓

b How do humans lose memory ability as they age.

c How does memory loss relate to the hippocampus?

d How does navigation experience affect the human brain? ✓

e How do maps impact human cognition?

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 4

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: How do we navigate?

Learning objective (s) that this lesson is contributing to

10.4.4 - read a wide range of extended fiction and non-fiction texts on familiar and unfamiliar 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 understand the main points in a talk

• To deduce meaning from context

Some learners will be able to:

Success criteria

Understand wide range of extended fiction and non-fiction texts on familiar and unfamiliar general and curricular topics;

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 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.

Have students work on the activities in pairs or small groups. After they complete any speaking activities, have some students share their answers with the class. Since the section focuses on form and function, it is important to offer corrective feedback to your students. You can then focus on fluency in the next section.

Practice

7 Ask students to complete these statements about the main ideas in the lecture. Then students compare their work with a partner.

Key:

1 plays a key role in spatial memory and navigation

2 spatial, response

3 spatial or landmark

4 an increase in the size of the hippocampus / better performance on

cognitive tests / a delay in the effects of aging on cognition

Differentiated tasks

Ask students to choose one of the tasks for Independent work

Optional activity

Stop the bus

• Divide the class into teams of three or four.

• Draw a table on the board with four columns. Write a category

in each column, e.g. adjectives, countries, things in the home,

sports and activities, etc.

• Choose a letter of the alphabet and tell students to write down

one word beginning with the chosen letter for each category.

Do an example together first.

• The first team to write one word for each of the categories

shouts Stop the Bus!

• Write their answers on the board and award a point if all the

answers are correct.

• If it’s taking a long time to think of a word for each of the

categories because it’s too difficult with one of the letters, reduce

the number of categories for that round. Give the point to the

team who have different words from the other teams as this will

encourage them to think of more difficult words.

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 5

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Multiple intelligences

Learning objective (s) that this lesson is contributing to

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Some learners will be able to:

Success criteria

Apply the difference between formal and informal speech in a talk

Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility

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

Pictionary

• Divide students into two teams.

• A member of each group comes to the front of the class in turn.

Draw a line down the middle of the board.

• Write a word or a phrase on a piece of paper and show it to the two students at the board, but not the others.

• The two students then draw a picture of the word or phrase on their side of the board. The rest of the class tries to guess what the word or phrase is.

• Teams win a point for a correct answer and the team with the most points at the end of the game wins.

• Students can also play this game in pairs.

Practice

Ask students to talk to different students in class about the ways and methods they use to learn a foreign language. Are they good in reading, writing, listening or writing?

1 Students walk around the class and answer the questions and find someone who likes doing the same things as they do.

Students work in pairs. Ask students to write the words describing people.

The words should start with the letters of the word intelligence. Compare their list with other pairs’ lists.

2 This activity helps students to revise vocabulary adjectives to describe people. Give students time to complete the table. Ask them to compare their answers, Get students to choose someone from your class and describe him or her using adjectives.

Students' own answers are possible.

Optional activity

The chain game

• Start the chain by saying a sentence, e.g. I’ve done my History

homework, but I still haven’t studied for my Maths test.

• Students then continue the chain in groups, taking the last noun or the last verb from the previous sentence as their starting point, e.g. I still haven’t studied for my Maths, but I’ve already studied for my English test.

• On it goes until you bring the game to an end. (Students should, ideally, have a chance to make three or four sentences each.)

• At the end students make notes on what they can remember about what was said by different students in the chain, e.g. Carlo still hasn’t studied for his Maths test.

Homework

WB ex 1-2 page 30

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 6

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Intelligence types

Learning objective (s) that this lesson is contributing to

10.1.4 - evaluate and respond constructively to feedback from others;

10.1.6 - organise and present information clearly to others;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• Provide unprepared speech to demonstrate a point of view in conversations and discussions

Some learners will be able to:

Success criteria

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

Demonstrate an ability to organize and express ideas clearly

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 ball game

• Play this game with the whole class.

• Students take it in turns to hold a ball. While holding the ball they say a word, e.g. go.

• They then throw the ball to another student who has to use that word in a sentence or with a phrase, e.g. go sailing.

• If this student makes a correct sentence, he or she then chooses the next word and throws the ball to a new student. If not, he or she drops out and the ball passes to his or her neighbour.

• The last students left is the winner.

To prepare students to understand the content of the reading, to introduce and build key academic and topical vocabulary for the reading and for the unit Writing Task encourage students to complete the pre-reading activities in pairs or groups. This will promote a high level of engagement. Once students have completed the activities, check for understanding and offer any clarification.

Look at the picture. What information do you think the text is going to give about the brain?

Practice

Reading

3 Ask students to discuss as a class. What is multiple intelligence?

Share opinions with the whole class.

Read the text about the theory of multiple intelligences and compare their answer.

They answer Comprehension questions: When was the theory of intelligence introduced ? Who introduced it? What did H.Gardner suggest?

4 Students work on their own and complete the table with information from the text about what people with different types of intelligent like doing.

Ask students to compare their answer with a partner.

Students work in pairs and discuss with a partner if they agree that different people have different ways of thinking. Share their opinions as a class.

5 Finally students search the Internet to find the test for identifying the type of intelligence, do it and check if they were right.

Homework

WB ex 4 page 31

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 7

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Grammar focus: Conditionals

Learning objective (s) that this lesson is contributing to

10.6.5 - use a wide variety of question types on a wide range of 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:

Some learners will be able to:

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 thirty-seconds game

• Put students into pairs.

• Students have 30 seconds to speak on a theme of their choice using a particular grammatical structure (e.g. present continuous, present simple, be going to, the present simple passive) as often as they can.

• Students win one point for each correct sentence using that structure, but get stopped and have a point taken away for each incorrect sentence.

Practice

Grammar Focus

Students match the two parts of the unreal conditional sentences in groups

1

Keys:

1 If I had known you were in Almaty, - b

2 If I had had a GPS in my mobile phone, - c

3 If you had attended every English lesson, - a

Ask students to write the sentences beginning with the words given in small groups to practice conditionals. They may do it in pairs.

This exercise is good for practicing conditionals.

Key:

1 If the printer hadn't been very expensive we would have bought it.

2 If she hadn't had to take an exam, she wouldn't have been left.

3 If they hadn't lost your phone number they would have called you.

4 If Peter hadn't revise his lessons, he wouldn't have passed his exam.

Ask students to choose one of the tasks for Independent work:

- Write sentences about things you have regretted and the way you could have avoided them.

- In pairs act out a dialogue. Take turns rubbing the imaginary magic lamp and making wishes.

Optional activity

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.

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?

Long-term plan unit: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 8

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: The symptoms of stress

Learning objective (s) that this lesson is contributing to

10.2.4.1 - understand with little support some of the implied meaning in extended talk on a limited range of general and curricular topics;

10.2.5.1- recognize the opinion of the speakers in supported extended talk on a range of general and curricular topics;

10.3.4.1- respond with some flexibility at both sentence and discourse level to unexpected comments on a growing range of general and curricular topics

Lesson objectives

All learners will be able to:

Most learners will be able to:

Describe the symptoms of stress

Speak on the theme using key vocabulary

Some learners will be able to:

Success criteria

Recognize the content of an extended conversation using some supporting information

Identify the position of speakers in an extended talk with some support

Provide unprepared speech to answer a variety of questions at sentence level and in conversations with some flexibility

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

Board race and wipeout

• Draw a vertical line down the middle of the board.

• Divide the class into two teams. Tell them to form two lines so the two students who are first in line face the board.

• Give each student at the front of the line a different colour

board pen.

• Choose a category, e.g. jobs, and tell them they have two

minutes to write as many words as possible from this category on the board. The students at the front of the line write the first word, then pass the pen to the student behind them and join the

back of the queue, repeating the process until the two minutes are up.

• Each team wins a point for each correctly spelt word that they wrote on the board.

• Tell students to sit down and, while they do this, wipe your board rubber over the board randomly so that most letters of all of the

words are erased but some remain. The first team to remember

and write down all of the words wins a point for each word.

Begin the lesson by telling students a short story of why you were late for

work today, (you overslept this morning, lost your keys, got stuck in traffic,

etc.). Students then re-tell the story in pairs.

Focus students on the title of the lesson and ask them to answer the questions working in pairs.

Let them use the dictionary if needed.

1 Before starting the exercise explain students that responses to stress can be divided into emotional and physical ones. Give examples.

Then students read the list and divide the responses to stress into physical and emotional responses to stress.

In Ex.2 ask students to answer the questions.

To give students the opportunity to discuss what they read and to further personalize the topic and issues give students three to five minutes to discuss and jot down notes for their answers before discussing them in pairs or small groups. Monitor student groups, taking notes on common mistakes. Then, survey the students on their favorite questions and have groups volunteer to share these answers. You can provide oral or written feedback on common mistakes at the end of the lesson.

Homework

WB ex 1 a,b page 32

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 9

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Complex noun phrases

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;

10.6.1 - use a variety of abstract compound nouns and complex noun phrases on a range of familiar general and curricular topics, and some unfamiliar general and curricular topics;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Use complex noun phrases in the sentences correctly

Some learners will be able to:

Success criteria

Read the given fiction or non-fiction text and identify the general information

Figure out the content of a short text with some support

Demonstrate an ability to organize and express ideas clearly

Identify details in a text with little 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

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

Before going any further, remind students of what a noun phrase is. Suggest the following definition:

A noun phrase is either a pronoun or any group of words that can be replaced by a pronoun. For example, 'they', 'cars', and 'the cars' are noun phrases, but 'car' is just a noun, as you can see in these sentences (in which the noun phrases are all in bold)

Q: Do you like cars?
A: Yes, I like them.
Q: Do you like the cars over there?
A: Yes, they are nice.
Q: Do you like the car I bought last week?
A: Yes, I like it. (Note: 'It' refers to 'the car', not 'car')

Ask students to try and think of some further examples of noun phrases using the definition above, and compare examples with simple nouns.

3 Ask students to choose one noun from each box to complete the sentences.

• Play Could you spell that, please? using the adjectives for personal qualities.

• See Games Bank on pages 28–29.

Homework

WB ex. 4-5 Page 33

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 10

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Strategies for test preparation

Learning objective (s) that this lesson is contributing to

10.2.5.1 - recognize the opinion of the speaker(s) with little or no support in extended talk on a wide range of general and curricular topics;

10.2.6.1 - deduce meaning from context with little or no support in extended talk on a growing range of general and curricular topics

10.4.6.1 - recognise the attitude or opinion of the writer on a growing range of unfamiliar general and curricular topics, including some extended texts;

Lesson objectives

All learners will be able to:

Most learners will be able to:

• learn about vertical farming.

• talk about the idea of vertical farming.

Some learners will be able to:

Success criteria

Identify the position of speakers in an extended talk with some support

Recognize detailed information in a short conversation with some support

Read the given fiction or non-fiction text and identify the general information

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

Last man standing

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

5 Tell students that they are going to read about Chiyu, Javier, and Sarah describing their strategies for test preparation. Before reading ask to discuss the questions in pairs.

Key:

1 Chiyu - b

2 Javier - c

3 Sarah – a

6 Students read again and complete the summaries using their own words.

Key

1 ... remember stuff

2 ... what the teachers say

3 ... anything that sounds really extreme like that is likely to be false

7 For this activity ask students to share their experience and describe it as a class.

Ask students to read the test preparation strategies. Ask: What is

the purpose of each one? Write A, B, or C.

Key:

1 A

2 C

3 B

4 B

5 A

6 B

7 C

8 C

9 B

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: 6 CAPABILITIES OF HUMAN BRAIN

School:

Lesson 11

Date:

Teacher’s name:

CLASS:

Number present:

absent:

Theme of the lesson: Presentation: My strategy

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;

10.5.5 - 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;

Lesson objectives

All learners will be able to:

Most learners will be able to:

Make a presentation using a computer

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?

Warm up

Stories from the bag

Vocabulary bags (or boxes) are a simple way of keeping a written record of vocabulary studied in class, and they provide an immediate selection of words/phrases for revision activities. For this writing activity, invite 10–15 pupils to take a word from the bag. Write these words on the board in the order that they are picked from the bag.

When you have the complete list, pupils work in pairs or small groups to invent a story which must include all the words, and they must appear in the story in the same order as they appear on the board.

The first word on the list should appear near the start of the story and the last word on the list should appear near the end of the story.

Set a time limit of ten minutes. Groups read out their stories and vote for the best one.

Practice

8 Students work in small groups of four or six. Discuss the steps with students: Divide the strategies among the group members (three each for a group of four, two each for a group of six). For each of strategies, make notes to answer the questions.

1 Why is this a good strategy? How does it help?

2 Have you ever used this strategy? What was the result?

3 If you haven’t used could you use it?

9 What can happen if you do not use the strategy?

Ask students to present their strategies to their group. Then they decide as

a group which three strategies are the most useful. Students present their

ideas to the class. If there is disagreement, make a case for each of the choices.

10 Students present their strategies to their group. Then decide as a group which three strategies are the most useful.

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?