Unit 3: Interview and instructions

School: #3 by Abay

Date: 23.11.23

Teacher name: Saitova D.A

Grade: 11

Number present:

Number absent:

Theme of the lesson:

Speaking: Role – play

Learning objectives

11.S2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.S5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.S7 - use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.R2 - understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

Lesson objectives

All learners will be able to:

apply reading skills to comprehend the reading passage.

recognize new target vocabulary using semantic and syntactic clues such as synonyms, antonyms, examples, definitions.

Most learners will be able to:

apply reading skills to analyze the reading passage.

Some learners will be able to:

apply reading skills to evaluate the reading passage.

Previous lesson

Using memory techniques

Plan

Planned timings

Planned activities

Learners’ activities

Evaluation

Resources

Begining

5 min

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Lead-in.

Exercise 1 page 30.

Focus attention on the photo. In pairs, students ask and answer the questions. Ask a few students to share their ideas with the class.

Students ask and answer the questions

Verbal evaluation

Middle

30 min

Exercise 2 page 30.

Ask students to skim-read the article for gist to see if their guess in exercise 1 was correct.

Exercise 3 page 31.

Go through the Reading Strategy together. Then ask students to find the words in the text (they are underlined) and decide what they are. Tell students not to worry about meaning at this stage. Check answers as a class.

Exercise 4 page 31.

Explain that only one option in each pair is correct in the context of the text. Ask students to choose the correct definitions. Check the answers as a class.

Exercise 5 page 31.

Students read the sentences and the options. They then read the text again and choose the correct answer. Check answers as a class.

Exercise 6 page 31.

Students read the sentences and match the underlined words with the highlighted words in the article. Check answers as a class.

Exercise 7 page 31.

Focus attention on the statements and ask students, in pairs, to decide on their opinion. Allow time for them to think of at least three arguments to support their opinion. Monitor and help where necessary.

Students to skim-read the article

Students find the words in the text

Students choose the correct definitions

Students

read the text again and choose the correct answer

Students read the sentences and match the underlined word

Students

decide on their opinion

Mutual avaluation

Individual avaluation

Verbal evaluation

Mutual avaluation

Individual avaluation

Presentation

Video and images

Handouts with task

End

5 min

REFLECTION

What have you learned today?

What can you do now?

And elicit answers: I can react to an article about social media against crimes.

I can have a debate about social media, crime and modern technology.

Home task: WB p.29.

Saying goodbye

Self-assessment