ЖИ көмекші
Session plan
Model curriculum technical and vocational education in the discipline "Foreign Language"
technical and technological direction
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Theme of the session: Theme The war of the world |
Unit: Module 4 Reading for pleasure |
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Title of the module/discipline: foreign languages |
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Prepared by: Bolatova Indira |
Number present: 11 |
Number absent: |
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Learning outcomes |
1.Recognize the attitude or opinion of speaker(s) in a long, unsupported conversation on a wide range of general and academic topics, including conversations on an increasingly wide range of unfamiliar topics; 2.Interact with peers to hypothesize and evaluate alternative proposals on a range of familiar and some unfamiliar general and academic topics |
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Goals and objectives |
Communicate with colleagues to formulate hypotheses and evaluate alternative proposals on a topic; 2) Use style and registration to achieve an appropriate degree of formality in the topic; 3) Use a variety of forms of simple perfect active and passive voice, as well as various forms of perfect continuous action on the topic |
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Stages / Time |
Teacher’s actions |
Students’ actions |
Assessment |
Resources |
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Start
Middle
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Low-motivated students -yes/no and or questions High-motivated Ss- Why/how questions Task 2. Reading Text based approach Controlled practice-Scanning Work with vocabulary-Context Clues and Total physical response T: Read the text and do the task (I) True/False task Scanning Low- motivated SS Ss-underline words from text Intensive reading High motivated Ss- True/false- rewrite False sentences into True Deductive approach Grammar-Explicit instructions: rules Task 3 Free practice Speaking T prepares cards for speaking (I) Choose ONE card and answer using grammar Low-motivated Ss- Give time to talk-give time for preparation High -motivated Ss-Tap into prior knowledge- give more details |
Students look at the picture and answer the questions S get familiar with new words S read the text and do the task.
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T makes notes and give feedback Peer-assessment T gives right answers. S change their works and Green- all answers are right My Favourite No Assign students a warm up problem or two. Choose your favourite no response and analyze it as a class. Descriptors for Speaking: -work individually -answer the questions Criteria for Speaking: -answer all questions -pronunciation is correct Create something This is similar to checking for transfer. Have students build/create something that requires that they apply what they have learned. |
Appendix 1 Appendix 2 Appendix 3
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End
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Reflection |
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Concept checking questions
Do you like this picture?
When was the original book written?
What aspects of the film did the reviewer like?
What kind of film is War of the Worlds?
Appendix 2
Read the text.
No one would have believed in the last years of the nineteenth century that this world was being watched keenly and closely by intelligences greater than man's and yet as mortal as his own; that as men busied themselves about their various concerns they were scrutinised and studied, perhaps almost as narrowly as a man with a microscope might scrutinise the transient creatures that swarm and multiply in a drop of water. With infinite complacency men went to and fro over this globe about their little affairs, serene in their assurance of their empire over matter. It is possible that the infusoria under the microscope do the same. No one gave a thought to the older worlds of space as sources of human danger, or thought of them only to dismiss the idea of life upon them as impossible or improbable. It is curious to recall some of the mental habits of those departed days. At most terrestrial men fancied there might be other men upon Mars, perhaps inferior to themselves and ready to welcome a missionary enterprise. Yet across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish, intellects vast and cool and unsympathetic, regarded this earth with envious eyes, and slowly and surely drew their plans against us. And early in the twentieth century came the great disillusionment.
The planet Mars, I scarcely need remind the reader, revolves about the sun at a mean distance of 140,000,000 miles, and the light and heat it receives from the sun is barely half of that received by this world. It must be, if the nebular hypothesis has any truth, older than our world; and long before this earth ceased to be molten, life upon its surface must have begun its course. The fact that it is scarcely one seventh of the volume of the earth must have accelerated its cooling to the temperature a
Find TRUE or FALSE sentences.
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Early in the twentieth century came the great disillusionment.
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sun at a mean distance of 140,000,000 mile
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The fact that it is scarcely one tenth of the volume
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It has air for the support of animated existence.
Answers:
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True
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True
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False
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False
Task for functional literacy
What aspects of the film?
Жүктеу
жүктеу мүмкіндігіне ие боласыз
Бұл материал сайт қолданушысы жариялаған. Материалдың ішінде жазылған барлық ақпаратқа жауапкершілікті жариялаған қолданушы жауап береді. Ұстаз тілегі тек ақпаратты таратуға қолдау көрсетеді. Егер материал сіздің авторлық құқығыңызды бұзған болса немесе басқа да себептермен сайттан өшіру керек деп ойласаңыз осында жазыңыз
20 Ақпан 2025
207"Mobile applications"
Session plan
Model curriculum technical and vocational education in the discipline "Foreign Language"
technical and technological direction
|
Theme of the session: Theme The war of the world |
Unit: Module 4 Reading for pleasure |
||
|
Title of the module/discipline: foreign languages |
|||
|
Prepared by: Bolatova Indira |
Number present: 11 |
Number absent: |
|
|
Learning outcomes |
1.Recognize the attitude or opinion of speaker(s) in a long, unsupported conversation on a wide range of general and academic topics, including conversations on an increasingly wide range of unfamiliar topics; 2.Interact with peers to hypothesize and evaluate alternative proposals on a range of familiar and some unfamiliar general and academic topics |
||
|
Goals and objectives |
Communicate with colleagues to formulate hypotheses and evaluate alternative proposals on a topic; 2) Use style and registration to achieve an appropriate degree of formality in the topic; 3) Use a variety of forms of simple perfect active and passive voice, as well as various forms of perfect continuous action on the topic |
||
|
Stages / Time |
Teacher’s actions |
Students’ actions |
Assessment |
Resources |
|
Start
Middle
|
Low-motivated students -yes/no and or questions High-motivated Ss- Why/how questions Task 2. Reading Text based approach Controlled practice-Scanning Work with vocabulary-Context Clues and Total physical response T: Read the text and do the task (I) True/False task Scanning Low- motivated SS Ss-underline words from text Intensive reading High motivated Ss- True/false- rewrite False sentences into True Deductive approach Grammar-Explicit instructions: rules Task 3 Free practice Speaking T prepares cards for speaking (I) Choose ONE card and answer using grammar Low-motivated Ss- Give time to talk-give time for preparation High -motivated Ss-Tap into prior knowledge- give more details |
Students look at the picture and answer the questions S get familiar with new words S read the text and do the task.
|
T makes notes and give feedback Peer-assessment T gives right answers. S change their works and Green- all answers are right My Favourite No Assign students a warm up problem or two. Choose your favourite no response and analyze it as a class. Descriptors for Speaking: -work individually -answer the questions Criteria for Speaking: -answer all questions -pronunciation is correct Create something This is similar to checking for transfer. Have students build/create something that requires that they apply what they have learned. |
Appendix 1 Appendix 2 Appendix 3
|
|
End
|
Reflection |
|
|
|
Concept checking questions
Do you like this picture?
When was the original book written?
What aspects of the film did the reviewer like?
What kind of film is War of the Worlds?
Appendix 2
Read the text.
No one would have believed in the last years of the nineteenth century that this world was being watched keenly and closely by intelligences greater than man's and yet as mortal as his own; that as men busied themselves about their various concerns they were scrutinised and studied, perhaps almost as narrowly as a man with a microscope might scrutinise the transient creatures that swarm and multiply in a drop of water. With infinite complacency men went to and fro over this globe about their little affairs, serene in their assurance of their empire over matter. It is possible that the infusoria under the microscope do the same. No one gave a thought to the older worlds of space as sources of human danger, or thought of them only to dismiss the idea of life upon them as impossible or improbable. It is curious to recall some of the mental habits of those departed days. At most terrestrial men fancied there might be other men upon Mars, perhaps inferior to themselves and ready to welcome a missionary enterprise. Yet across the gulf of space, minds that are to our minds as ours are to those of the beasts that perish, intellects vast and cool and unsympathetic, regarded this earth with envious eyes, and slowly and surely drew their plans against us. And early in the twentieth century came the great disillusionment.
The planet Mars, I scarcely need remind the reader, revolves about the sun at a mean distance of 140,000,000 miles, and the light and heat it receives from the sun is barely half of that received by this world. It must be, if the nebular hypothesis has any truth, older than our world; and long before this earth ceased to be molten, life upon its surface must have begun its course. The fact that it is scarcely one seventh of the volume of the earth must have accelerated its cooling to the temperature a
Find TRUE or FALSE sentences.
-
Early in the twentieth century came the great disillusionment.
-
sun at a mean distance of 140,000,000 mile
-
The fact that it is scarcely one tenth of the volume
-
It has air for the support of animated existence.
Answers:
-
True
-
True
-
False
-
False
Task for functional literacy
What aspects of the film?
Жүктеу 
Жүктеушағым қалдыра аласыз
Бұл курс Қазақстан Республикасы Оқу-ағарту министрлігімен келісілген
