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Long-term
plan:Unit:Capabilities of human
brain
School:# 37
school
named after
I.Zhansugirov
Date:27.02.2020
Teacher
name:Yerdakhmetova
Kalamkas
CLASS: 10
A
Number
present:
absent:
Theme of the
lesson:Multiple
intelligences
Learning objectives(s) that
this lesson is contributing to
L6deduce meaning from context in unsupported extended talk on
a wide range of general and curricular topics, including talk on a
limited range of unfamiliar topics
S7use appropriate subject-specific vocabulary and syntax to
talk about a range of general and curricular
topics
R1understand main points in
extended texts on a range of unfamiliar general and curricular
topics
R2understand specific information and detail in extended
texts on a growing range of familiar general and curricular
topics
Lesson
objectives
All learners will be
able to:
Understand types of
multiple intelligence
Use some agree or
disagree statements
Create headings to the
paragraph
Most learners will be able to:
Know the specific of
types of multiple intelligence
Agree or disagree with
the statement
Understand the specific
information of the paragraphs
Some learners will be able to:
Compare and analyze
types of multiple intelligence
Provide argumentative
position on the given statements
Combine all text as
one
Assessment
criteria
Listening:
Understand meaning of 4
notions
Speaking:
Use expressions of
agreement/disagreement/opinion
Reading:
Understand meaning of
text
6 out of 8 are matched
correctly
Value
links
Tolerance
Cross curricular
links
Cross-curricular links with
Psychology
ICT
skills
Interactive board, PPT,
laptop
Previous
learning
Where does creativity come from?/ Creativity VS
Knowledge
Plan
Planned
timings
Planned
activities
Resources
Beginning
3
min
(WCW)Class Organization+ Guessing
the topic according to the pictures and
words:
(T-S)
(W)Students are introduced with
the objectives and expected lesson
outcomes
PPT slide
1-2
5
min
L6
7
mins
S7
5
mins
R2
7
min
R1
7
min
( WCW)
Warm-up:
Listening.Multiple
intelligence?
Students watch a video about
multiple intelligence two times and fill the table about features
of different types of multiple intelligence. Student A fills only
his information. Students B –his one. Then sts can exchange or
check together who is who. Who is musical or logical. (Use slide 4
for support)
Assessment
Criteria
Descriptor
- Understand meaning
of
four
notions
A learner
- fill their table with appropriate information
about MI
(PW) Chain
discussion
Students get a list of
words how to express agreement/disagreement/ own opinion. They look
through all the expressions. Teacher shows a statement which
students discuss in order to share opinions in
pair
Assessment
Criteria
Descriptor
-Use expressions of
agreement/disagreement/opinion
A
LEARNER
- should give their own
opinion on given
statement
(IW\WCW)
Pre-reading
Exercise
1.SB
p.72.Students match the words with
the definitions
Answer for the quiz by using your
computer\phone
1
.spatial
a seeing relationships
between symbols and
actions
2
.bodily-kinaesthetic
b communicating well
and being good with
languages
3.musical
c understanding the
emotions and needs of others
4
.linguistic
d visualizing space in the
mind
5.logical-mathematical
e singing, playing or composing
music
6
.interpersonal
f understanding the
natural world
7
.intrapersonal
g using your body to
solve problems or create
something
8.naturalistic
h understanding your
own emotions and needs
Assessment
Criteria
Descriptor
-Compare and analyze types of
multiple
intelligence
-6 out of 8 are matched
correctly
A learner
match the words with the
definitions
(IW)Reading:
Students read the text and do
the tasks. Put sentences in the context
correctly
(GW/WCW)
Post-reading
Answer for the
questions.
Why is Gardner's theory
important for schools?
Which type of intelligence do
you think best describes you? Why?
Do you agree with Gardner's
theory? Why/Why not?
Assessment
Criteria
Descriptor
Understand meaning of
text
Answer the question
correctly
A learner
should answer to given
questions
(GW) Dynamic
break:
Student’s make a mind-map
poster “Types of intelligences”.Justify what they have learned
with 3-4 examples
- Students justify what
they have learned with 3
examples
Self-assessment
sheet
Ending of the
lesson
2min
Reflection- students write their names
on the stickers and gluing the to thePYRAMID OF
SUCCESS, especially to show what
level they reached after end of the
lesson.
Poster
Stickers
Additional
information
Differentiation – how do
you plan to give more support? How do you plan to challenge the
more able learners?
Assessment – how are you
planning to check learners’
learning?
Health and safety check
ICT links
Group
work
Individual
work
Pair
work
Different
statements
Be critical in speaking
task
Observing;
Assessment-criteria for
writing and speaking activity;
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