Module VII Breakthrough technologies. Introductory lesson. Vocabulary. Major breakthroughs

College: №18

Date:

Teacher name: TASTYBAEVA M

Grade: I

Number present:

absent:

Theme of the lesson:

Nanotechnology

Learning objectives(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;

10.4.6 - recognize the attitude or opinion of the writer in extended texts on a wide range of familiar general and curricular topics;

10.5.2 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

10.6.11 - use a variety of reported statements and question forms on a wide range of familiar general and curricular topics;

Lesson objectives

All learners will be able to:

• Recognize author’s opinion in extended text and write reported statements according to the theme “Nanotechnology” with lots of support.

Most learners will be able to:

• Recognize author’s opinion in extended text and write reported statements according to the theme “Nanotechnology” with little support.

Some learners will be able to:

• Recognize author’s opinion in extended text and write reported statements according to the theme “Nanotechnology” with no support.

Assessment criteria

• interpret the information to identify the author’s point of view;

• demonstrate the ability to write correct reported statements and questions on a wide range of topics with support;

Value links

The 4th value of the national idea “Mangilik Yel”: “Economic growth based on industrialization and innovation”

Cross curricular links

ICT, Robotics

Previous learning

identify types of Technology

Plan

Planned timings

Teacher’s activities

Student’s activities

Marks

Resources

Beginning

7 min

Greeting.

Teacher greets learners and creates the positive learning atmosphere by encouraging everyone to actively participate in the lesson;

Teacher introduces learning objectives

Warm-up. Activity “Gallery”

Teacher shows a different picture to learners on the Interactive board.

Questions on the board

• What do you see in this picture?

• What does mean Nanotechnology?

Grouping. Teacher divides learners into two groups.

Respond teacher’s greeting and actively participated.

Learners guess the theme of the lesson.

Students work in pairs and answer the questions.

After that there is a class discussion and summary of the ideas.

Then students should realize the theme of the lesson and what is the text will be about.

Teachers assessment (Good job! Well done! Satisfaction! Good idea! Awesome!)

Peers assessment

Blackboard

PPT

Interactive board

Cards

Middle

33 min

Pre-reading task. “Extended list”

Students will be given a sheet of paper with the words; they should translate words in the table (schedule) by describing their meaning.

Descriptor: A learner

- understands meaning of the text

- suggest synonym words

While-reading task. Activity “Jigsaw reading”.

The teacher divides the text into parts, students compose the text according to the meaning.

Differentiation by group ability.

More able learners help to less able learners while doing “Jigsaw reading”

Descriptor: A learner

-reads the text

- composes the meaning of the text

-reads correct pronunciation

Post-reading task.

Strategy “Questions in papers”

Students write possible answers to the given questions. Students read the text again and choose the correct answers. Other students give their opinion using reported speech.

Differentiation by resource

Less able students find correct answers, more able students give arguments by using reported speech.

Answer Key

1.D (microscopic robot... device)

2.A (understand its surrounding environment,

make decisions and move automatically)

3.В (a possible walking distance of around 100

nanometres)

4.A (One day, people could live ... with miniature

robot surgeons ... protecting the insides of their bodies.)

5.C (most of these concerns are over safety

regulations ... would like further tests to be carried out on products before they are allowed to enter the market)

6.C (these microscopic robots ... will allow

treatments to be given that are currently impossible)

Descriptor: A learner

- writes correct answers;

(GW). Students work together.

Students compose the meaning of the text

(WC) Students write possible answers to the given questions

Group feedback

Draws

more attention and presents

information that has already been

ordered and sorted.

AFL: Two stars and a wish.

Two stars = 2 things that are good

about the piece of work.

Action student book for 10 grades

Action student book for 10 grades

Action student book for 10 grades

End

5min

Feedback. “Sandwish”

• Positive comment

• Constructive criticism with explanation of how to improve

• Positive comment

Giving feedback.

Hometask

Flipchart