Solution 11 сынып кітабы бойынша құрылған 1 тоқсан ҚМЖ жинағы

Unit 1: Making connections in biology lesson 1

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Food science

Learning objectives

11.1.8.1 - develop intercultural awareness through reading and discussion

11.3.2.1 - 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

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

Lesson objectives

Learners will be able to:

-Describe what a balanced diet is and why it is important.

-Identify the different food groups and place foods into the correct groups.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

What do food scientists do?

Do Food Science protect us or our health?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the picture and discuss

Answers:

S tudents own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex:1 P:4

Focus attention on the eat well plate and explain that it is a visual representation of the type of food we should eat for a healthy, balanced diet.

Ex: 2 P:4

Focus attention on the phrases. Check meaning and pronunciation. Check answers as a class.

• Read out the sentences. Give students time to complete and find one food on the eat well plate that contains each thing in the list. Ask various students to tell the class.

In differentiation part

«Flexible pace learning» method was used to give students a choice in order to make them interested in learning process.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students look at the “Eat well” plate. What does it suggest we eat the most / least of?

Answers:

The most vegetables and fruits.

The least foods high in fat and sugar

Students complete the information in the texts with the words below.

Answers:

1 wholegrain

2 pulses // poultry

3 poultry / pulses

4 processed foods

5 saturated fat

6 fizzy drinks

7 dairy products

Students look at the list of nutrition words below. Find one food on the eat well plate that contains each thing in the list.

Answers:

Additives – baked beans, tinned chickpeas, biscuits, fizzy drinks

Calcium – cheese, milk, yoghurt

Calories – all foods

Descriptor:

- answer the question

Total: 1 point

Descriptor:

- complete the information

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making connections in biology lesson 2

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

The Kazakhstan food quiz.

Learning objectives

11.2.1.1 - understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.2.1 - 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

11.6.12.1 - use a wide variety of past modal forms to express appropriate functions; use a variety of near modal structures including supposed to, bound

to, due, willing to on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Identify specific information why people’s nutritional needs change through different life stages while listening.

• List out the names of various types of food from the most to least healthy.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Studentslook at the picture and discuss

Who is in this picture?

Do they know him?

Answers:

S tudents own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Pictures

Student’s book

Main part

30 min

8 min

Ex: 4 P:5

• Read out the questions and elicit students’ guesses in answer to them.

Work in pairs. Think about your own diets. How do they compare to the advice on the plate?

Ex: 5 P:5

• Refer students to the quiz at the books and give them time to look up the meanings of the words given in the quiz.

Complete the quiz with the correct form of the highlighted verbs from the text in exercise 2. Do the quiz in pairs

Ex: 6 P:5

•Listen the sentences. Give students time to listen to and match through the text and find out which sentences.

• Ask various students to tell the class and correct the false sentences.

Listen to four people talking about food. Match the speakers with what they say. There is one extra sentence

Ex: 7 P:5

• Allow students time to read the recycle box and then complete the sentences with the correct.

Read the Recycle! box. Then complete the sentences with the correct form of must, mustn’t, have to and don’t have to.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Studentswork in pairs. Think about your own diets. How do they compare to the advice on the plate?

Answer:

Students own answer

Students complete the quiz with the correct form of the highlighted verbs from the text in exercise 2. Do the quiz in pairs

Answers:

1 contains

2 consume

3 reduce

4 produce

5 digest

6 boost

Students Listen to four people talking about food. Match the speakers with what they say. There is one extra sentence

Answers:

Speaker 1 D

Speaker 2 E

Speaker 3 A

Speaker 4 C

Students Read the Recycle! box. Then complete the sentences with the correct form of must, mustn’t, have to and don’t have to.

Answers:

1 must / mustn’t

2 has to / doesn’t have to

3 had to

4 don’t have to

Descriptor:

- work in pairs.

Total: 1 point

Descriptor:

- complete the quiz

Total: 1 point

Descriptor:

- Listen to four people talking about food

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making connections in biology lesson 3

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

The passive

Learning objectives

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

11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.7.1 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Discuss topic questions in simple phrases and sentences.

• Apply comprehension strategies to the text about a history of hygiene.

• Identify and use different forms of the passive with support

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the grammar table and discuss

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex:1 P:6

• Explain the task and give students time to complete it.

• Work in pairs. In what ways do you think infections are connected to hygiene?

• Check students’ answers.

Ex: 2 P:6

٠Consolidate vocabulary from the text.

Read the text. Does it mention your ideas from exercise 1?

• Explain the task and give students time to complete it.

• Check students’ answers.

Ex: 3 P:6

• Give students time to complete the task.

• Find passive examples of tenses in the text.

• Check students' answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Studentswork in pairs. In what ways do you think infections are connected to hygiene?

Answers:

Students own answer

Students read the text. Does it mention your ideas from exercise 1?

Answers:

Students own answer

Students find passive examples of tenses in the text.

Answers:

A is (still) affected

B haven’t been eliminated, have been reduced

C were being killed

D will be challenged, will be transmitted

E is being improved

F were adopted

G had been taught

Descriptor:

- work in pairs.

Total: 1 point

Descriptor:

- read the text.

Total: 1 point

Descriptor:

- read the Learn this! box

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making connections in biology lesson 4

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

The passive

Learning objectives

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

11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.7.1 - use a wide variety of simple perfect active and passive forms and a variety of perfect continuous forms on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Recognize and use different forms of the passive with support.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the grammar table and discuss

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

-Identify detailed information in extended conversation with support

Descriptor:

- work in pairs

- Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 4 P:6

• Explain the task and give students time to complete it

• Read the Learn this! box. Complete the rules.

• Check students’ answers

Ex: 5 P:6

• Explain the task and give students time to complete the task individually

• Rewrite the sentences in the passive. Match them with rules in the Learn this! box. The sentences may match with more than one rule.

• Students check their answers around the class.

Ex: 6 P:6

• Explain the task and give students time to complete the task individually

• Rewrite the underlined text in the passive.

Students check their answers around the class

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students read the Learn this! box. Complete the rules.

Answers:

1 be

2 past participle

3 subject

4 by

5 present continuous

Students rewrite the sentences in the passive. Match them with rules in the Learn this

Answers:

1 I have been examined by a doctor and (have been) told to rest at home – 2

2 It was in the 19^th century that anaesthetics were invented – 3a

3 more advances in medicine are being made – 4

4 the wound will be sewn now and the stitches will be removed next week – 3b

5 the fact that many disease could be cured by vitamins was discovered by Kazimiers Funk, a Polish scientist

Students Rewrite the underlined text in the passive.

Answers:

1 it is known as the Black Death

2 the plague was bought from Asia to Europe by rats / the plague was brought by rats from Asia to Europe

3 millions of people were killed (by the disease)

4 crops had been ruined by bad weather for years.

5 thousands had been left hungry

6 the cities were being filled by frightened people

7 they were quickly infected by coughs and sneezes

8 we are still fascinated by this terrible event

Descriptor:

- Complete the rules.

Total: 1 point

Descriptor:

-. rewrite the sentences in the passive

Total: 1 point

Descriptor:

- Rewrite the underlined text in the passive

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making connections in biology lesson 5

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Keeping fit ex 1-5

Learning objectives

11.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics

11.3.3.2 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

Learners will be able to:

• Use topic-specific vocabulary.

• Identify and formulate the main idea(s) of the listening segment about exercising with support.

• Describe different fitness activities.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

How to keep yourself fit and healthy?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions in the past

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- Learners have met the learning objective if they can: speak about climber

Descriptor:

- work in groups

- look at the picture and discuss

Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 1 P:7

Direct students' attention to the photo. Then give students time to answer the question.

Work in pairs. Answer the questions

Check students' answers.

Ex:2 P:7

Explain the task and then give students time to complete it.

Read the Listening Strategy and the sentence below. Think of other ways to express the underlined information

Check students’ answers

Ex: 3 P:7

Explain the task.

Listen to the first part of a radio programme about fitness. Is the sentence in exercise 2 true or false? What words did the speaker actually use?

Give Students time to complete the task

Check Students’ answers

Ex: 4 P:7

Explain the task.

Now listen to the rest of the programme. Are the sentences about High Intensity Training true or false? Write T or F

Give Students time to complete the task

Check Students’ answers

Ex: 5 P:7

Explain the task.

Complete the sentences (1–4) with the correct form of the words below. Then listen and check

Give Students time to complete the task

Check Students’ answers

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

StudentsWork in pairs. Answer the questions

Answers:

Students own answer

Students Read the Listening Strategy

Answers:

Students own answer

Students listen to the first part of a radio programme about fitness

Answers:

True: …I was pedalling as hard as I could on this exercise bike.

Students listen to the rest of the programme

Answers:

1T 2T 3F 4T 5T 6F 7T

Students listen to four speakers talking about their preferred form of exercising. Choose the correct answers. Remember the advice in the strategy.

Answers:

1 Pumping aching

2 bursts energy

3 convent disease

4 adrenalin, burns

Descriptor:

-Answer the questions

Total: 1 point

Descriptor:

- listen to the first part of a radio programme

Total: 1 point

.Descriptor:

- listen to four speakers talking about their preferred

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making connections in biology lesson 6

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Keeping fit ex 6-9

Learning objectives

11.2.8.1 - recognize inconsistencies in argument in extended talk on a range of general and curricular subjects, including some unfamiliar topics

11.3.3.2 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives

Learners will be able to:

• Use topic-specific vocabulary.

• Identify and formulate the main idea(s) of the listening segment about exercising with support.

• Describe different fitness activities.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

How to keep yourself fit and healthy?

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions in the past

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- Learners have met the learning objective if they can: speak about climber

Descriptor:

- work in groups

- look at the picture and discuss

Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 6 P:7

Direct students' attention to the speakers. Then give students time to listen speakers. Listen to four speakers talking about their preferred form of exercising. Choose the correct answers. Remember the advice in the strategy.

Check students' answers.

Ex:7 P:7

Explain the task and then give students time to complete it. How did you choose your answers? Listen again and write down the phrases that helped you. Then match them to words with a similar meaning in exercise 7.

Check students’ answers

Ex: 8 P:7

Explain the task.

Complete the collocations that the speakers used in exercise 7 with the verbs below. Use each verb once, and choose the best verb for each noun.

Give Students time to complete the task

Check Students’ answers

Ex: 9 P:7

Explain the task.

Work in pairs. Give personal opinions about sports and fitness activities using the collocations in exercise 9. Include reasons and examples.

Give Students time to complete the task

Check Students’ answers

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Studentslisten to four speakers talking about their preferred form of exercising

Answers:

1 b

2 b

3 a

4 b

Students listen again and write down the phrases that helped you

Answers:

1 but what I lack in skill.

2 classes are great for me because I prefer exercising with other people around.

3 completely single – minded to excel in a particular sport.

4 we watch them to pick up new ticks

Students complete the collocations that the speakers used in exercise

Answers:

1 play

2 push

3 do

4 go

5 pedal

6 be

7 lift

8 attend

9 beat

10 keep

Students Give personal opinions about sports and fitness activities using the collocations

Answers:

Students own aanswer

Descriptor:

- listen to four speakers talking about their preferred

Total: 1 point

Descriptor:

- listen again and write down the phrases

Total: 1 point

.Descriptor:

- complete the collocations

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it! .

Poster

Unit 1: Making connections in biology lesson 7

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

The passive: advanced structures

Learning objectives

11.3.4.1 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics

11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.12.1 - use a wide variety of past modal forms to express appropriate functions; use a variety of near modal structures including supposed to, bound to, due, willing to on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Discuss topic questions in simple sentences.

• Apply comprehension strategies to text about medical myth.

• Identify and use advanced passive structures with support..

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- use modals in the past of speculation and deduction

Pictures

Student’s book

Main part

30 min

8 min

Ex:1 P:8

Read out the statements and go through the examples.

Refer students to the Grammar Reference section for more information.

Work in pairs. Read the statements below. Which do you think are true?

Explain the task and give students time to complete it.

Ex: 2 P:8

Explain the task and then give students time to complete it.

Read the text and check your answers to exercise 1.

Check students' answers.

Ex: 3 P:8

Explain the task and read the Learn this! box. Then find examples of each rule in the text in exercise 2.

Check students' answers.

Ex: 4 P:8

Explain the task and write the sentences with the words in brackets and the correct passive form. Then match each sentence with a rule from the Learn this! box

Ask various pairs to share their answers with the class

Ex: 5 P:8

Refer students to the Grammar Reference section for more information. Complete the second sentence so that it has a similar meaning to the first.

Elicit answers from students around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students read out the statements and go through the examples.

Answers:

Students own answer

Students read the text

Answers:

Students own answer

Students find examples of each rule in the text

Answers:

1 which doesn’t have to be consumed as water; serious health problems can be caused by obesity

2 a) It is often reported that serious health problems can be caused by obesity

b) this myth is thought to have started by the bottled water industry

Students match each sentence with a rule from the Learn this! box

Answers:

1 has just been reported – 3a

2 don’t remember being told – 2

3 should have been given -1

4 wants to be criticised -2

5 is / was rumoured to have lost – 3b

6 must only be taken – 1

Students complete the second sentence so that it has a similar meaning to the first

Answers:

1 Has been known for years that too much salt is unhealthy

2 health myths to be believed

3 ought to have been checked carefully

4 being told how much exercise to do

5 be blamed for overweight children

Descriptor:

- read out the statements

Total: 1 point

Descriptor:

- read the text

Total: 1 point

Descriptor:

- find examples of each rule

Total: 1 point

Descriptor:

- complete the second sentence

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit 1: Making connections in biology lesson 8

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Compound adjectives

Learning objectives

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

11.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of more complex and abstract, general and curricular topics

11.6.3.1 - use a variety of adjectives complemented by that, infinitive and wh - clauses on a wide range of general and curricular topics

Lesson objectives

Learners will be able to:

• Use compound adjectives appropriately with support.

• Discuss topic questions in simple sentences.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students work in a group. Discuss and answer the questions

Answers:

Students own answer

Formative Assessment

Good job!

Assessment criteria

- learner read for gist jobs related to science

Pictures

Student’s book

Main part

30 min

8 min

Ex: 1 P:9

• Explain the task and give students time to complete it.

• Work in pairs. Discuss the questions. Check students’ answers.

Ex: 2 P:9

To predict the content of a text: reading for gist. Read the text. How could ‘lucid dreaming’ help students?

Elicit students 'ideas about the text.

Give students time to read the text and find out.

Ex: 3 P:9

Read the text again and give students time to look them up. Put the highlighted compound adjectives in the text into the correct columns.

Elicit answers from various students around the class.

Ex: 4 P:9

Give students time to read the text and complete the underlined compound adjectives in the sentence.

Underline the compound adjectives in sentences then match them with definitions. Then answer the questions.

Check students’ answers.

Ex: 6 P:9

Give students time to complete the compound adjectives and come up with sentences based on the text.

Complete the compound adjectives with the words below. Use a dictionary to help you.

Elicit answers from students around the class.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students discuss the questions

Answers:

Students own answer

Students Read the text. How could ‘lucid dreaming’ help students?

Answers:

It could be help students by improving a variety of skills

Students put the highlighted compound adjectives in the text into the correct columns

Answers:

1 broad – based

2 half – hearted

3 bleary – eyed

4 breath – taking

5 thought – provoking

6 mind – blowing

7 record – breaking

8 highly respected

9 far – fetched

10 – well - known

Students underline the compound adjectives in sentences then match them with definitions.

Answers:

1 (single - minded) –e

2 (second - hand) – d

3 (light- hearted)- f

4 (straightforward) – b

5 (good - looking) – a

6 (upcoming) – c

Students complete the compound adjectives with the words below

Answers:

1 minded

2 written

3 saving

4 watering

5 reaching

6 populated

Descriptor:

- discuss the questions

Total: 1 point

Descriptor:

- put the highlighted compound adjectives in the text

Total: 1 point

Descriptor:

- underline the compound adjectives in sentences

Total: 1 point

Descriptor:

- complete the compound adjectives

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards

Worksheets

End

2 min

FEEDBACK

Learners provide feedback on what they have learned at the lesson.

Students evaluate each other and encourage classmate with phrases like:

Well done! Brilliant! Good job! I like it!

Poster

Unit 1: : Making connections in biology lesson 9

School:

Date:

Teacher name:

Grade: 11

Number present:

absent:

Lesson title

Junk food

Learning objectives

11.4.2.1 - 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. 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

Lesson objectives

Learners will be able to:

• comprehend main information about food addiction while reading.

Plan

Stages / Time

Teachers’ actions

Students’ actions

Assessment criteria

Resources

Start

5 min

Organization moment

1.Greeting.

Ask about the weather.

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

Warm-up

Creating a positive psychological environment

Lead – In

Students' attention is drawn to the lesson.

Students discuss the pictures in pairs.

Determines the topic and aim of the lesson

Students say different words from the picture

Students look at the table and repeat grammar reference

Formative Assessment

Good job!

Assessment criteria

- Use different strategies to listen for specific information

Descriptor:

- grammar reference learn word formation negative verbs

Total: 1 point

Pictures

Student’s book

Main part

30 min

8 min

Ex: 1 P:10

• Explain the task and give students time to complete it.

• Work in pairs. Discuss the questions. Check students’ answers.

Ex: 2 P:10

• Give students time to read the about food addiction.

Read the three texts about food addiction. What were the consequences of the three people’s addictions?

Check students’ answers.

Ask students to summarise the article using the suggested sequence words.

Ex: 3 P:10

Read the sentences aloud.

Read the Reading Strategy. Match the sentences with the gaps. There is one extra sentence.

Ex: 4 P:11

Explain the task. Are the sentences true or false? Write T or F. Correct the false sentences

Check students' answers.

Conclusion during the lesson some tasks differentiated by outcomes of the students and by their abilities.

Students work in pairs. Discuss the questions

Answers:

Students own answer

Students read the three texts about food addiction

Answers:

Zack appeared on a TV programme that offered help to people with a food addiction. He appears to have overcome his addiction seriously ill and was admitted to hospital. Whole she is aware of the dangers of her situation, she still hasn’t managed to change her diet.

Hanna lost her job, went to see a psychologist , had hypnosis and overcome her addiction

Students match the sentences with the gaps

Answers:

1 b

2 e

3 a

4 d

Students correct the false sentences

Answers:

1 T

2 F He ate a fish dish while his brother ate a pizza in front of him.

3 T

4 F She is striating to realise the seriousness of the situation but still can’t eat anything but chicken nuggets.

5 T

6 T

Descriptor:

- work in pairs.

Total: 1 point

Descriptor:

- read the three texts about food addiction

Total: 1 point

Descriptor:

- match the sentences

Total: 1 point

Descriptor:

- correct the false sentences

Total: 1 point

Differentiation – how do you plan to give more support? How do you plan to challenge fast finishers?

Cards