The theme: Nanotechnology


School №60


Date:  05.03.2022 Teacher’s names: Mambetzhanova.D.ZH
Class:10A Present:                                    Absent:
Learning objectives(s) that this lesson is contributing to


 10.UE8  use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics

10.R7  recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics


Lesson objectives All learners will be able to:

ü  Identify  Future tenses

ü  Practice  future continuous and future perfect

ü  Make predictions about future development of technology

Most learners will be able to:

ü  Identify  most Future tenses

ü  Differentiate between the usage of future continuous an perfect

Some learners will be able to:

ü  Identify  all Future tenses


Value links Respect and collaboration values are instilled through pair work.
Cross curricular links Chemistry and Biology
Previous learning


Technological breakthrough
ICT skills projector
Intercultural awareness


Ethical use of technology
Kazakh culture


New discoveries are needed to solve environmental problems in the country
Pastoral Care


To provide opportunity to work autonomously

To create a friendly atmosphere for collaborative work

Health and Safety


Make sure power cords are not a tripping hazard

Everyday classroom precautions

Planned timings  

Planned activities



Lesson 1



5 min


Introduce learning objectives and agenda

 Have students predict the future of technology

What other technological advancements can possibly be developed in the future?

Sound drill

Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter  Piper pickled a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked







15 min


























-Students make up the sentences on the board Scientists recently created a microscopic robot

 Key words









attached to

medical applications

Read the words in  the class and draw students, attention to the meanings of the words .

Students work individually, reading the six predictions in the text and deciding which of the expressions (a-d) apply to еaсh one.

Students then form groups of thrее or four and compare their answers.

Students discuss their answers as a whole class and give their opinions about the certainty of the predictions.



EX2 p 84

Task 2 Chamomile

Each sheet has got questions, I’ll give for two groups and you should do with your group

Task 3 Group discussion

Group1 should make a shot summary

Group2 should make true/false tasks

Speaking practice


Work in pairs. Make predictions about each other in ten years’ time. Say what you think about your partner’s predictions.


A I think that in ten years’ time you’ll be working as a vet.

B I hope so!

1 Will he/she be living here or abroad? Where?

2 How many jobs will he/she have had by that time?

3 What will he/she have achieved?










5 min Reflection

What did you learn?

How do you see yourself in 10/20 years?




Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?


More able learners will be challenged to work out the meaning of unfamiliar words from context

Less able students will be supported by a teacher while doing a vocabulary  task and some unfamiliar words in the task  will be translated for them

Learners ‘Assessment – how are you planning to check learners’ learning?



Cross-curricular links


Curriculum links with Biology and chemistry

Summary evaluation

What two things went really well (consider both teaching and learning)?



What two things would have improved the lesson (consider both teaching and learning)?



What have I learned from this lesson about the class or individuals that will inform my next lesson?


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