| 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 |
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| 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 |
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| Most learners will be able to:
ü Identify most Future tenses ü Differentiate between the usage of future continuous an perfect |
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| Some learners will be able to:
ü Identify all Future tenses |
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| 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 |
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| Health and Safety | Make sure power cords are not a tripping hazard
Everyday classroom precautions |
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| Planned timings |
Planned activities |
Resources |
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| Lesson 1 | ||||||
| Beginning
5 min |
Lead-in:
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 |
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| Middle
15 min 15min |
-Students make up the sentences on the board Scientists recently created a microscopic robot
Key words -patrol -administer -precision -Molecul -dub -detect -protein Strand 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. TASK1 CHOOSE THE CORRECT ANSWER 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. Example 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? |
Slide Video E.book |
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| 5 min | Reflection
What did you learn? How do you see yourself in 10/20 years? |
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| 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?
Peer-assessment |
Cross-curricular links
Curriculum links with Biology and chemistry |
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| Summary evaluation
What two things went really well (consider both teaching and learning)? 1: What two things would have improved the lesson (consider both teaching and learning)? 1: What have I learned from this lesson about the class or individuals that will inform my next lesson? |
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