АНГЛИЙСКИЙ ЯЗЫК 11 КЛАСС КСП КРАТКОСРОЧНЫЙ ПЛАН

Понедельник, 28 Ноябрь, 2016

АНГЛИЙСКИЙ ЯЗЫК 11 КЛАСС КСП КРАТКОСРОЧНЫЙ ПЛАН

www.sabaktar.kz

Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme The history of Kazakhstan II
The aims of the lesson: ·  To get more information about the history of Kazakhstan by reading the text;

·  Recognize layers of meaning in the text, learn new vocabulary words;

·  Individual and group feedback by asking questions about history of Kazakhstan by using reported speech.

Objectives 1.      Warm-up

2.      Team work “Vocabulary”

3.      Team work “Reading for gist”

4.      Individual work “Questionnaire”

5.      Expressions

5 min

10 min

15 min

10 min

5 min

The expected result

 

ü  They will know more about the history of Kazakhstan by reading the text;

ü  They will be able to recognize layers of meaning in the text and learn new vocabulary words;

ü  They will be able to ask questions about history of Kazakhstan by using reported speech.

The main idea —          Create “Wordbank”: according to the theme

—          Create “Grammar database”: Reported Speech

—          Expectation: scan for understanding the main idea of the text and scan for gist. Discuss and work with vocabulary words

—          Working out: understanding the implication of the work and selecting material to suit it.

Assessment 1.      Learning/ Respond logs

2.      Discussion

3.      Individual whiteboard

Homework Make up 10 sentences using new lexis

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

  1. Organization moment
  2. Greeting
  3. Warm-up
  1. Brainstorming questions
  2. Divide the class into two groups
  1. Check their homework
  2. Main part

Step 1: Team work “Vocabulary”

Read the questions and match the definitions for the boldfaced words

* Complete the following table

Word Know It Well Have Seen or Heard It Have No Clue
occurrences,  to be well documented aboriginal; cattle trade      

 Assessment: Learning/ Respond logs

 

Step 2: Team work “Reading for gist”

* Read the text. To give shortened explanation of given information. (use three major reading speeds: preview; overview; read) (Popcorn game)

*Retell the text about history of Kazakhstan with using reported speech

History of Kazakhstan

Burial mounds of noble warriors scattered all throughout Kazakh steppes are known for the magnificent size both of the mounds and burial vaults proper. Particularly famous are such necropolis in the steppes of Sary-Arka and Tagiskent in the Trans-Aral area. People of that epoch were not only fine warriors, shepherds and farmers but also skilled metallurgists. They would take bronze and manufacture axes, knives, daggers and various decorations thereof.

It was they who initiated the development of copper which is being practiced to this day — they are the Zhezkazgan and Sayak copper mines of today. Ancient people lived in large settlements and ancient towns surrounded with walls and towers.

These towns were inhabited by warriors and craftsmen, priests and farmers. These tribes lived on the territory of Kazakhstan for about a thousand years — from the 17th century B.C. to 9th-8th centuries A.D.

Later on they were ousted by the Saks. Such was the name given to this tribe by ancient Persians. The Chinese called them»se» whereas Greeks chose to call them Scythians. They were essentially nomads, semi-nomads and farmers. Yet, first and foremost, they were excellent horsemen. In fact, Saks were the first ever horsemen in the world to master arrow-shooting at full speed.

In the 5th-2nd centuries B.C., the Saks set up their first state with its center in the Zhetysu(Semirechje) in South-Eastern Kazakhstan. The kings of the Saks were at the same time high priests. Saks had a written language and a mythology of their own; they were known for their well developed art of world standard labeled in research papers as «animal-styled art». Respective subjects were represented by predators and herbivorous animals and the struggle there between. Sheer masterpieces made of gold and bronze serve as worthy exhibits in the best museums of the world. The linguistic situation was just as complicated. As is traditionally believed, in the course of the first millennium B.C., the population of Kazakhstan was mostly represented by native speakers of Indo-European and Indo-Iranian languages. However, of late, they are inclined to think that the tribes of the Bronze Age, particularly those of the Saks, included tribes that spoke proto-Turkic languages.

In the Issyk burial mound which harbored the world-famous «Golden Man» they have found a silver bowl whose bottom bore an inscription consisting 26 characters. They have failed to read it to this day. Some think that the inscription is made in one of the Iranian languages, others insist on its proto-Turkic origin. In any case, this must be the very period that highlighted the formation of the state of mind and the language of medieval and modern Kazakhs, their physiological stereotypes, in fact, of many an element of their culture, everyday life and folk rites.

The middle of the first millennium A.D. is a fairly important stage in the history of all Turks in general and Kazakhs in particular. The period is marked with manifest changes in ethnic media: predominant now become Turkic tribes which chose the Altai as their natural center. Written sources of the 6thcentury register the term «Tyurk» which is pronounced as «Tutszyue» by the Chinese and as «Turk» by the Sogdians.

Archeological studies of Turkic monuments make it possible to somehow compare «these» Turks with certain Turkic tribal associations. In the Sayano-Altai region they have identified certain archeological cultures which might well be likened to early Kyrgyz, early Kypchaks or early Oguzes. In the course of not infrequent internecine wars, tribal discord, and struggles for power and pasture, a part of the Turkic tribes which inhabited the steppes and valleys of Kazakhstan moved southwards — to Central Asia (say, Tyurgeshes, Karluks, Kypchaks, Uzbeks, Oguz, and Turkmens-Seldzhuks), to Asia Minor, to the Caucasus (Turkmen and Seldzhuks), and to Eastern Europe (Kangars and Pechenegs, Kypchaks-and-Polovtsians, Torks-and-Oguz, black Klobuks and Karakalpakians).

Assessment: Discussion

 

Step 3: Individual work “Questionnaire”

*After reading and recognizing the idea of the text they should prepare questions using reported speech individually and ask each other.

 

Assessment: Individual whiteboard

 

  • Conclusion
  1. Expression of students about the lesson

Approved: _______________________                                                                     Date: _______

LESSON PROCEDURE

The theme The history of Great Britain II
The aims of the lesson: ·  To get more information about the history of Great Britain by reading the text;

·  Recognize layers of meaning in the text, learn new vocabulary words;

·  Individual and group feedback by completing sentences about Great Britain.

Objectives 1.      Warm-up

2.       Team work “Vocabulary”

3.       Team work “Questionnaire”

4.       Individual work “Leveled tasks”

5.      Expressions

5 min

10 min

10 min

15 min

5 min

The expected result

 

ü  They will know more about the history of Great Britain by reading the text;

ü  They will be able to recognize layers of meaning in the text and learn new vocabulary words;

ü  They will be able to complete sentences about Great Britain.

The main idea —          Create “Wordbank”: according to the theme

—          Create “Grammar database”: definite article with material nouns

—          Expectation: scan for understanding the main idea of the text and scan for gist. Discuss and work with vocabulary words

—          Working out: understanding the implication of the work and selecting material to suit it.

Assessment 1.       Learning/ Respond logs

2.       Check with correct answers

3.       Individual whiteboard

Homework Make up 10 sentences with abstract nouns

 

TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

 

  1. Organization moment
  2. Greeting
  3. Warm-up
  1. Brainstorming questions
  2. Divide the class into two groups
  1. Check their homework
  2. Main part

Step 1: Team work “Vocabulary”

Read the questions and match the definitions for the boldfaced words

* Complete the following table

Word Know It Well Have Seen or Heard It Have No Clue
industrial and agricultural products …      

 Assessment: Learning/ Respond logs

Step 2: Team work “Questionnaire”

* They should try to answer the following questions, if they don’t have any idea they will be able to use the internet.

  1. When did the Trafalgar battle take place? (1805)
  2. When was the Domesday Book written? (1086)
  3. Who and when invented the telephone? (Bell, 1876)
  4. When did the first stamp Penny Black come out? (1840)
  5. When was the Independent Republic of Ireland formed in the South? (1922)
  6. When did the State visit of Queen Elizabeth II to Russia take place? (1994, October 17-20)
  7. When and by whom were England and Wales united? (1536, Henry VIII)
  8. When did the Norman leader, known as “William the Conqueror”, became king of the whole of England? (1066)
  9. When was Scotland united with England and Wales? (1651)
  10. When was Ireland united with Britain? (1801)

Assessment: Discussion

 

Step 3: Individual work “Leveled task”

*They should complete the following sentences.

B level

  1. The British Isles are a group of islands lying off …of the continent of Europe. (The north-west coast)
  2. The largest islands are … (Great Britain and Ireland)
  3. Northern Ireland is situated in the … (North-eastern part of Ireland)
  4. Ben Nevis in … (Scotland)
  5. It is …  (1,343 meters high)
  6. The northern part of Scotland is called… (Highlands)
  7. The highest mountain in Wales is … (Snowdon)
  8. It is …  (1,085 meters high)
  9. The Severn is the longest river. It is … long. (350 kilometers)
  10. It flows south-west into the … (Irish Sea)

A level

  1. It is a place where the queen lives when she is in London. (Buckingham Palace)
  2. It is a famous bridge across the Thames. (Tower Bridge)
  3. It is the central square of London. (Trafalgar Square)
  4. It is a clock in the tower and it’s a big bell. The English can hear it every hour. (Big Ben)
  5. You can see it from the river Thames. It is very old. It was a fortress, a prison, a palace and now it is a museum. (The Tower of London)
  6. It is a symbol of England. The coronation of all British kings and queens took place there. A lot of famous people are buried there.  (Westminster Abbey)
  7. It is a place where the British Government sits. (The Houses of Parliament)
  8. You can see the national collection of British painting of all periods, and the national collection of modern sculpture, both British and foreign there. (The Tate gallery)
  9. It is a square in the central part of London. (Piccadilly Circus)
  10. It is the place where the official coins are made. It was situated  in the tower of London until 1809. (Royal Mint)

 

Assessment: Individual whiteboard

  • Conclusion
  1. Expression of students about the lesson
  2. Approved: _______________________                                                                     Date: _______ 

    LESSON PROCEDURE

     

    The theme English is an international Language
    The aims of the lesson: ·  To read the text about English, as an international language;

    ·  Work in pairs to think on question “Why is English international language?”;

    ·  Individual and group feedback.

    The expected result

     

    ü  They will get some information about English, as an international language;

    ü  They will share with ideas according to the question “Why is English international language?;

    ü  They will be able to work individually and in group.

    The main idea —    Create “Wordbank”: according to the text

    —    Grammar: Modal verbs: as, like, as if, as though +Subjunctive

    —    Expectation: scan for understanding the main idea of the sentences and scan for gist. Discuss and work with vocabulary words

    —    Working out: understanding the implication of the work and selecting material to suit it.

    Assessment Self assessment card (control card)
    Homework   Essay “Studying abroad”

    TEACHER’S NOTES ABOUT THE LESSON (WHAT WILL TEACHER AND STUDENTS DO DURING THE LESSON?)

    1. Organization moment
    2. Greeting
    3. Warm-up “Brainstorming questions”

    *They will have some time to think and write their ideas of improving English language.

    Tips to improve English language:

    Divide the class into two groups

    1. Check their homework
    2. Main part

    Step 1: Individual work “Knowledge rating scale

    *Write words from the text  

    Words I know it Have heard or seen it before No clue
           
    1. native language— езикът, който научаваме у дома със семейството си в най-ранна възраст
      2. second language — езикът, който научаваме, когато се налага да живеем в страна, където този език е основен или официален
      3. foreign language — език, който се говори някъде в чужбина; език, който можем да изберем да учим в училище
      4. official language — езикът, който се използва в официалните документи на дадена страна, и който е основен за тази страна
      5. branch — клон, дял
      6. to outnumber — надхвърлям, превъзхождам числено/по количество
      7. undeniable — неоспорим, безспорен
      8. throughout — навсякъде, из
      9. to flee — избягвам от, напускам внезапно; избягвам в чужбина
      10. to ravage — разрушавам, опустошавам, разорявам
      11. povery — бедност, мизерия, нищета
      12. famine — глад
      13. labor force — работна сила
      14. in quest of — в търсене на
      15. fame — слава, известност
      16. fortune — щастие, успех, късмет
      17. to conduct — водя, ръководя, дирижирам
      18. trend — тенденция, посока на развитие
      19. treaty — договор
      20. transition — преход, промяна, преходен период
      21. pattern — стил, характер; образец; особеност
      22. attitude — отношение, начин на мислене
      23. long-term effects — дългосрочни последици

    Step 2: Team work “Reading and speaking”

    *Read the text for gist and speak according to the table.

    English is part of the Germanic branch of the Indo-European family of languages. It is spoken as a native language by around 377 million and as a second language by around 375 million speakers in the world. Speakers of English as a second language will soon outnumber those who speak it as a first language.

    Around 750 million people are believed to speak English as a foreign language. English has an official or a special status in 75 countries with a total population of over 2 billion.

    The domination of the English language globally is undeniable. English is the language of diplomacy and international communications, business, tourism, education, science, computer technology, media and Internet. Because English was used to develop communication, technology, programming, software, etc, it dominates the web. 70% of all information stored electronically is in English.

    British colonialism in the 19th century and American capitalism and technological progress in the 20th century were undoubtedly the main causes for the spread of English throughout the world.

    The English language came to British Isles from northern Europe in the fifth century. From the fifteenth century, the British began to sail all over the world and became explorers, colonists and imperialists. They took the English language to North America, Canada and the Caribbean, to South Africa, to Australia and New Zealand, to South Asia (especially India), to the British colonies in Africa, to South East Asia and the South Pacific.

    The USA has played a leading role in most parts of the world for the last hundred years. At the end of the 19th century and first quarter of the 20th, it welcomed millions of European immigrants who had fled their countries ravaged by war, poverty or famine. This labor force strengthened American economy. The Hollywood film industry also attracted many foreign artists in quest of fame and fortune and the number of American films produced every year soon flooded the market. Before the Treaty of Versailles (1919), which ended the First World War between Germany and the Allies, diplomacy was conducted in French. However, President Woodrow Wilson succeeded in having the treaty in English as well. Since then, English started being used in diplomacy and gradually in economic relations and the media.

    The future of English as a global language will depend very largely on the political, economical, demographic and cultural trends in the world. The beginning of the 21st century is a time of global transition. According to some experts, faster economic globalization is going hand in hand with the growing use of English. More and more people are being encouraged to use English rather than their own language. On the other hand, the period of most rapid change can be expected to be an uncomfortable and at times traumatic experience for many people around the world. Hence, the opposite view, that the next 20 years or so will be a critical time for the English language and for those who depend upon it. The patterns of usage and public attitudes to English which develop during this period will have long-term effects for its future in the world.
    *Sources:
    David Crystal
    The Cambridge Encyclopedia of the English Language, Cambridge University Press, 1995.
    English as a global language, Cambridge University Press, 1997.
    David Graddol
    The Future of English?, London The British Council, 1997

     Step 3: Pair work “Thinking”

    *Teacher asks them to think on the question: “Why is English international language?”

     

    • Conclusion Expression of students about the lesson

    Self assessment

     

  • Адрес электронной почты не публикуется. Обязательные поля отмечены *