Публикации с меткой: английский язык

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

     

АНГЛИЙСКИЙ ЯЗЫК 10 КЛАСС КСП КРАТКОСРОЧНЫЙ ПЛАН

Понедельник, 28 Ноябрь, 2016

АНГЛИЙСКИЙ ЯЗЫК 10 КЛАСС КСП КРАТКОСРОЧНЫЙ ПЛАН

www.sabaktar.kz

Approved: _______________________                                                                Date: _______

 

LESSON PROCEDURE

The theme Means of travelling. Airports of London. Comparing airports.
The aims of the lesson: ·  To know and use the terms that are useful for analysing language on the topic “Means of travelling and ”;

·  Recognize layers of meaning in the text, work with vocabulary;

·  Individual and group feedback.

Objectives 1.      Warm-up

2.      Team work “Vocabulary”

3.      Team work “Intensive reading”

4.      Pair work “Complete the chart”

5.      Individual work “Bloom’s Taxonomy”

6.      Expressions

5 min

6 min

12 min

8 min

10 min

 

4 min

The expected result

 

ü  They will know and use the terms that are useful for analysing language on the topic “French Canada”;

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

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

The main idea —    Create “Wordbank”: Major, aircraft, flight, luggage, terminal, passenger

—    Create “Grammar database”: Past Continuous Tense (practice)

—    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 1.      Learning/ Respond logs

2.      Respond logs

3.      Anecdotal notes

Homework Ex14,15p13-14 GR p211 Ex19p15
Teachers reflection  

 

 

 

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

  1. Organization moment
  2. Greeting
  3. Warm-up

To show some pictures and ask their names. Then ask their thoughts about the theme of today’s lesson.

  1. Divide the class into three groups
  1. Check their homework
  2. Main part

Team work “Vocabulary

*Look through the text and write unknown words in their vocabulary copy-books

Words I know it Have seen or heard about it No clue
       


 Assessment: Learning/ Respond logs

Team work “Intensive reading”

*They should read the text and speak about it. Make a memory map about the text.

London is a huge metropolitan area that is why public transport is vitally important for the city dwellers as well as tourists, for whom it might be quite confusing to get about London. Unlike Russian public transport, British transport system is reliable and quite cheap. However, due to the increase of car ownership, London traffic has become 3 times as heavy as it used to be and the length of the traffic jams increased dramatically. As a result, the problem of fatal car accidents appeared.

Apart from taxies, there are 2 main methods of transport in London: the Underground and the buses. Buses are best for sightseeing, especially double-decker buses. However, they are rather slow, especially during the rush hour. On the traditional double-decker there were no doors and passengers leaped up and off the bus and conductor was moving about and collecting fares from the passengers. However, nowadays fares are given directly to the driver or to the machine. Moreover, London transport has recently introduced single-decker buses which are called «Red Arrows».

London Underground, which is also called Tube, offers people more convenient, speedy and direct form of travel. The Underground was opened at the end of the 19th century, in 1884. Now there are more than 270 stations. You can recognize the Tube stations by the red and blue signs at the street level. There is no fixed fare, because it depends on the distance you travel. You can buy a ticket or a ticket-stub from a booking office clerk or from a machine. There are 8 different underground lines in the London Underground system. The travelers, who are not familiar with the Tube, should always consult the map. So, London transport system is rapid and fast, but sometimes it can be really confusing.

Assessment: Respond logs

Pair work “Complete the chart

*Teacher explains how to complete the chart.

*Students will work in pairs to complete the chart.

Positive Comparative Superlative
Late Later The latest
Early    
Splendid    
Easy    
Efficient    
Comprehensive    
Thrifty    
Reasonable    
Good    
Expensive    

Assessment: Anecdotal notes

Individual work “Bloom’s Taxonomy” (Taxonomy of educational objectives)

Objectives Tasks Student’s answers
Knowledge Translate the following words into Kazakh language:

 

Translate the following words into English language:

To travel by train, to book tickets, a passenger, a compartment, a book- office, a booking- clerk, porter, railway station, a flight, baggage

Жолаушылар, билетке тапсырыс беру, жүк тасушы, купе, темір жол станциясы, жүк, ұшу, ұзақ сапар шегетін поезд,кассир, касса.

Application Explain the meaning of the word “transport”  

 

Comprehension Put in the – ing form. Words you need: paint, stay, close, be, play, go, lie, take, laugh, smoke.

 

He started_______________ early. His pictures are great.

Do you mind________________ the windows?

I hate _________________ alone at home.

I don’t mind ________________ the monitor.

Then he started_________________ the piano.

I dislike________________ part in concerts.

Do you enjoy _________________ on the beach?

Mum suggested________________ home early.

I couldn’t help __________________ looking at her.

I am so happy Dad stopped___________________.

Analysis What is the difference between a.       conductor and conductress, single-decker and double-decker
Synthesis Give a short guide about London transport within 5-7 sentences
Evaluation Do we need transport?

 

            Conclusion

Expression of students about the lesson: Self assessment

 

Approved: _______________________                                                                                    Date: _______

 

LESSON PROCEDURE

 

The theme Wales
The aims of the lesson: ·  To give information about Wales;

·  To teach new words and learn new grammar tense: Future Continuous and Perfect;

·  Individual and group feedback of writing sentences in Future tenses.

Objectives 1.  Warm-up

2.   Team work “Reading for gist”

3.   Pair work “Grammar rules”

4.   Individual work “Complete the sentences”

5.    Grammar practice

6.   Expressions

7 min

8 min

7 min

10 min

8 min

5 min

The expected result

 

ü  They will know about London;

ü  They will learn new words and learn new grammar tense: Future Continuous and Perfect;

ü  They will be able to write sentences in Future tenses.

The main idea —    Create “Wordbank”: Ancient capital, a leek, a daffodil, symbol

—    Create “Grammar database”: Will be doing/ will have done

—    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 1.       Learning/ Respond logs

2.       Respond logs

3.       Anecdotal notes

Homework Ex11p26

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

  1. Organization moment
  2. Greeting
  3. Warm-up

My home town

Type of activity: whole class matching

Function practiced: describing places

Exponent: Where do you come from? Where is it? It’s in the north/south/east/west of England.

What’s it like? It’s a… town. It’s got a …

Lexical areas

features of towns, adjectives for describing towns, compass points Essential vocabulary

north, south, east, west, north-east, north-west, etc. university, cathedral, castle, walls, art gallery, palace, church, shop, theatre, concert hall, shopping centre, museum, station, factory, pub, school, beach, streets; historic, industrial, port, country, capital, village, seaside.

How to use the game

The game may be played with any number of students. Copy one map and one place description for each student in the class and give them out. The students should read the place description and look at the map to decide which town it describes. They should write the name of the town in the right place on the map and draw a line to connect the town with the appropriate plan.

When the students have finished, collect in the place description cards. Tell them that they must now find out the names of the other towns on the map, and decide which plan belongs to which town.

The object of the game is to identify the towns from the maps and place descriptions. To do this they must ask students where they come from, where their town is and what it is like. A similar game could be played using information about the students’ own home towns. Ask the students to write a short passage describing their home town. Collect these in and use the information to prepare a questionnaire with questions such as: Who comes from a small mountain village in southern Switzerland? Who comes from an industrial town? Students should then interview each other to find the answers.

  1. Divide the class into two groups
  1. Check their homework
  2. Determine the theme and aims of the lesson.
  3. Main part

Team work “Reading for gist

*Study the information.

*Complete the chart with other more information about Wales

 Assessment: Learning/ Respond logs

Pair work “Grammar rules”

*Teacher explains the grammar rules and then do tasks according to the task.

*Read the conversation between Omar and Kuralai. Act out.

*Find verbs in the future continuous tense from the dialogue. They are six. (See Grammar Reference)

Omar: Hello, Kuralai! Would you like to come to my birthday tomorrow?

Kuralai: Thank you for invitation. I’d love to come but I’m too busy now! Tomorrow I’ll be working in the National Library all day. I’ll be writing my report.

Omar: But you won’t be working tomorrow evening! You’ll be writing during the day! The birthday party is in the evening. Come on, have a rest. We’ll be starting at about ten o’clock. We’ll be waiting for you.

Assessment: Anecdotal notes

Individual work “Complete the sentences

*Read the conversation and put in a pronoun and the future continuous form ot the verbs.

Baurzhan: When I leave the University I am going to start my own business. Four years from now I will be running a big company. I hope ——— (I / earn) lots of money.

Lyazzat: I don’t know what—————- (I / do). But I expect ———(I / dance) still. What about you, Gulnur? What———(you / do) four years from now?

Gulnur: I intend to be a teacher. ——————— (I / teach) children, probably. I’ll get them interested, so. ———(they / help) me, of course.

Almaz: Are you joking, Gulnur? I expect—————— (you / make) a wonderful career! Isn’t that what you really want to do!

Assessment: Anecdotal notes

Conclusion

  1. Grammar practice

*Zhouldiz is daydreaming about her future career. She wants to be a teacher. What is she thinking?

I expect I’ll have got lots of certifications before Fm twenty — five.

1 Perhaps I_________ my own study by the age of twenty-five.

  1. Maybe__________ by the time Fm thirty.
  2. T wonder if_________ by the age of forty.

4.1 hope __________ by the time I am forty-five.

 Expression of students about the lesson: Self assessment

 

Approved: _______________________                                                                Date: _______

LESSON PROCEDURE

The theme The Queen’s diary of engagements. The Queen’s schedule
The aims of the lesson: ·  To teach new words of the lesson: schedule, busy, engagement, hold, charity, engage, diary;

·  To practise  in complete the Queen’s diary in 5-6 sentences;

·  Individual feedback by making up sentences with using modal verbs.

Objectives 1.   Warm-up

2.   Individual work “Vocabulary”

3.   Team work “Reading for gist”

4.   Pair work “Queen’s diary”

5.   Individual whiteboard “Grammar reference”

6.   Expressions

5 min

5 min

10 min

10 min

10 min

5 min

The expected result

 

ü  They will learn new words like: schedule, busy, engagement, hold, charity, engage, diary;

ü  They will be able complete the Queen’s diary in 5-6 sentences;

ü  At the end of the lesson they will be able to make up sentences with using modal verbs.

The main idea —   Create “Wordbank”: Schedule, busy, engagement, charity, diary, Christmas

—    Create “Grammar database”: Should, ought to, had better, have to, must

—    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 1.      Self assessment

2.      Peer assessment

3.      Individual whiteboard

Homework Ex9p88, write your own diary
Flipped classroom The Queen and the Parliament. The Queen the Commonwealth

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

  1. Organization moment
  2. Greeting
  3. Warm-up “Short briefing”

What does the ‘The Royal Year” mean? What do you think? Is the Queen’s schedule very busy? Are the members of the Royal family busy?

  1. Divide the class into two groups
  1. Determine the theme and aims of the lesson.
  2. Main part

Individual work “Vocabulary”

Assessment: Self assessment

Team work “Reading for gist”

*Complete the dialogues. Use a polite question would you, could you, can you, will you in each sentence and the expressions in the box.

The Queen’s diary of engagements is very busy. The New Year begins with the Queen and the Duke of Edinburgh in residence at Sandringham, the Queen’s private home in Norfolk. Her official work is combined with time for riding and reading.

The Queen, whose actual birthday is in April, celebrates her “official” birthday in June.

The Queen holds the first of each summer’s garden parties in the Palace of Edinburgh; three more are held in the gardens of Buckingham Palace.

The summer break is spent at the Queen’s private home in Scotland, Balmoral Castle, and is followed by the regular autumn schedule — the State Opening of Parliament.

A day in December is always set aside for the Queen to record her radio and television Christmas broadcasts. She speaks personally to the Commonwealth.

Around these fixed dates the official engagements go — meetings with Prime Ministers, Ambassadors and officials, visits around the United Kingdom, official State visits overseas and tours of Commonwealth countries. The Private Secretary also has to allow time — each week — for the Queen to deal with her regular and routine business, letters, papers and documents that are on her desk.

Each Private Secretary knows too that time will be needed for the charitable activities which engage all the members of the Royal family.

 

 Assessment: Peer assessment

Pair work “Queen’s diary”

*Work in pairs to complete the diary of the Queen.

 

Assessment: Peer assessment

 Individual whiteboard “Grammar work”

 Assessment: Individual whiteboard

Conclusion: Expression of students about the lesson: Self assessment

ПОУРОЧНЫЕ ПЛАНЫ

Среда, 9 Ноябрь, 2016

7 МОДУЛЬ БОЙЫНША

 5 КЛАСС МАТЕМАТИКА КРАТКОСРОЧНЫЙ ПЛАН КСП
5 КЛАСС МАТЕМАТИКА СРЕДНЕСРОЧНЫЙ ПЛАН ССП
6 КЛАСС МАТЕМАТИКА КРАТКОСРОЧНЫЙ ПЛАН КСП
6 КЛАСС МАТЕМАТИКА СРЕДНЕСРОЧНЫЙ ПЛАН ССП
АЛГЕБРА 7 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
АЛГЕБРА 7 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
АЛГЕБРА 8 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
АЛГЕБРА 8 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
АЛГЕБРА 9 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
АЛГЕБРА 9 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
АЛГЕБРА 10 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
АЛГЕБРА 10 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
АЛГЕБРА 11 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
АЛГЕБРА 11 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП

ГЕОМЕТРИЯ 7 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
ГЕОМЕТРИЯ 7 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
ГЕОМЕТРИЯ 8 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
ГЕОМЕТРИЯ 8 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
ГЕОМЕТРИЯ 9 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
ГЕОМЕТРИЯ 9 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
ГЕОМЕТРИЯ 10 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
ГЕОМЕТРИЯ 10 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП
ГЕОМЕТРИЯ 11 КЛАСС КРАТКОСРОЧНЫЙ ПЛАН КСП
ГЕОМЕТРИЯ 11 КЛАСС СРЕДНЕСРОЧНЫЙ ПЛАН ССП

ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО ИЗО 5 КЛАСС КСП ССП КРАТКОСРОЧНЫЕ СРЕДНЕСРОЧНЫЕ ПЛАНЫ
ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО ИЗО 6 КЛАСС КСП КРАТКОСРОЧНЫЕ ПЛАНЫ
ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО ИЗО 5 КЛАСС ССП СРЕДНЕСРОЧНЫЕ ПЛАНЫ
ИЗОБРАЗИТЕЛЬНОЕ ИСКУССТВО ИЗО 6 КЛАСС ССП СРЕДНЕСРОЧНЫЕ ПЛАНЫ
ЧЕРЧЕНИЕ 9 КЛАСС КСП КРАТКОСРОЧНЫЕ ПЛАНЫ
ЧЕРЧЕНИЕ 9 КЛАСС ССП СРЕДНЕСРОЧНЫЕ ПЛАНЫ

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АНГЛИЙСКИЙ ЯЗЫК

Вторник, 8 Ноябрь, 2016

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