АБАЙТАНУ КУРСЫНЫҢ САБАҚ ЖОСПАРЫ 9, 10, 11 СЫНЫП

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?)

Organization moment
Greeting
Warm-up

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

Divide the class into three groups

Check their homework
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?)

Organization moment
Greeting
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.

Divide the class into two groups

Check their homework
Determine the theme and aims of the lesson.
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

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.

Maybe__________ by the time Fm thirty.
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?)

Organization moment
Greeting
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?

Divide the class into two groups

Determine the theme and aims of the lesson.
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

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