КСП ҚМЖ Action Aspect 11 Grade ЕМН ОГН ЖМБ ҚГБ

 

Module 1

LESSON: Module 1 Lesson  1 (2)

Making Connections in Biology + Starter

School:
Date: Teacher’s name:
CLASS:  11 Number present: absent:
Learning objectives that this lesson is contributing to 11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.1.6 — organize and present information clearly to others

11.1.7 — develop and sustain a consistent argument when speaking or writing

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.5.5 — develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Value links  To present/revise vocabulary for celestial bodies, human anatomy and chemical elements, to read for coherence & cohesion, to talk about an academic new year’s resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet);
Cross — curricular links   Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology, system, pesticides)
ICT skills Using videos& pictures, working with URLs
Previous learning  Previous year
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Action

Resources

 

BEGINNING THE LESSON

 

What is in the Module?

Read the title of the module Starter and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

PRESENTATION AND PRACTICE

11.5.2

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

11.4.3

11.5.2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.4.3 11.5.2

 

 

 

 

 

11.1.6

11.1.7

11.3.7

11.5.2

11.5.5

Ex. 1 p. 5   To present/revise vocabulary related to celestial bodies

•          Ask Ss to look at the pictures and read the definitions.

•          Give Ss time to complete the task and then check Ss’ answers.

Answer Key                                                                          

1          B         3          D         5          E         7          I          9  F

2          A         4          G         6          C         8          H

Ex. 2   p. 5     To present/revise vocabulary related to human anatomy

•          Ask Ss to read the list of organs/parts of the body and look at the diagram and complete the labels.

•          Give Ss time to complete the task and then check Ss’ answers.

•          Elicit more organs/parts of the body from Ss (e.g. large intestine, colon, bladder, small intestine, nerves, spinal column, etc.)

Answer Key

1 arteries     5 stomach          9 liver

2 veins        6 gall bladder    10 spleen

3 heart         7 kidneys           11 pancreas

4 lungs        8 larynx

 

Ex. 3   p. 5    To present/revise vocabulary related to chemical elements

Go through the lists of chemical symbols and elements.

Give Ss time to match them to each other and then check Ss’ answers around the class.

Answer Key   
1 c 3 d 5 a 7 g
2 f 4 h 6 b 8 e
               

Ex. 4   p. 6    a) To read for coherence & cohesion

• Go through the list of words and explain/  elicit the meanings of any that Ss are unsure    of.

• Give Ss time to read the online forum and   complete the gaps and then check Ss’  answers.

Answer Key

1 brain                9 universe

2 system            10 engineering

3 organisation   11 intelligence

4 sources          12 biology

5 fossil             13 system

6 crops             14 nanotechnology

7 pesticides      15 reality

8 exploration

 

b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss around the class to share their resolution with the rest of the class. Suggested Answer Key

I’d really like to study conservation biology at university because I want to help protect endangered species and stop them from becoming extinct. I would also like to do some volunteer work at a wildlife park in order to learn more about the conservation efforts being made here in Kazakhstan. I hope one day I can work in countries all around the world helping to protect lots of different animals and plants.

(Ss’ own answers)

Read the title of the module Making Connections in Biology and ask Ss to suggest what they think the module will be about (the module is about biology, genetics, taxonomy, blood types, archaea and cloning). Go through the objectives list to stimulate Ss’ interest in the module.

 

To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss know about these races.

Elicit a variety of questions about them from Ss around the class and write three of them on the board.

Play the recording. Ss listen and read and see if their questions are answered.

 

SB Ex. 1 p. 7   Vocabulary To introduce vocabulary related to biology • Direct Ss’ attention to the timeline and ask them to read the words in the list. • Then have Ss read the timeline and use the new vocabulary to fill the gaps. • Play the recording. Ss listen and check their answers.

Answer Key

1 taxonomy 7 helix 2 evolution 8 structure 3 pasteurisation 9 domain 4 inheritance 10 fertilisation 5 transfusion 11 clone 6 crystallography 12 Genome • Play the video for Ss and elicit their comments.

 

Discussion Did you know? To expand the topic Read out the Did you know? Box and elicit whether Ss were aware of this information or not.

 

1.2 OVER TO YOU! To discuss and expand the topic • Ask Ss to work in pairs or small groups and put the events in the timeline in order of importance. • Elicit answers and explanations from various pairs/groups around the class. Suggested Answer Key (From most to least important) 1900 Karl Landsteiner, 1862 Louis Pasteur, 1951 and 1953 DNA structure discovery, 1978 first test-tube baby was born, 1996 Dolly the sheep, 1865 Gregor Mendel’s laws of inheritance, 1859 Charles Darwin’s Theory of Evolution, 2003 the Human Genome Project, 347 BCE Aristotle, 1977 Carl Woese. I think the most important event is Karl Landsteiner’s discovery of blood types because it helps to save people’s lives. I think Carl Woese’s discovery is the least important because it doesn’t affect many people’s daily lives. Although it does help scientists to classify new organisms.

• Ss research online for other important discoveries in the field of biology.

 

SB

 

 

 

 

 

ENDING THE LESSON

 

 

 

 

 

 

 

 

 

Home Task

Ss present their findings to the class.

Suggested Answer Key

There are lots of other important discoveries in the field of biology. For example, in 1663, Robert Hooke discovered the first cell while he was examining some tree bark using a microscope. In 1879, Louis Pasteur developed the principles of vaccination and discovered that by using an inactive or weakened form of a virus immunity was attained. Then, in 1928, Alexander Fleming discovered penicillin which is a life-saving antibiotic all over the world given to people with bacterial infections.

Page 7

Prepare a presentation about discoveries in the field of Biology

(at Teacher’s discretion)

 

 

 

 

 

 

 

 

 

 

SB

Additional information

 

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

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

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

check pronunciation of new words and reinforce with drilling where necessary

Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

LESSON: Module 1 Lesson  1

Starter (Sample)

School:
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives that this lesson is contributing to 11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.1.9 — use imagination to express thoughts, ideas, experiences and feelings

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Value links  To present/revise vocabulary for celestial bodies, human anatomy and chemical elements, to read for coherence & cohesion, to talk about an academic new year’s resolution Vocabulary:
Cross — curricular links Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology, system, pesticides) Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet); Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology, system, pesticides)

 

ICT skills Using videos& pictures, working with URLs
Previous learning  Previous year
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Action

Resources

 

BEGINNING THE LESSON

 

What is in the Module?

Read the title of the module Starter and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

PRESENTATION AND PRACTICE

11.5.2

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

11.4.3

11.5.2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.4.3 11.5.2

 

 

 

Ex. 1 p. 5   To present/revise vocabulary related to celestial bodies

•          Ask Ss to look at the pictures and read the definitions.

•          Give Ss time to complete the task and then check Ss’ answers.

Answer Key                                                                          

1          B         3          D         5          E         7          I          9  F

2          A         4          G         6          C         8          H

Ex. 2   p. 5     To present/revise vocabulary related to human anatomy

•          Ask Ss to read the list of organs/parts of the body and look at the diagram and complete the labels.

•          Give Ss time to complete the task and then check Ss’ answers.

•          Elicit more organs/parts of the body from Ss (e.g. large intestine, colon, bladder, small intestine, nerves, spinal column, etc.)

Answer Key

1 arteries     5 stomach          9 liver

2 veins        6 gall bladder    10 spleen

3 heart         7 kidneys           11 pancreas

4 lungs        8 larynx

 

Ex. 3   p. 5    To present/revise vocabulary related to chemical elements

Go through the lists of chemical symbols and elements.

Give Ss time to match them to each other and then check Ss’ answers around the class.

Answer Key   
1 c 3 d 5 a 7 g
2 f 4 h 6 b 8 e
               

Ex. 4   p. 6    a) To read for coherence & cohesion

• Go through the list of words and explain/  elicit the meanings of any that Ss are unsure    of.

• Give Ss time to read the online forum and   complete the gaps and then check Ss’  answers.

Answer Key

1 brain                9 universe

2 system            10 engineering

3 organisation   11 intelligence

4 sources          12 biology

5 fossil             13 system

6 crops             14 nanotechnology

7 pesticides      15 reality

8 exploration

 

b) To talk about one’s academic new year’s resolution

Give Ss time to consider their answers and then ask various Ss around the class to share their resolution with the rest of the class. Suggested Answer Key

I’d really like to study conservation biology at university because I want to help protect endangered species and stop them from becoming extinct. I would also like to do some volunteer work at a wildlife park in order to learn more about the conservation efforts being made here in Kazakhstan. I hope one day I can work in countries all around the world helping to protect lots of different animals and plants.

(Ss’ own answers)

Read the title of the module Making Connections in Biology and ask Ss to suggest what they think the module will be about (the module is about biology, genetics, taxonomy, blood types, archaea and cloning). Go through the objectives list to stimulate Ss’ interest in the module.

 

To listen and read for gist

Ask Ss to look at the pictures and then elicit what, if anything, Ss know about these races.

Elicit a variety of questions about them from Ss around the class and write three of them on the board.

Play the recording. Ss listen and read and see if their questions are answered.

 

 

SB

 

 

 

 

 

ENDING THE LESSON

 

 

Page 6 ex.4b (Home Task)

 

SB
Additional information

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Module 1   

LESSON: Module 1  Lesson  2

Modern Genetics

School:
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives that this lesson is contributing to 11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.4.1 — understand complex and abstract main points in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.2 — understand specific information and detail in extended texts on a wide range of familiar and unfamiliar general and curricular topics

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.4.5 — deduce meaning from context  in extended texts on a  wide range of familiar and unfamiliar general and curricular topics

11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.1.6 — organize and present information clearly to others

11.3.2 — ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information

Assessment criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Value links   Modern Genetics
Cross — curricular links   Biology
ICT skills Using videos& pictures, working with URLs
Previous learning  Connections in Biology
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Action

Resources

 

BEGINNING THE LESSON

11.5.2

Vocabulary & Reading

Ex. 1 p. 8  To introduce key vocabulary from a text

• Read out the list of words and give Ss time to use them to complete the diagram. • Play the recording. Ss listen and check their answers. Answer Key

1 seed 4 pod 7 stem 2 seed 5 pod 3 flower 6 flower

PRESENTATION AND PRACTICE

11.4.1

11.4.2

11.4.3

 

 

 

 

 

 

 

 

11.4.2

 

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

 

 

 

 

11.4.5

11.5.2

Ex.  2  p. 8   To listen and read for specific information

• Read out the questions. • Then elicit Ss’ guesses in answer to them. • Play the recording. Ss listen and read the text to find out if their guesses were correct.

Suggested Answer Key

Gregor Mendel is a scientist who carried out experiments using pea plants to demonstrate the inheritance of traits. He discovered how traits were passed from one generation to the next and came up with laws of inheritance that explain his findings. He is considered the ‘father of genetics’ because his work has helped us to understand how genetic information is passed down between generations.

 

Ex. 3  p. 8 To read for specific information (T/F/DS)

• Ask Ss to read the sentences 1-5.

• Then give Ss time to read the text and mark the statements according to what they read. • Check Ss’ answers around the class. Answer Key

1 DS 2 T 3 T 4 F 5 F

 

• Refer Ss to the Check these words box and ask Ss to look them up in the Word List.

• Play the video for Ss and elicit their comments

 

Ex. 4 p. 8   To consolidate new vocabulary (collocations)

• Read out the Study Skills box and then give Ss time to complete the phrases using the words in the list and make sentences with them.

• Check Ss’ answers around the class.

Answer Key

1 offspring 3 breeding 5 model 2 variation 4 allele 6 inheritance

To practise  new vocabulary (collocations)

Suggested Answer Key

The first offspring generation in Mendel’s experiments were heterozygous. Mendel conducted experiments on variation in plants. He used selective breeding. Dominant alleles tend to be expressed more often. Mendel’s primary model system was the pea plant. Mendel discovered the fundamental principles of inheritance.

 

Ex. 5  p. 9     To consolidate new vocabulary

• Ask Ss to read the text and choose the correct words in bold using their dictionaries or the Word List to help them if necessary.

• Check Ss’ answers around the class.

Answer Key

1 genes 4 trait 7 generation 2 dominance 5 dominant 3 alleles 6 passed

ENDING THE LESSON

 

11.1.6

11.3.2

11.3.7

Ex. 6  p. 9     Speaking  To consolidate comprehension of a text Ask Ss to work in pairs and prepare a short presentation taking turns to present the information. Then ask various pairs to make their presentations in front of the class.

Suggested Answer Key

A: Gregor Mendel was an Austrian monk who performed experiments on pea plants in order to understand genetic inheritance. He chose pea plants because they grew quickly and had various observable traits. From his series of experiments, Mendel came to three conclusions. He called these the laws of inheritance. B: The first law states that when gametes are formed, they only contain one randomly selected allele for each gene from the parents. A: The second law explains that the genes we inherit for different traits are inherited independently of one another and these are unchanged. This is why we have some parts that are more similar to our mother and parts more similar to our father. B: The third law explains that for each gene there are a number of alleles and some alleles are dominant over others. This means that if the offspring inherits two different alleles for a particular trait, only the dominant one will be expressed in the organism. But this doesn’t mean that the recessive allele cannot be passed on to the next generation. A: Mendel’s work was our first real understanding of genetics which is why he became known as the ‘father of genetics’.

Additional information

 

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

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

provide sentence starters for final writing task

challenge more able learners to structure final writing to include key words

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

monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

Module 1

LESSON: Module 1  Lesson  3

Grammar Adjective complements

School:
Date: Teacher’s name:
CLASS:  11 Number present: absent:
Learning objectives that this lesson is contributing to 11.6.3 — use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics

11.1.4 — evaluate and respond constructively to feedback from others

11.1.6 — organize and present information clearly to others

11.1.8 — develop intercultural awareness through reading and discussion

11.2.5 — recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.2 — ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.5 — interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.5.1 — plan, write, edit and proofread work at text level independently  on a wide range of general and curricular topics

11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.5.5 — develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with support;

Most learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with some support;

Some learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics without support;

ICT skills Using videos& pictures, working with URLs
Assessment criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Previous learning  Modern Genetics
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Action

Resources

 

BEGINNING THE LESSON

Revision vocabulary from the previous lesson

Grammar revision adjectives complements

 

PRESENTATION AND PRACTICE

 

11.6.3

 

 

11.6.3

 

11.1.4

11.1.6

11.1.8

11.2.5

11.3.2

11.3.5

11.5.1

11.5.2

11.5.5

Ex. 7 p. 9    To present/revise adjective complements

• Direct Ss to the Grammar Reference section and tell them to study the theory. • Then elicit examples from the text. Suggested Answer Key Examples in the text: he was happy that, was curious what, he was confident to, it was sad that

Ex. 8  p. 9     To practise adjective complements

• Explain the task and give Ss time to complete it.

• Check Ss’ answers.

Answer Key

1 c 2 e 3 d 4 a 5 f 6 b

Ex. 9  p. 9    Writing  To expand the topic

• Give Ss time to research online and find out more information about Gregor Mendel and his experiments and theories. Then give them time to use this information to prepare a presentation.

• Ask Ss to present their information to the class. The rest of the class should ask questions and the Ss presenting should answer them. Have the class perform peer assessment and evaluate each other’s performance.

ENDING THE LESSON

 

 

Suggested Answer Key

Gregor Mendel was born on 22nd July 1822 in a rural area of Hynčice in the Czech Republic. He was very intelligent as a child and his parents sent him away to study. After school, he studied a two-year philosophy programme where he excelled in the areas of mathematics and physics. In 1850, Mendel continued his study of mathematics and science at the University of Vienna. He worked alongside some of the most notable scientists of that time; Christian Doppler, a physicist, Andreas von Ettinghausen, a mathematical physicist and Franz Unger, a botanist. He then became a secondary school teacher in Brno in the Czech Republic. Between 1854 and 1856, Mendel carried out his experiments in hybridization, performing tests with 34 varieties of pea plant. These experiments led him to develop his laws of inheritance. He was able to understand a lot about inheritance, including the presence of dominant and recessive alleles and the way in which they are inherited. He also was able to analyse data to produce ratios of traits visible in the offspring and calculate different ratios for both the expected phenotype and genotype of the next generation. His findings underpin our understanding of inheritance and are the reason he is referred to as the ‘father of genetics’.

Additional information

 

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

provide support for less able learners in recounting task in the form of a plot line template

 

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

monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

Cross-curricular links
Health and safety check
ICT links
Values links

 

 

 

Module  1

  

LESSON: Module 1 Lesson  1

 Introduction

School:
Date: Teacher’s name:
CLASS:  11 Number present: absent:
Learning objectives that this lesson is contributing to 11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.6.9 — use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gis and identify all specific information

Assessment criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Value links  To present/revise vocabulary for celestial bodies, human anatomy and chemical elements, to read for coherence & cohesion, to talk about an academic new year’s resolution Vocabulary: Celestial bodies (the Sun, galaxy, comet, the Moon, meteor, star, planet, dwarf planet);
Cross — curricular links   Human anatomy (stomach, heart, arteries, veins, pancreas, liver, gall bladder, lungs, spleen, larynx, kidneys); Chemical elements (oxygen, sodium, nitrogen, iron, carbon, silver, hydrogen, gold); Nouns (nanotechnology, sources, brain, crops, reality, organisation, intelligence, exploration, universe, fossil, engineering, biology, system, pesticides)
ICT skills Using videos& pictures, working with URLs
Previous learning  Previous year
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
 

BEGINNING THE LESSON

 

What is in the Module?

Read the title of the module Starter and ask Ss to suggest what they think it means. Go through the topic list and stimulate a discussion to prompt Ss’ interest in the module.

PRESENTATION AND PRACTICE

 

11.5.2

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

SB  Ex. 1  p. 5  To revise/practise vocabulary related to extreme weather conditions

• Read the types of extreme weather conditions aloud and elicit an explanation for each one from various Ss around the class (e.g. during a thunderstorm there are bright flashes of light in the sky). • Give Ss time to complete the task and then check Ss’ answers.

Answer Key

1 thunderstorm 2 hurricane 3 drought 4 flood 5 heatwave 6 dust storm

 

SB  Ex. 2   p. 5   To revise/practise vocabulary related to the environment

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

1 greenhouse 2 smog 3 waste 4 warming 5 spill 6 conservation 7 fuels 8 layer

 

SB  Ex. 3   p. 5  To revise/practise vocabulary related to means of transport

• Explain the task and give Ss time to circle the odd words. • Check Ss’ answers around the class.

 Answer Key

MOTORBIKE – rails BUS – nose PLANE – license plate SHIP – pedal TRAIN – steering wheel

 

SB  Ex. 4  p. 5  To revise/practise vocabulary related to the Solar System

• Read the vocabulary items aloud and elicit an explanation for each one from various Ss around the class (e.g. a constellation is a group of stars that make a recognisable shape in the sky). • Give Ss time to complete the task. • Check Ss’ answers around the class.

Answer Key

1 Milky Way 2 meteorite 3 satellite 4 spacecraft 5 eclipse 6 constellation

 

SB  Ex. 5  p. 6    To revise/practise vocabulary related to entertainment

• Go through the vocabulary items and elicit an explanation for each one from various Ss around the class (e.g. a cast is the group of people who act in a film, etc). • Give Ss time to complete the task. • Check Ss’ answers.

Answer Key

1 set 2 season 3 stage 4 costume 5 interval 6 award 7 audience 8 rehearsal 9 plotline 10 cast

 

SB  Ex. 6   p. 6  To revise/practise vocabulary related to appearance & character

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

1 tanned 2 overweight 3 frizzy 4 wrinkles 5 easy-going 6 ambitious   7 forgetful 8 noisy 9 messy 10 sensible

SB

 

 

 

 

 

ENDING THE LESSON

11.5.2

 

• Extension: If you wish, you can ask Ss to write their own sentences with the rest of the vocabulary items.

Suggested Answer Key

1 He looks thin and pale; is he OK?

2 Jack goes to the gym at least five times a week so he is very well-built.

3 She use to have long straight hair but recently she cut it short and had a perm.

4 I get freckles on my face if I spend too much time in the sun.

5 Sophie is very open-minded, she never judges others and is interested in different cultures.

6 He is so arrogant – he thinks he’s the best player on the team!

7 I know I can trust my best friend, she’s really loyal and truthful.

8 My sister is really nosey; she’s always listening in to other people’s conversations.

9 Don’t be so bossy, you can’t tell me what to do!

10 Jenny is quite sensitive; she often cries when we’re watching a sad movie.

 

Additional information

 

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

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

challenge more able learners to come up with a strategy for effectively recording different types of vocabulary presented in this lesson

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

check pronunciation of new words and reinforce with drilling where necessary

Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

 

 

 

 

 

 

Module 1   

LESSON: Module 1  Lesson  2

Making contact

School:
Date: Teacher’s name:
CLASS: 11 Number present: absent:
Learning objectives that this lesson is contributing to 11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.6.9 — use a wide variety of present and past forms, including a growing number of more nuanced contrasts [past and perfective aspect/simple and progressive aspect] on a wide range of general and curricular topics

11.3.7 — use appropriate subject-specific vocabulary and syntax to talk about a range of familiar and some unfamiliar general and curricular topics

11.2.6 — deduce meaning from context in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics 11.6.8 — use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics

11.1.1 — use speaking and listening skills to solve problems creatively and cooperatively in groups

11.6.8 — use a wide variety of future forms, including future perfect forms on a wide range of general and curricular topics

11.1.5 — use feedback to set personal learning objectives

11.3.2 — ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

Lesson objectives All learners will be able to:
use some target vocabulary successfully in opinion tasks and show some gist understanding of the appropriate situation

Most learners will be able to:

use most target vocabulary successfully inn opinion tasks and show some gist understanding of the appropriate situation

Some learners will be able to:

use most target vocabulary successfully in opinion tasks, read effectively for gist and identify all specific information

Assessment criteria Learners have met the learning objective (C10 / S7) if they can: speak about the problems and suggest the solutions to some of the problems
Value links Protect nature
Cross — curricular links  Geography
ICT skills Using videos& pictures, working with URLs
Previous learning  types of extreme weather conditions
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
BEGINNING THE LESSON

11.5.2

 

SB  Ex. 7  p. 6   To revise/practise vocabulary related to holidays • Explain the task and give Ss time to circle the odd words. • Check Ss’ answers around the class.

Answer Key

1 TYPES OF HOLIDAYS – plane 2 ACCOMMODATION – limo 3 TRANSPORT – villa 4 PLACES – café 5 EATING OUT – fishmonger’s

PRESENTATION AND PRACTICE

 

11.6.9

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.3.7

 

 

 

 

 

 

 

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

11.2.6 11.3.7 11.6.8

 

 

 

 

 

 

 

 

 

 

 

 

11.1.1 2 11.6.8 11.1.5 11.2.6 11.3.2

SB  Ex. 8  p. 6  To revise/practise present and past tenses

• Explain the task and give Ss time to complete it. Ss can refer to the Grammar Reference section for more information. • Check Ss’ answers. Ss should identify the tenses and justify their use. • Revise the tenses and their uses if necessary.

Answer Key

1 had already started – past perfect – an action that happened before another past action. 2 leaves – present simple – timetable/schedule. 3 had been preparing – past perfect continuous – to put emphasis on the duration of an action which started and finished in the past, before another action in the past, usually with for or since. 4 have watched – present perfect – with today, this morning/afternoon/week, so far, etc when these periods of time are not finished at the time of speaking. 5 was playing – past continuous – a past action which was in progress when another action interrupted it. 6 is studying – present continuous – actions happening around the time of speaking. 7 decided – past simple – actions which happened at a specific time in the past. 8 has been running – present perfect continuous – for an action that started in the past and lasted for some time. It may still be continuing or have finished,but it has left a visible result in the present.

 

SB  Ex.  9   p. 6   To identify appropriate responses to everyday English expressions • Explain the task and give Ss time to complete it. • Check Ss’ answers. • As an extension, ask pairs of Ss to act out the exchanges.

Answer Key

1 a 2 b 3 b 4 a 5 a

 

Module Objectives Read the title of the module, Making contact, and ask Ss to suggest what they think the module will be about (the module is about new academic year resolutions, countries & cities, types of buildings, construction materials, types of roads/streets, architectural styles, and culture shock.) Go through the objectives list to stimulate Ss’ interest in the module.

 

SB  Ex. 1 p. 7   To introduce new vocabulary

• Direct Ss’ attention to the texts and the words in the list and give Ss time read the texts and complete the gaps with the appropriate word.

• Check Ss’ answers around the class and explain/ elicit the meaning of any unknown words.

Answer Key

1 option 2 study 3 direction  4 gap year 5 mentality  6 networking      7 internship 8 environment

• Play the video for Ss and elicit their comments at the end.

 

SB  Ex. 1 p. 7    a) To practise/personalise new vocabulary by talking about the topic

• Read out the question to Ss. • Ask various Ss to tell the class. Suggested Answer Key

Once I finish school, I plan to take a gap year before going to university. I think this is the best option for me as I’m not sure what I want to study yet, so a gap year will give me the time and space to think carefully about my future career path. I plan to spend part of the year travelling as I believe this will be a great life experience and make me a more independent and well-rounded person. I also hope to do an internship and some voluntary work to gain experience. That way I’ll know what I’m really interested in before I start studying.

 

b) To practise new vocabulary and expand on the topic by talking about new academic year resolutions Ask Ss to discuss their resolutions further with each other in pairs or small groups and provide feedback. • Give Ss time to read the quotation and discuss in pairs what they think it means.

ENDING THE LESSON

 

• Ask various Ss to tell the class. Suggested Answer Key

 I think this quote means that you never get tired of learning new things. The human brain is designed to absorb and process new information and will continue to do so throughout a person’s lifetime.The more we“feed”our mind, the more it will be stimulated and want to learn more.The brain learns new things in many ways: reading, travelling, being open to new experiences, and talking about interesting topics with other people. Our brains can never become full which means there are endless possibilities to what we can learn, as long as we’re willing to put the effort in. We should remain interested in learning new things no matter how old we are because life is more exciting and rewarding when we engage with the world around us.

Additional information

 

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

prompt less able learners to engage in whole class checking and plenary activity with supportive questioning

provide sentence starters for final writing task

challenge more able learners to structure final writing to include key words

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

monitor for spoken accuracy in plot prediction task and use a range of oral correction techniques

Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

 

 

Module 1

LESSON: Module 1  Lesson  3

1a Countries & Cities (architecture)

School:
Date: Teacher’s name:
CLASS:  11 Number present: absent:
Learning objectives that this lesson is contributing to 11.4.8 — select and evaluate paper and digital reference resources to check meaning and extend understanding

11.5.2 — use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately

11.4.3 — skim a range of lengthy texts with speed to identify content meriting closer reading  on a range of more complex and abstract,  general and curricular topics

11.2.5 — recognize the attitude or opinion of the speaker(s) in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.3.2 — ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics

11.3.5 — interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics

11.4.5 — deduce meaning from context  in extended texts on a  wide range of familiar and unfamiliar general and curricular topics

11.6.1 — use a variety of pre- and post- modifying noun structures on a wide range of general and curricular topics

11.1.8 — develop intercultural awareness through reading and discussion

11.1.10 — use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

11.5.5 — develop with minimal support coherent arguments supported when necessary by examples and reasons for a wide range of written genres in familiar general and curricular topics

11.1.6 — organize and present information clearly to others

11.6.3 — use a variety of adjectives complemented by that, infinitive and wh- clauses on a wide range of general and curricular topics

Lesson objectives All learners will be able to:
use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with support;

Most learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics with some support;

Some learners will be able to:

use an increased variety of reported speech forms for statements, questions and commands, including indirect and embedded questions with know, wonder on a range of familiar general and curricular topics without support;

ICT skills Using videos& pictures, working with URLs
Assessment criteria Learners have met the learning objective if they can: speak about the problems and suggest the solutions to some of the problems in the pictures
Previous learning  Making contact
Plan
Planned timings Planned activities (replace the notes below with your planned activities) Excel Resources
BEGINNING THE LESSON

 

 

 

 

 

 

 

 

 

11.4.8

Background information

Antoni Gaudi was a Catalan architect who had a very distinctive style. He was born in 1852 and died in 1926. He worked mostly in Barcelona, Spain. His masterpiece was La Sagrada Familia. Barcelona is a city in the north east of Spain. It is a major Mediterranean port and commercial centre and is famous for its culture, beauty and individuality. Dubai is the capital city of the emirate of Dubai, one of the wealthiest of the seven emirates that make up the United Arab Emirates. It is a city of skyscrapers and big business, as well as beaches and tourism.

 

SB   Ex. 1 p. 8  To present and practise topic-related vocabulary

• Ask Ss to check the meaning of the words/ phrases in the Word List or their dictionary. • Check Ss’ comprehension around the class and explain/elicit the meaning of any unfamiliar words/ phrases.

Answer Key

captivated (v): very interested in and attracted to something robust (adj): strong and not easily broken portability (n): ability to be moved and transported sturdiness (n): the quality of an object that is solid, strong and not easily broken coat of arms (n): a country’s symbol; a design in the shape of a shield masterpiece (n): a great work of art spire (n): the tall, pointed part of a church or other grand building rounded window (phr): a window that is circular or curved in shape perforated (adj): filled with holes apex (n): the top of something

PRESENTATION AND PRACTICE

11.5.2

 

 

 

 

 

11.4.3

11.2.5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.1.8

11.4.2

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.3.2

11.3.5

 

 

 

 

 

 

 

 

 

 

 

11.4.5

 

 

 

 

 

 

 

 

11.5.2

11.6.1

 

 

 

 

 

 

11.5.2

 

 

 

 

 

 

 

 

 

 

 

 

 

11.1.8

11.1.10

11.3.5

11.5.5

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

11.1.6 11.1.8 11.1.10 11.6.3

 

SB   Ex. 2  p. 8     a) To present and practise topic-related vocabulary in context

• Explain the task and give Ss time to complete it. • Check Ss’ answers around the class.

Answer Key

1 perforated 2 portability and sturdiness 3 apex 4 masterpiece

 

b) To listen and read for specific information/To identify the speakers’ attitude

• Ask Ss to read the completed sentences in Ex.2a. • Play the recording. Ss listen and read and match the buildings in the text to the sentences. Then, elicit Ss’ ideas about each speaker’s attitude. • Check Ss’ answers.

Answer Key

Sentence 1 matches the O-14 tower in Dubai. Sentence 2 matches the yurts in Kazakhstan. Sentence 3 matches Atlantis The Palm in Dubai. Sentence 4 matches La Sagrada Familia in Spain. Suggested Answer Key Alan is completely captivated by not only the city of Nur-Sultan, but also the traditional Kazakh yurts. Aruzhan is blown away by Antoni Gaudi’s architectural Background information Antoni Gaudi was a Catalan architect who had a very distinctive style. He was born in 1852 and died in 1926. He worked mostly in Barcelona, Spain. His masterpiece was La Sagrada Familia. Barcelona is a city in the north east of Spain. It is a major Mediterranean port and commercial centre and is famous for its culture, beauty and individuality. Dubai is the capital city of the emirate of Dubai, one of the wealthiest of the seven emirates that make up the United Arab Emirates. It is a city of skyscrapers and big business, as well as beaches and tourism. 1.2 style and is particularly impressed by La Sagrada Familia. Serik is in awe of the immense size of Dubai’s modern landmarks and is especially amazed by Atlantis The Palm.

 

SB   Ex. 3  p. 8   To prepare for a reading task and read for specific information (multiple matching)

• Read out the Study Skills box and explain the task. Give Ss time to complete it. • Check Ss’ answers.

Answer Key 1 C (Seeing Dubai had been on my to-do list for ages).

2 B (… La Sagrada Familia: Gaudi’s unfinished masterpiece / one of the longest ongoing construction projects in recorded history).

3 A (… a shanyrak […] is an integral part of Kazakh culture).

4 B (These “double-twist” columns … were his own original creation).

5 B (… Gaudi used some typical features of Gothic architecture, … “double twist” columns … influenced by Greek,Roman and Baroque styles).

6 C (… by designing the lateral support structures on the outside of the building, […] they could minimise the core of the building, and provide more open interior spaces…)

7 A (Futuristic buildings have always captivated me … Yet in my time in Kazakhstan, what has struck me most is the yurt).

• Refer Ss to the Check these words box and explain/elicit the meanings of the words, or ask Ss to use their dictionaries and look them up.

Suggested Answer Key

inhabited (adj): lived in awe-inspiring (adj): causing respect and admiration aspiring (adj): ambitious distinctive (adj): characteristic and easy to recognise bind (v): to tie together unforgiving (adj): harsh and unpleasant insulate (v): to cover the walls of a building in order to prevent heat from getting out intersect (v): to cross over heirloom (n): something of value that is passed down through the generations of a family stark (adj): obvious blow sb away (phr v): to surprise and impress sb arch (n): a curved structure flying buttress (n): a part of a building that supports another part and forms an arch stunned (adj): shocked and amazed sheer (adj): complete (used for emphasis) mind-boggling (adj): difficult to understand exoskeleton (n): a hard exterior layer slab (n): a flat, thick piece of something solid lateral (adj): sideways core (n): the central, interior part of sth load-bearing (adj): supporting the weight of something heavy centrepiece (n): the most important part of sth be infused with (phr): be filled with adorn (v): to decorate do sth justice (phr): to be accurate in the description of sth

 

SB   Ex. 4  p. 9      To read for comprehension

• Give Ss time to read the text again and answer the questions in their own words. • Check Ss’ answers around the class.

Suggested Answer Key

1 The shanyrak is an important part of Kazakh culture as it symbolises peace and tranquility. That’s why parts of it are often given as family heirlooms. 2 When designing La Sagrada Familia, Antoni Gaudi combined spires and rounded windows, which are typical features of Gothic architecture, with his own uniquely designed columns that were influenced by Greek,Roman and Baroque styles. 3 The thing that impressed Serik the most about Dubai was the enormous size of the buildings.

 

SB   Ex. 5   p. 9       To consolidate vocabulary through synonyms • Explain the task. • Give Ss time to check the words in their dictionaries and match the words to their synonyms. • Check Ss’ answers.

Answer Key

awe = amazement pointed = sharp unmistakable = distinct feat = accomplishment perspective = viewpoint integral = important blend = combination immense = massive

 

SB   Ex. 6   p. 9       a) To present and practise topic-related collocations

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Answer Key

1 d 3 e 5 g 7 c 2 f 4 b 6 a

 

b) To practise topic-related collocations in context

• Explain the task and give Ss time to complete it. • Check Ss’ answers.

Suggested Answer Key

1 The nomadic tribes in Kazakhstan lived in yurts. 2 The shanyrak is an integral part of Kazakh culture. 3 The shanyrak is often given to younger generations as family heirlooms. 4 There is a stark contrast between the past and present ways of life in Kazakhstan. 5 Spires and rounded windows are typical features of Gothic architecture. 6 Atlantis The Palm is a huge hotel resort that makes a lasting impression on its visitors. 7 Three architects discuss their first-hand experiences of witnessing some amazing buildings around the world. • Play the video for Ss and elicit their comments at the end.

 

SB   p. 9       Speaking & Writing To practise and consolidate vocabulary relating to architecture by talking and writing about the buildings described in the texts

• Explain the task and give Ss time to discuss in pairs which of the buildings impressed them the most. Encourage Ss to justify their opinions. • Monitor the activity around the class. • Then ask Ss to write a short paragraph about the building that has impressed them the most giving reasons for their choice.

• Alternatively, assign the task as HW and check Ss’ paragraphs in the next lesson.

Suggested Answer Key

A: Barcelona is my favourite city, so of course I find La Sagrada Familia most impressive. I saw it in person last year and it is breathtaking. It looks nothing like other cathedrals in Europe, which makes it truly unique. What about you? Which building impresses you most? B: I agree that La Sagrada Familia is amazing, but Kazakh yurts really impress me.Yurts are a major part of our culture. In fact, pieces of an ancient shanyrak have been passed down through many generations of my family. These structures make me feel very connected to my nomadic ancestors. In my opinion, La Sagrada Familia is the most impressive of all the buildings discussed. I am particularly impressed by how Antoni Gaudi managed to combine different styles of architecture so well to create this masterpiece. I don’t think Greek, Roman, Baroque and Gothic styles had previously been combined in one structure. I am also impressed by La Sagrada Familia because it is more than just a church. It actually changed people’s ideas about what a cathedral can look like. It is rare to find any structure that can have such an impact.

 

SB   p. 9      Writing To expand on the topic and develop research skills

• Explain the task and give Ss time to complete it. • Alternatively, assign the task as HW and check Ss’ answers in the next lesson. •

ENDING THE LESSON

 

 

Ask Ss to give their presentations in class.  

Suggested Answer Key

The nomadic tribes of central Asia have inhabited yurts for centuries, as they moved several times a year around the steppe. Historically, this sturdy type of tent is connected with the area and evidence suggests that they have been used for thousands of years. Herodotus, the ancient Greek historian described the tent-like homes of the Scythians – a nomadic people that lived near the Black and Caspian Seas around 440 BCE. Nowadays, yurts do not serve their original purpose any more. However, they are inextricably linked with Kazakh culture and for this reason, the shanyrak, the top part of the yurt, is depicted on the flag of the Republic of Kazakhstan and on its official emblem. Also, in 2014, the yurt was included in the UNESCO Representative List of the Intangible Cultural Heritage of Humanity. According to UNESCO, “the yurt remains a symbol of family and traditional hospitality, fundamental to the identity of the Kazakh and Kyrgyz peoples.” The yurt’s unique architecture is ideal for the nomads’ seasonal migrations in harsh weather conditions. Its hemispherical shape makes it strong enough to resist the strong winds of the steppe.The yurts are covered with felt on the exterior and decorated with carpets on the interior making them adequately heated. The opening at the top ensures that there is circulation of fresh air. It is even more amazing that they can be easily taken apart – it takes 30 minutes to 3 hours – and carried by horses and camels.

Additional information

 

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

provide support for less able learners in recounting task in the form of a plot line template

 

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

monitor learner language for accuracy in opinion feedback task and ask other learners to peer correct errors

Cross-curricular links
Health and safety check
ICT links
Values links
Reflection

 

Were the lesson objectives/learning objectives realistic?

 

Did I stick to timings?

 

What changes did I make from my plan and why?

 

 

 

 

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson

 

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