The theme: Nanotechnology
School №60
Date:  05.03.2022 Teacher’s names: Mambetzhanova.D.ZH
Class:10A Present:                                    Absent:
Learning objectives(s) that this lesson is contributing to
 10.UE8  use a variety of future active and passive and future continuous forms on a wide range of familiar general and curricular topics
10.R7  recognize patterns of development in lengthy texts [inter-paragraph level] on a range of general and curricular topics
Lesson objectives All learners will be able to:
ü  Identify  Future tenses
ü  Practice  future continuous and future perfect
ü  Make predictions about future development of technology
Most learners will be able to:
ü  Identify  most Future tenses
ü  Differentiate between the usage of future continuous an perfect
Some learners will be able to:
ü  Identify  all Future tenses
Value links Respect and collaboration values are instilled through pair work.
Cross curricular links Chemistry and Biology
Previous learning
Technological breakthrough
ICT skills projector
Intercultural awareness
Ethical use of technology
Kazakh culture
New discoveries are needed to solve environmental problems in the country
Pastoral Care
To provide opportunity to work autonomously
To create a friendly atmosphere for collaborative work
Health and Safety
Make sure power cords are not a tripping hazard
Everyday classroom precautions
Planned timings  
Planned activities
Lesson 1
5 min
Introduce learning objectives and agenda
 Have students predict the future of technology
What other technological advancements can possibly be developed in the future?
Sound drill
Peter Piper picked a peck of pickled peppers
A peck of pickled peppers Peter Piper picked
If Peter  Piper pickled a peck of pickled peppers
Where’s the peck of pickled peppers Peter Piper picked
15 min
-Students make up the sentences on the board Scientists recently created a microscopic robot
 Key words
attached to
medical applications
Read the words in  the class and draw students, attention to the meanings of the words .
Students work individually, reading the six predictions in the text and deciding which of the expressions (a-d) apply to еaсh one.
Students then form groups of thrее or four and compare their answers.
Students discuss their answers as a whole class and give their opinions about the certainty of the predictions.
EX2 p 84
Task 2 Chamomile
Each sheet has got questions, I’ll give for two groups and you should do with your group
Task 3 Group discussion
Group1 should make a shot summary
Group2 should make true/false tasks
Speaking practice
Work in pairs. Make predictions about each other in ten years’ time. Say what you think about your partner’s predictions.
A I think that in ten years’ time you’ll be working as a vet.
B I hope so!
1 Will he/she be living here or abroad? Where?
2 How many jobs will he/she have had by that time?
3 What will he/she have achieved?
5 min Reflection
What did you learn?
How do you see yourself in 10/20 years?
Additional information
Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners?
More able learners will be challenged to work out the meaning of unfamiliar words from context
Less able students will be supported by a teacher while doing a vocabulary  task and some unfamiliar words in the task  will be translated for them
Learners ‘Assessment – how are you planning to check learners’ learning?
Cross-curricular links
Curriculum links with Biology and chemistry
Summary evaluation
What two things went really well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?

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