КСП Аяпова Английский язык 11 класс Краткосрочное планирование

Approved: _______________________ Date: _______

LESSON PROCEDURE

The theme	Diagnostic test
The aims of the lesson:	· To review vocabulary and grammar of 5-10^th grade programme; · To check their possibility to use grammar accurately; · Individual feedback.
Objectives	Organization moment Warm-up Team work “Grammar reference” Individual work “Diagnostic test” Pair work “Corrections” Reflection	2 min 5 min 8 min 20 min 7 min 3 min
The expected result	ü Students will review vocabulary and grammar of 5-10^th grade programme; ü Students’ possibility to use grammar accurately will be checked; ü Students will be able to work individually.
The main idea	— Create “Word bank” — Diagnostic test — Working out: understanding the implication of a question and do corrections.
Assessment	1. Learning/ Response logs (collect vocabulary and compose their thoughts) 2. Individual whiteboards (write down got points (for example (25/15)
Homework	Work with mistakes

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

Organization moment
Greeting
Warm-up

Write as more words as possible (words learnt during 10^th grade)
Travelling; The United Kingdom of Great Britain
Geographic position of Kazakhstan; Geographic position of Canada
Health care
From the history of Canada
Cultural Heritage of Kazakhstan and English speaking countries
Time and Youth
Change their papers and ask them to explain or make sentences according to the given words. If they have any problem with translation, let them look up words in the dictionary.
Teach them new way of assessing their knowledge: Learning/ Response logs. This is one of formative assessing methods. They can write notes or just get a new notebook and collect vocabulary and compose their thoughts on it.

Divide the class into several groups
Main part

Step 1: Team work “Grammar reference”

Remind the grammar: tenses, article

Step 2: Individual work “Diagnostic test”

Choose the correct answer (a, b, с or d)

They … football every other Sunday.
a) play usually b) usually play c) are usually playing d) usually are playing
When children … in, their parents … up New Year presents.
a) were coming, wrapped b) were coming, were wrapping
c) came, wrapped d) came, were wrapping
This driver is very careless. I’m sure he … an accident.
a) will have b) is going to have c) will be having d) is having
Last year my friends and I … to take part in a TV programmе.
a) invited b) invite c) were invited d) are invited
I wonder if you … lend me some two hundred.
a) could b) may c) must d) can
Would you mind … the window? It’s rather chilly in here.
a) to close b) closing c) close d) to closing
Jennie … a very smart and hard-working girl.
a) is said that she is b) said that she to be c) is said to be d) said to be
I was born in a small town on … Volga.
a) a b) the c) an d) — (nothing)
Russia has strong trade ties with … People’s Republic of China.
a) a b) the c) an d) — (nothing)
Everyone knows that Kennedy … by an insane person.
a) had been killed b) is killed c) was killed d) was being killed
If they … that it is important, the work … really soon.
a) will see, will be finished b) see, would be finished
c) saw, will be finished d) see, will be finished
Even after 30 years of marriage he … his wife.
a) adores b) loves c) celebrates d) desires
The birth rate is very low now. … the number of schools is not enough.
a) however b) nevertheless c) though d) asthough

The parts of the following text are all mixed up. Put them in the right order

A) He often told his friends that he could tell anyone’s character exactly by his handwriting. So one lady friend decided to give it a test.
B) The lady was surprised. She smiled and explained that this was Balzac’s own exercise book which he used when he was a little boy.
C) She brought him a young boy’s exercise book. She said she wanted to know what Balzac thought of the boy’s character.
D) Balzac, the famous French writer, was a man of great talent. He was very proud of his ability to tell a person’s character by his or her handwriting.
E) He decided to tell the truth. The boy’s exercise book showed that it was written by a bad, lazy fellow with no respect to other people.

She told him that the boy wasn’t her son and asked him to tell her the truth. Balzac studied the boy’s handwriting very carefully.

Resource: http://nsportal.ru/shkola/inostrannye-yazyki/library/2014/11/10/vkhodnoe-testirovanie-po-angliyskomu-yazyku

Step 3: Pair work “Corrections”

They can check their work themselves or change with his/ her partner and put points.
Individual whiteboards (write down got points (for example (25/15)

1b 2d 3b 4c 5a 6b 7c 8b 9b 10c 11d 12a 13a 14 (D, A, C, F, E, B)

Conclusion

What was easy for you? What was difficult for you? Why was it difficult?

How can you solve this problem?

Approved: _______________________ Date: _______

LESSON PROCEDURE

The theme	Means of communication. What’s communication
The aims of the lesson:	· To know and use the terms that are useful for analysing language on the topic “Inventions”; · Collect, select and assemble ideas; · Individual and group feedback.
Objectives	1. Organization moment 2. Warm-up 3. Team work “Vocabulary” 4. Team work “Reading and speaking” 5. Pair work “is it true?” 6. Expressions / reflections	2 min 4 min 10 min 15 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 “Inventions”; ü They will collect, select and assemble ideas; ü They will be able to work individually and in group.
The main idea	— Create “Wordbank” based on the topic “Means of communication”: Message, internet, capture a video — Review: Present Simple and Present Continuous tenses. — Expectation: Discuss about the means of communication. — Working out: understanding the implication of a question and selecting material to suit it.
Assessment	Learning logs Observing paper As I see it
Homework	Ex 4p.8 to retell the text
Teachers reflection

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

Organization moment
Greeting
Warm-up

Show them several pictures, like a radio, TV and satellite. They should find the name of the lesson by thinking critical.

Divide the class into two groups by using different coloured papers.
Main part

Step 1: Team work “Vocabulary”

*Look through the text without paying a lot of attention. They should complete the following chart as possible as they can. Chart can be filled demanded on each student’s knowledge.

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

Assessment: Learning logs

Step 2: Team work “Reading and speaking”

*Work in small groups. They will read the text in groups and each group should try to give the main idea of the text.

Personal computers are being used in almost every field today. For instance, they can pay wages, reserve seats on planes, control satellites in space.

The most popular means of communication nowadays is the mobile phone. Advanced models of mobile phones enable users to access the internet, send and receive e-mail and text messages, watch TV, listen to music, take photos, navigate by the Global Positioning System and phone.

For many people the thought of being out of contact for even an hour is unbearable.

If to speak about disadvantages of television, there are people who wouldn’t miss their favourite chat shows or football matches for anything in the world. Such people must remember that one can get addicted to TV, as it is a habit-forming drug impossible to resist. There are people who stop participating in any sports activities. Others stop going out to communicate with their friends and relatives.

George Bernard Shaw used to say that maximum of opportunities is always combined with maximum of temptation. This saying can be fully applied to modern means of communication and technical progress.

Assessment: Observing paper

Step 3: Pair work “Is it true?”

*They should read the expression which could be met in the text. They should read and decide if they agree or not. If not they can prove their answers. .

	*Yes*	No	*Why?*
The most popular means of communication nowadays is the mobile phone
For many people the thought of being out of contact for even an hour is unbearable.
There are people who stop participating in any sports activities.

Assessment: As I see it

Conclusion

Expression of students about the lesson

Positive expressions: ________________________________________________________

Negative expressions:________________________________________________________

Approved: _______________________ Date: _______

LESSON PROCEDURE

The theme	Keeping in touch with new technologies
The aims of the lesson:	· To introduce how to read for gist; · Focus on Sentences with wish and if only; · Individual and group feedback.
Objectives	1. Warm-up 2. Team work “Intensive reading” 3. Team work “Discussion” 4. Individual work “Check yourself” 5. Expressions	10 min 13 min 10 min 7 min 5 min
The expected result	ü They will be able to read for gist; ü They will be able to use Sentences with wish and if only; ü They will be able to work individually and in group.
The main idea	— Create “Wordbank”: The Moon, the Earth, Solar system, the Sun, orbit — Expectation: discuss the different ideas about technologies and their effect to other people. — Working out: understanding the implication of a question and selecting material to suit it. — Grammar skills: Wish … if only…
Assessment	1. Respond logs 2. Discussion 3. Individual whiteboard
Homework	1. Ex 4p.8 to retell the text
Teachers reflection

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

Organization moment
Greeting
Warm-up

*Teacher asks them to pay attention to the pictures and say that they are someone’s wish. Students should decide which under given sentence is about the picture.

1.I wish I lived on a beautiful island. 2. If only you were not so talkative.

3.1 wish I could dance. 4. If only I had a driving license.

I wish I had a big bar of chocolate. 6.I wish you didn’t quarrel much.
If only your room were not in a mess. 8.I wish I could fly.
Divide the class into several groups
Check their homework
Main part

Step 1: Pair work “Intensive reading”

*Read these tips of reading scientific articles. When you see words you don’t know

1) read the whole sentence to see if you can get an idea about what the word means. Sometimes it’s best not stop reading to look up a word.

2) If you still don’t know what the word means and if you need the meaning to understand the paragraph, check the glossary at the bottom of the page or in the back of the book.

3) Write down new words and their meanings in your notebook for later study.

Text: Some people say that the Internet and mobile phones are anti-social. However, according to new research, the truth is that communication technology is bringing people closer together. A study found that family members were keeping in regular contact today more than ever before. And this is all thanks to e-mail, chat, our cell phones and SMS messaging. It is true. Years ago, it took a long time to write a letter, then find an envelope and go to the post office to buy a stamp and post it. Today we write mails while we wait for our change in the store and they are sent in an instant. Having free Internet telephone calls also helps us to stay in touch more often and for longer. Everyone uses it, from five-year-old kids to grandparents. Technology has a positive effect on communication within families. Fifty-three percent of 2,252 adults asked by researchers said it increased communication within families. Only two percent said it decreased this. Parents used to be off to work, children used to be off to school.. .and not until 5 or 6 o’clock did they ever connect.

Assessment: Respond logs

Step 2: Team work “Discussion”

*Discuss the ideas as a class:

Communication technology is uniting people. • Family members are in more regular contact today than ever before. • Many parents now keep up with technology • Technology has had a very negative effect on family communication.

*Write five questions about keeping in contact. Write the questions in your notebooks. When you have finished, interview other students. Write down their answers.

Assessment: Discussion

Step 3: Individual work “Check yourself”

Check yourself; try to recall how the words were used in the text:

Anti-social • 55 percent • 5 year old kid • 2,252 • 5 or 6 o’clock

Assessment: Individual whiteboard

Conclusion

Expression of students about the lesson

Positive expressions: ________________________________________________________

Negative expressions:________________________________________________________

Approved: _______________________ Date: _______

LESSON PROCEDURE

The theme	Mobile phones
The aims of the lesson:	· To teach them new theme about mobile phones; · To learn new vocabulary and how to act out dialogues in accuracy; · Individual and group feedback by compile dialogues.
Objectives	1. Warm-up 2. Team work “Complete the table” 3. Pair work “Acting out” 4. Pair work “Conversation” 5. Expressions	10 min 13 min 10 min 7 min 5 min
The expected result	ü They will know new theme about mobile phones; ü They will learn new vocabulary and how to act out dialogues in accuracy; ü They will be able to compile telephone conversation (dialogues).
The main idea	— Create “Wordbank”: Telephone etiquette , receiver — Expectation: discuss the different ideas about technologies and their effect to other people. — Working out: understanding the implication of a question and selecting material to suit it. — Grammar skills: Past simple past continuous
Assessment	1. Respond logs 2. Discussion 3. Individual whiteboard
Homework	1. Ex 11,p13

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

Organization moment
Greeting
Warm-up “Brainstorming questions”
Do you have a mobile phone?
If not, would you like to have one?
What do you think when you hear a mobile phone ring – in class? / In the street?
Divide the class into two teams
Check their homework

Main part

Step 1: Team work “Complete the table”

*Hand out a copy of Worksheet A. As a class discuss the different uses of mobile phones and see if your students can think of any other reasons why people use their mobile phones.

*Distribute a copy of the grid per person. Check that they all understand the meaning of the reasons in the grid before they fill it in.

*Make sure they fill in the empty boxes in the second row first.

Reasons people use phones	Reasons you use your mobile phone
Conversation or text message
To let their people know where they are
To flirt with someone
As a clock
To play games
Just to say hello
To arrange to meet friends
To find out about the cinema or football results
Some more reasons

Assessment: Respond logs

Step 2: Pair work “Acting out”

*Сut up the dialogue and put into an envelope. This dialogue is to give the students a model conversation from which to work from and create their own telephone conversations. They should first try to put the conversation into the correct order and try to understand the gist of the conversation to do so. Make sure they check and correct the sequence before looking at the meaning of the conversation in more detail. The questions can be answered in their pairs. You may have to explain some expressions, which you could do with synonyms.

“Hello”

“Hi Sophie, it’s Justin.”

“Hi. How are you?”

“Fine thanks. Listen I haven’t got long because I’ve got a maths class in a minute. I just wanted to see if you are still coming tonight.”

“I’m not sure. I think my mum wants me to stay in tonight. We’re going to my aunt’s house tomorrow and we have to leave really early.”

“Why, where does she live?”

“Miles away!”

“Well, what about if you came early and then my dad could give you a lift home at about ten. Most people are coming around seven anyway and it would be cool if you came.”

“Ok well, let me speak to my mum and I’ll text you later.”

“Ok, cool.”

“See you later.

“Yeah, bye.”

Assessment: Two stars and a wish

Step 3: Pair work “Conversation”

*For telephone conversations sit everyone back to back so that they don’t have the advantage of seeing the person they’re talking to and so better recreate speaking on the telephone.

*Number the students A and B and distribute the following situations randomly, one for each pair. This can be done as an improvisation or they can write a draft of the conversation first.

*For lower levels especially they will get more out of this activity if they spend time before the conversation itself at least thinking about the content.

*Мonitor the conversations, helping in the preparation stages but let them speak spontaneously when actually doing the role-play. Give the students time afterwards to reflect on the conversation they had and the difficulties they came across when speaking.

You phone your best friend the morning of his/her birthday

Phone your parents to ask them if you can be late for dinner to stay for an extra drama class after school.

Tell your friend that you’re going to be late meeting them

Phone your friend to find out where they are. You’ve been waiting for them in a café for twenty minutes.

Assessment: Individual whiteboard

Conclusion

Expression of students about the lesson

Approved: _______________________ Date: _______

LESSON PROCEDURE

The theme	Are you computer literate?
The aims of the lesson:	· To teach them new theme about computer literate people; · To learn new vocabulary and how to use word lexically correct; · Individual and group feedback by completing sentences with an appropriate word.
Objectives	1. Warm-up 2. Team work “Scanning the text” 3. Team work “Discussion” 4. Individual work “Vocabualry” 5. Expressions	10 min 13 min 10 min 7 min 5 min
The expected result	ü They will know new theme about computer literate people; ü They will learn new vocabulary and how to use word lexically correct; ü They will be able to completing sentences with an appropriate word.
The main idea	— Create “Wordbank”: Keyboard, answering machine, cell phone and etc — Expectation: discuss the different ideas about technologies and their effect to other people. — Working out: understanding the implication of a question and selecting material to suit it. — Grammar skills: Past simple past continuous
Assessment	1. Respond logs 2. Discussion 3. Individual whiteboard
Homework	1. To make a survey: ” Are you computer literate?”

Teacher’s notes about the lesson (what will teacher and students do during the lesson?)

Motivation

Start the lesson by showing the video “What is a computer?”. This video is about a story of computer. The man explains the history of changing computer’s era. https://www.youtube.com/watch?v=_rYaIJnAZ5I

1. Arranging the aims of the lesson. Introduction of the lesson.

T: This is a very cool film about computer history.
Slide #2
What pieces of technology could not people live without?Why are they important for these people?

Why does the commuter take most of time of people nowadays?

2. Consideration of students’ activities

Who wants to get a good mark today? Will you put up your hands, please? Look at the slide, please!

3. Semantization of new lexical units

1) presentation of lexical material through the defifition of examples;

2) consolidation of lexical material;

Slide #4 – photos of different types of computers like a computer, a laptop, tablet wrist watch computer and etc.

Some people think that technology will save the world and make it better, some others think that technology will ruin the society because we are too dependent on electric and electronic gadgets and machines.

Lots of people think using them is harmful.

Well, you are right. What will we discuss today? As you saw the pictures. Yes, right, our theme for today is “Are you computer literate”

And what will we do today?

-I think we’ll revise some things we’ve learned before about modern technology.

-To my mind, we’ll listen to and read about computers and the ways of how to be computer literate.

-We will know different opinions about computer, assign advantages and disadvantages of computer.

-We will give our own opinions, arguments for and against computer.

Let’s examine the students’ diagram which includes the arguments for and against.

	for	against
Computer	1.It is a typewriter and address book. 2. It is used for checking spelling. 3. We can go the Internet. 4. We can play games and learn 5. We can do website	1. People are getting a bit too dependent on computers. 2.We rely on them too much 3. Computers replace seeing your friends
Car	1.Cars can take you where you want and when you want 2. We can travel freely and comfortably 3. It is a way of self-expression 4. It is a necessity rather than a luxury	1.People use them when they needn’t 2.They pollute the environment and a cause of accidents
phone	1. we can get touch with friends 2. We can call the police or an ambulance 3. It saves the time	1. It is too expensive 2.Mobiles are dangerous for health 3. The rays may cause headaches and dangerous diseases

Find the Russian equivalent to the following word: Keyboard, answering machine, cell phone

4. Developing speaking skills

What’s the reason of being computer literate? Let’s discuss the reasons in your own words. Give your suggestions.
From my point of view computer is the one of main parts of our daily routine life. Because as we are a teacher and need to get lots of information and materials for students we need it more than anybody else. And what about you?

Scanning the text

Read the text individually

If you are reading this, you have some hands-on computer experience48.

In most places of business, a computer is standard. In the bank they use computers to look up your account information. They use computers in the auto repair shop to assess your car49. You can’t find books in the library by looking in a card catalog — you must use a computerized database. Doctors’ offices utilize computers to store patient information. The point is this — no matter where you find employment, there is a good chance a computer will be a basic tool you will have to use. It is in your best interests to start off50 computer literate. In the whole computer literacy is the ability to use computers to perform a variety of tasks.

But in fact computer literacy comprises 3 aspects: awareness, knowledge and interaction. Awareness means being familiar with importance, versatility51, pervasiveness52 and potential of computers in fostering good/evil53.

Knowledge is information about what computer is and how it works. It includes technical jargon.

Interaction is practicing on computer. It is ability to use computer for some simple applications.

Computer literacy is becoming fundamental for the learning process. The “information age” perhaps best describes the twentieth century; the twenty-first century can be described as the “information processing age”. A wide variety of computer skills is useful and, in some cases required. It is an essential part of college learning and employment for most individuals. It will help you get a job and it will help you advance in your career.

Computer literacy does not mean you need to know how to use every single piece of software you may encounter54. It does not mean you need to know how to write programs for network computers. You just need to know some basics — how to save and open a file, how to use a word processing program, and how to send and receive email — for starters55.

But not for everyone “computer literacy” means the same. People engaged in computer engineering claim, that knowing how computers work and operate is no less valuable component of computer literacy.

Really, there is a wide range of skills covering levels of computer literacy from elementary use to programming and advanced problem solving.

People in office jobs that require them to use a computer every single day often have computer literacy levels far below what should be required. So many companies only consider computer literacy as an afterthought56 when hiring new staff which begs the question: “If they had run some kind of computer literacy test prior to hiring people57 how much more productive would the staff and, in turn, the company be?”

Test tasks could be as simple as the following:

● Correctly start up, log on to and shutdown the computer.

● Copy and paste a file into a pre-determined folder. Repeat with
multiple files.

● Re-name a file in a pre-determined folder.

● Minimize, maximize and re-size a window.

● Save a document from a Microsoft Office application into a pre-determined folder and save another copy with a different name somewhere else. (Demonstrating an understanding of “Save” and “Save as…”)

● Print a Microsoft Office document to a pre-determined printer.

● Send an e-mail with an attachment.

● Open a web browser and navigate to a pre-determined website.

● Copy and paste text into a document or e-mail.

● Switch between open applications.

● Connect to a wireless network (if this will be a common task in the applicant’s role, i.e. if they are going to be a mobile/laptop user)

● Identify a USB port.

It should take no longer than58 10 minutes to run through that test but the insight it will provide will be invaluable. All the tasks in that list are things the average 12 year old would be able to do without much of a problem. People with good IT skills will be able to get the jobs they deserve and companies will get efficient, productive staff. Changes or advances in the IT infrastructure would be a lot less painful and would take less time. IT departments would be free to concentrate on their core responsibilities rather than endure hours of hand-holding59.

Notes to the text:

48. hands-on experience – практический опыт;

49. to assess a car – оценивать машину;

50. to start off – начинать;

51. versatility – многосторонность;

52. pervasiveness – распространённость;

53. potential of computers in fostering good/evil – потенциал компьютеров в содействии добру / злу;

54. to encounter – столкнуться;

55. starters – начинающие;

56. afterthought – нечто кажущееся второстепенным, на которое обращаешь внимание слишком поздно;

57. prior to hiring people – прежде чем нанимать людей;

58. It should take no longer than… – обычно не занимает (времени) более чем… (Should в 3л. ед.ч. используется в данном контексте для выражения регулярного, повторяющегосядействия)

59. endure hours of hand-holding – зд.: постоянно консультировать персонал по вопросам, связанным с использованием компьютера.

Team work.

Work in groups. Each group is given a part of previously read text.
1) putting aims
2) accomplish the task
3) formative assessment

Discussion

Work in groups.
I want you to share your viewpoints with the each other about computers. Use the phrases: in my opinion, to my mind, as for me, I think.
Look at the structure: Most people use computer for…in order to…
To my mind most people use it for ….

Individual work “Vocabulary”

1. Put the necessary word into the sentence:

1) There is a wide range of … covering levels of computer literacy.

2) People in office jobs have computer literacy levels far … what should be required.

3) Computer literacy is … to use computers to perform a variety of tasks.

4) Many companies … computer literacy as an afterthought when hiring new staff.

5) To run through … it should take no longer than 10 minutes.

6) Being familiar with importance, versatility, pervasiveness and potential of computers in fostering good/evil … awareness.

7) The average 12 year old would be able to do all … in that list without much of a problem.

8) People with good … skills will be able to get the jobs they deserve..

5. Reflection.

6. Homework

To make a survey: ” Are you computer literate?”

7. Resources

https://www.youtube.com/watch?v=_rYaIJnAZ5I

http://www.monographies.ru/241-7279

If you are reading this, you have some hands-on computer experience48.

Knowledge is information about what computer is and how it works. It includes technical jargon.

Interaction is practicing on computer. It is ability to use computer for some simple applications.

Really, there is a wide range of skills covering levels of computer literacy from elementary use to programming and advanced problem solving.

Test tasks could be as simple as the following:

Correctly start up, log on to and shutdown the computer.
Copy and paste a file into a pre-determined folder. Repeat with
multiple files.
Re-name a file in a pre-determined folder.
Minimize, maximize and re-size a window.
Save a document from a Microsoft Office application into a pre-determined folder and save another copy with a different name somewhere else. (Demonstrating an understanding of “Save” and “Save as…”)
Print a Microsoft Office document to a pre-determined printer.
Send an e-mail with an attachment.
Open a web browser and navigate to a pre-determined website.
Copy and paste text into a document or e-mail.
Switch between open applications.
Connect to a wireless network (if this will be a common task in the applicant’s role, i.e. if they are going to be a mobile/laptop user)
Identify a USB port.

Notes to the text:

hands-on experience – практический опыт;
to assess a car – оценивать машину;
to start off – начинать;
versatility – многосторонность;
pervasiveness – распространённость;
potential of computers in fostering good/evil – потенциал компьютеров в содействии добру / злу;
to encounter – столкнуться;
starters – начинающие;
afterthought – нечтокажущееся второстепенным, на которое обращаешь внимание слишком поздно;
priorto hiring people – прежде чем нанимать людей;
Itshould take no longer than… – обычно не занимает (времени) более чем… (Should в 3л. ед.ч. используется в данном контексте для выражения регулярного, повторяющегосядействия)
endurehours of hand-holding – зд.: постоянно консультировать персонал по вопросам, связанным с использованием компьютера.

Put the necessary word into the sentence: