| Unit: 4. Organic and Non-Organic Worlds (Fuels) Lesson 6 | School: Grade: 10 |
|
| Date: | Teacher’s name: |
| Learning objective(s) that this lesson is contributing to
| 10. 1. 7 develop and sustain a consistent argument when speaking or writing 10. 3. 7 use appropriate subject-specific vocabulary and syntax to talk about a range of general and curricular topics 10. 4. 2 understand specific information and detail in extended texts on a range of familiar general and curricular topics, and some unfamiliar topics |
|
| Lesson’s objectives | All learners will be able to: read a text on oil and alternative fuels to extract 60% of information choose 2-3 correct options match 4-5 descriptions Most learners will be able to: Some learners will be able to: |
| Value links | Respect, Cooperation |
|
| ICT use | Projector or Smart board |
|
| Kazakh culture | Kazakhstani people’s preferences for vehicles |
|
| Pastoral care | To create a friendly atmosphere for collaborative work. |
|
| Timings | Planned activities | Resources |
|
| 7 min (G/W)
| Warm Up Go through the lesson’s objectives and the discussion questions. Elicit the vocabulary of transport and the environment by comparing the sizes and the functions of the vehicles. Vocab may include: off road, high performance, fuel consumption, fast, family car, racing, formula one, sporty, SUV (a sport utility vehicle). In small groups, students discuss the relative popularity of different vehicles in Kazakhstan and compare them. Encourage them to give reasons and explanations for their opinions in full class discussion.
|
Slides 1-2 |
|
| 3 min (W) | Pre-Reading Students predict the content. Make sure they read all the words in the subtitle (wells, high oil prices, alternative fuels).
Answer: D | ‘The End of the Oil Age’ text and the Reading worksheets
|
|
| 15 min (I) | Scan Reading Silently, students read the article quickly to answer the pre-reading question and to get the gist of the text. At this stage, they don’t need to know all the vocabulary or understand the details; they are just to identify key points in the paragraphs. | ‘The End of the Oil Age’ text and the Reading worksheets
|
|
| 10 min (P) | Reading for Specific Information Working in pairs, students have the opportunity to discuss the details of the article before choosing responses. They will benefit from their own and their partner’s errors which should make them more aware of the distracters. First, students underline key words in questions 1-4. Then, students read for parallel expressions in the questions 1-4 and in the text. Finally, students circle the correct answers.
Key: D B A A
|
‘The End of the Oil Age’ text and the Reading worksheets
|
|
| 10 min (P) | Matching Students complete the matching exercise and confirm their responses with their partners. Key: D D H O P or D P or D H O
|
‘The End of the Oil Age’ text and the Reading worksheets
|
|
| Additional information |
|
| Differentiation – how do you plan to give more support? How do you plan to challenge the more able learners? | Learners ‘Assessment – how are you planning to check learn learning? | Cross-curricular links |
|
| Less able students may use vocabulary with teacher’s support. They are given more time for thinking and fulfilling the tasks. More able students can come up with outstanding ideas with argumentation and creativity. They can use the Internet dictionaries to search for additional information and the meanings of the new words they come across. | Teacher circulates about the room helping students with vocabulary and expressions, monitors learners as they make up sentences. Observation Peer Assessment Reflection | Biology, Chemistry, Math |
|
| Summary evaluation What two things went really well (consider both teaching and learning)? 1:
2:
What two things would have improved the lesson (consider both teaching and learning)? 1:
2:
What have I learned from this lesson about the class or individuals that will inform my next lesson?
|
501
98 913 
