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School: School-lyceum 5

Teacher: Kaliyeva K.B.

Short-term plan for English Language

Date: 18/02/2021

Grade: 11 A

Unit: STEM

Lesson Topic

Energy. Types of energy.

Learning objectives

11.L1 understand the main points in unsupported extended talk on a wide range of general and curricular topics, including talk on a growing range of unfamiliar topics

11.L7 understand speaker viewpoints and extent of explicit agreement between speakers on a range of general and curricular topics, including some unfamiliar topics

Lesson Objectives:

All learners will be able to:

- define the meaning of new words and phrases

- deduce the speakers’ viewpoints while listening

- identify the main points in the talk while listening

More able learners will be able to:

• correctly match the collocations

• deduce the speakers’ viewpoints while listening correctly

• identify all the main points in the talk while listening

Less able learners will be able to:

• make the collocations almost correctly (1-2 mistakes are possible)

• deduce the speakers’ viewpoints while listening with some difficulties (1 mistake is possible)

• identify some main points in the talk while listening (2-3 mistakes are possible)

Assessment Criteria

Learners have met this learning objective if they can:

- match all the collocations correctly

- deduce the speakers’ viewpoints accurately

- define all the main points or almost all the main points correctly while listening

Language objectives

Terms and vocabulary used at this lesson: Gravitational, Magnetic, Matter, Mechanical, Molecule, Particle, Photon, Thermal,Vacuum, etc.

Cross-curricular links

Physics

ICT skills

Teacher will use Smart board and speakers.

Preliminary knowledge

Last lesson Ss have practiced Speaking.

Lesson Procedure

Stages of the lesson

Activity planned for the current lesson

Sources

Knowledge activation

(3-5 min)

Teacher greets the class "Hello, guys! How are you doing?" Then, T asks Ss to recall the name of the unit and what they learnt last week. Ss are to tell that the name of the unit is “STEM” and the name of subunit is “Intelligent Energy Storage” and some material they learnt the previous lesson (e.g. target vocabulary). T asks Ss to say what the STEM stands for. Ss, all together, say that S = Science; T = Technology; E = Engineering; M = Mathematics.

Optional. In case Ss have learnt some subject-specific vocabulary during previous classes, T asks them to revise it. (2 min)

Students’ vocabularies

Setting the lesson objectives

(3 min)

Ss are introduced with the Lesson Objectives. T asks one student (less able/ less concerned into the learning process) to read the lesson objectives. Then T asks the whole class, “How do you think what we will do today?” Ss should interpret the lesson objectives. Then T asks “How do you think what kind of activities we will do in order to read our lesson objectives?” Ss should predict/ guess/ suppose some activities.

PPT, slide 1

Studying new content

(1 min)

(4 min)

(3 min)

(2 min)

(3 min)

(3 min)

(4 min)

New Vocabulary

- T gives Ss the handouts Appendix 2 (there are two types Appendix 2 B is for less able students)

- T asks Ss to have a look at the Task 1 and asks one of them (less active student/ less able student) to read the task for aloud.

- As the task is read, T ask another St (less concentrated on the activity/ less active during the class) to paraphrase the task with his/her own words.

- T asks Ss to perform this task individually. (IW)This task is better to do individually, as it is quite easy, so it will improve the students’ confidence and lead to their active engagement into the further learning process. Then, as Ss have accomplished the task, there is a whole class (WC) checking in a form of discussion.

Answers: Nuclear power –5; Wave power – 3; Wind power – 4; Solar power – 1; Hydroelectric power – 2.

- T asks Ss to move to the task 2. Then T asks one of the Ss to read the task aloud, so the learner reads it. Then T asks the whole class if the task is clear for everyone. If Ss say “YES”, there is no need to explain it one more time; if for some learners the task is still being confused, T may ask the more able St to explain the task for his/her peer. Only in the case all Ss understand what they should do, the class starts to perform the task (IW). Meanwhile learners do the task 2, T walks around the class and observes the Ss’ performance.

- Peer checking. T asks Ss to switch their handouts with their partners sitting next to them for peer checking. Answer keys are reflected on the smart board, so Ss can see the correct answers. As soon as they complete peer checking, they are to give the handouts back to their peers.

Answers: Nuclear plant, nuclear waste, nuclear power station; Wave plant, wave turbine, wave power station, wave farm; Wind turbine, wind farm; Solar plant, solar panel, solar farm; Hydroelectric dam.

Listening

- T asks a St to read the task 3 aloud. This task is focused on the defining the speakers’ viewpoints. Ss should listen to a conversation between two students and define which type of power speakers think are a good idea? T asks Ss about what steps will they undertake in order to define the correct answers (WC discussion).

(IW) Then Ss listen to the recording twice and answer for the task simultaneously. While Ss are fulfilling the task, T observes Ss’ work and makes notes on what strategies do Ss use for accomplishing the task, who has difficulties in identifying the speakers’ viewpoints and who has no difficulties while completing the task.

(WC) Checking in a way of discussion. T may ask what two types of power speakers consider to be good.

Answer: Solar power and Wave power

- Task 4. T explains it to Ss herself/himself. In this task Ss will listen to the same recording one again (once only), and they should note the phrases in task 1 and task 2 that they hear. As Ss have finished the listening for the second time, they are to compare their answers in pairs (PW) for a minute. WC checking in a form of discussion.

Answer: Solar farm/s, Hydroelectric dams, Wind farms, Wind turbines, Solar power, Nuclear (power) plant.

Appendix 2/ Appendix 2B

Appendix 1 PPT slide 3

Appendix 2/ Appendix 2B, recording Vocabulary for IELTS Advanced 31

Working with the new content

(1 min)

(5 min)

(2 min)

Listening

- T asks Ss skip the task 5 as it will be the part of s-s’ home task, and have a look at task 6. T asks one of the Ss to read the task and explain it to peers.

- Ss listen to the recording twice and fulfill the task simultaneously. This task is focused on deduction the main points of information while listening. Ss should match the dates (1-5) with events (A-H) and put their answers in a particular space. While Ss are fulfilling the task, T observes Ss’ work and makes notes on what strategies do Ss use for accomplishing the task, who has difficulties in identifying the main point in a talk, who has no difficulties while completing the task.

- Peer-checking. Ss switch their handouts with their peers and check the results with the answer keys reflected on the smart board.

Answer: 1 E, 2 G, 3 D, 4 A, 5 F.

Appendix 2/ Appendix 2B, recording Vocabulary for IELTS Advanced 32

PPT slide 7

Reflection

(4 min)

K-W-L Charts

Home task

Learn new words form the tasks 1 and 2, fulfill the task 6 match the words with their meaning and learn these words. Be ready for quiz on vocabulary.

Appendix 2/ Appendix 2B and 3