Train your brain.

Lesson plan

Unit: 10.6 F

Topic: Train your brain

School: Talgar State school #3 named after Abay

Date: 14.02.2022

Teacher name: Yelyukenova Meruyert

Grade:10

Number present:

absent:

PROFESSIONAL DEVELOPMENT:

Learning objectives(s) that this lesson is contributing to

10.R2 understand specific information and detail in texts on a range of familiar general and curricular topics, including some extended texts.

Lesson objectives

All students will be able to:

• Do the grammar revision exercises;

• Catch the main idea of the text;

• Complete the sentences with phrasal verbs.

Most students will be able to:

• Remember the vocabulary;

• Cope with the task according to their level and make a few mistakes.

Some students will be able to:

• Present their information concerning the task;

• Discuss the techniqes of brain training from the different perspectives.

Assessment criteria

Understand specific points and details while reading and doing exercises the content of which is related to the given text.

Value links

Life – long learning

Cross curricular links

Personal values.

ICT skills

Active board to present new material

Intercultural awareness

While reading, students get acquainted with other smart people from the world.

Kazakh culture

It is supposed that students share their ideas of improving their memories.

Health and safety

Make sure power cords are not a tripping hazard

Everyday classroom pre-cautions

Plan

Planned timings

Planned activities

Resources

[0-5]

[6-7]

[8-13]

[14-18]

[19-25]

[26-35]

[36-37]

[38-40]

Warm-up. Critical thinking question.

The whole group answers the question

How can we improve our memory?

Introducing lesson and learning objectives.

Pre –reading task. Introducing new vocabulary.

Students write out the new words.

While-reading

#1. Ss read the text carefully, filling the sentences with the missed words.

Tasks:

#2. Teacher turns on the video and students have to check their answers.

#3. Ss work with the textbook and complete the task. Ss need to write all phrasal verbs in the text. Make sentences using them.

#4. Ss should fill in the gaps with the words remember, memorise, recall, remind. (Students book, p.79)

Post- reading

Students should discuss the most appropriate techniques to train the brain. Ss should share their experience and discuss opinions in pairs.

Peer assessment.

Every pair evaluates each other.

Feedback

stickers

PPP

books

PPP

PPP

PPP

Additional information

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

Differentiation is going to be implemented through the division the class into 3 groups according to their level of English. Each group has own task.

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

Students will assess each other.

Cross-curricular links

Critical thinking

Value links

Additional support:

• Some questions are more difficult than others

• Allow thinking time.

More-able learners:

• Summarise the group’s findings.

• Encourage students to use more complex vocabulary.

• by monitoring the spelling, pronunciation,

Listening and speaking skills are assessed through asking questions

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect values as suggested in the Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communication set out in the Subject Programme for G10 English.