The process of welding (Analyzing video)

Unit 4: The process of welding (Analyzing video)

Lesson 27

Teacher name: Kabdulova Venera

Date:

Group:

Number present:

absent:

Lesson title

Electronics and automation.

Learning objectives

10.3.6.1 - navigate talk and modify language through paraphrase and correction in talk on a range of familiar general and curricular topics;

10.4.3.1 - skim a range of lengthy texts with speed to identify content meriting closer reading on a range of general and curricular topics;

10.5.2.1 - use a growing range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;

Lesson objectives

(assessment criteria)

Learners will be able to:

- Learn about the life and achievements of the person who invented the internet.

- Identify key facts and dates from a short biographical text.

- Use reading strategies to find specific information.

- Discuss the impact of inventions on society.

Instilling values of the program “Birtutas tarbiye”

Independence and Patriotism

Unity and Solidarity

Justice and Responsibility

Stages/

Time

Teachers actions

Students actions

Assessment

Resources

Beginning

5 min

Greeting.

T tells the class to make groups of 2. 

Warm up:

- Ask students:

Who invented the internet?

How has the internet changed our lives?

- Brainstorm ideas and write key words on the board: email, websites, communication, information sharing.

Pre-Reading

Pre-teach key vocabulary: inventor, network, protocol, hyperlink, browser, server.

Students match words to definitions or make example sentences.

Learners read the given sentences on the board and guess the topic and share with their ideas.

Remember and recognize the main vocabulary.

Teacher evaluate pupils with phrases like:

“Good job!

Well done!”

Formative Assessment

Short text about the inventor of the internet (e.g., Tim Berners-Lee).

Worksheet with comprehension questions and vocabulary tasks. Whiteboard/markers or projector.

Middle

10 min

Ex: 1 P:16

Task Introduction

Tell students: “We are going to use the rubric to help answer questions about the text.”

Read the rubric aloud, emphasizing key words and phrases.

Clarify any vocabulary or points students might not understand.

2. Eliciting Initial Answers

Ask students to predict or give initial answers to the questions in the rubric based on their prior knowledge or skimming the text.

Elicit a few responses and write them on the board (optional).

3. Reading for Verification

Give students time to read the text carefully to check if their answers were correct.

Encourage them to underline or highlight evidence in the text that supports their answers.

4. Pair/Group Check (Optional)

Students can discuss their answers with a partner or in small groups.

Encourage them to explain why they chose each answer and refer to the text.

Value Link: Promote cooperation, respect, and analytical thinking—listening to peers’ observations and explaining reasoning encourages ethical communication and thoughtful discussion.

Students read to find out. What do you know about the invention of the internet?

Answers:

I know a man called Tim Berners – Lee invented the World Wide Web.

Descriptor:

- understands key words and requirements

- answers questions correctly and fully

- refers to the text for answers and provides

Excellent (3)

- Answers all questions correctly and fully using evidence from the text

Good (2)

- Answers most questions correctly; some minor errors

Student’s book

8 min

Ex: 2 P:16

Task Introduction

Tell students: “We are going to complete the gaps in the text with the correct words.”

Explain that they should read carefully and think about what word makes sense in each blank.

2. Pre-Reading/Listening Preparation

Ask students to skim the text quickly to get the general idea.

Encourage them to predict possible words for the gaps based on context.

3. Independent Completion

Give students time to read and fill in each gap individually.

Remind them to consider grammar, meaning, and the flow of the text.

4. Listening for Verification

Play the recording of the text (if available) or read it aloud slowly.

Students listen and check their answers, making corrections if necessary.

5. Pair/Group Check (Optional)

Students compare their answers with a partner.

Discuss any differences and explain why one answer is more appropriate than another.

Value Link: Highlight self-discipline and honesty—working independently and following instructions shows responsibility and integrity.

Students read again and fill in gap with an appropriate word.

Answers:

1 to

2 ago

3 never

4 was

5 with

6 which / that

7 went

8 but

9 by

10 of

Descriptor:

- gaps correctly filled with appropriate words

- Uses context clues effectively to choose words

- Checks answers accurately while listening

Excellent (2)

- All gaps correctly filled with appropriate words

Good (1)

- Most gaps correctly filled; minor errors

Worksheets

7 min

Ex: 3 P:16

Task Introduction

Tell students: “You are going to complete the text by filling in the gaps with the correct words.”

Explain that they should think about meaning, grammar, and context when choosing the words.

2. Pre-Task Preparation

Direct students’ attention to the word list (if provided) or remind them they can use context to guess.

Elicit one example together as a class to model the task.

3. Independent Work

Give students quiet time to complete the gaps individually.

Encourage them to read the whole sentence before deciding on the correct word.

4. Peer Check (Optional)

Ask students to compare answers in pairs and discuss any differences.

Remind them to explain their choices using the text as evidence.

5. Whole-Class Feedback

Go through each gap one by one, asking volunteers for their answers.

Confirm the correct answers and clarify common mistakes.

Value Link: Reinforce cooperation, respect, and open-mindedness—listening to peers and explaining reasoning politely promotes ethical communication.

Students fill the gaps

Answers:

1 source

2 do

3 media

4 study

5 known

6 famous

7 history

8 important

Descriptor:

- gaps correctly filled with appropriate words

- uses context clues effectively to choose the correct words

- compares and corrects answers independently or with peers

Excellent (2)

- All completed gaps are grammatically correct and meaningful

Good (1)

- Mostly correct grammar; minor meaning errors

Student’s book

10 min

Ex: 4 P:16

Task Introduction

Tell students: “We are going to read some questions, think about our answers, and then discuss them.”

Explain that they should give thoughtful answers and use full sentences when sharing.

Optionally, model an example answer:

Question: “What is your favorite hobby?”

Answer: “My favorite hobby is reading because it helps me learn new things.”

2. Individual Thinking Time

Give students 1–2 minutes to consider and mentally formulate their answers.

Encourage them to note down keywords or a short sentence to remember their answer.

3. Pair Discussion

Ask students to discuss their answers with a partner.

Encourage them to ask follow-up questions like: “Why do you think that?” or “Can you give an example?”

4. Whole-Class Sharing

Select individual students to share their answers with the class.

Encourage other students to listen and respond politely.

Value Link: Promote encouragement and fairness—acknowledging effort and clarifying misconceptions teaches students to value learning and respect others’ work.

Students answer the questions

Answers:

1 The internet is popular because it is the go – to source for information.

2 I use the internet for shopping and social media as well as for looking up information to help me with my work

Descriptor:

- Answers are clear, complete, and fully

- uses complete sentences when speaking

- participates and asks/answers follow-up questions

Excellent (3)

- Answers are clear, complete, and fully relevant to the question

Good (2)

- Answers are mostly clear and relevant; minor omissions

End

5 min

Reflection:

- What new words or phrases about interests did I learn today?

- How well did I understand the text?

- Which part of the reading was easiest for me?

- Which part was most difficult?

- How can I improve my reading skills when understanding texts about interests?

Ss use their stickers to show their knowledge according to the lesson

Poster