LESSON 55 School: Technical lyceum

Unit 6: Capabilities of Human

Date:
Brain 22.01.2024 / 10 A, В Teacher name: Aripbayev S
23.01.2024 / 10 б

Grade: 10 Number Number absent:

Theme of the The human brain
present:
lesson:

Learning 10.S2 ask and respond to complex questions to get

objectives information about a wide range of general and curricular
topics
10.R4 read a wide range of extended fiction and non-fiction
texts on familiar and unfamiliar general and curricular topics
10.C6 organise and present information clearly to others
Lesson use subject-specific vocabulary in the context of discussion
objectives interact with peers and get information about particular topic
using active vocabulary
read for gist an detail
Criteria practice usage of active vocabulary in discussions
practice reading skills
develop critical thinking through reading and discussions
Previous lesson Learners read a non-fiction text
Plan
Planne Planned activities Learners’ Evaluatio Resourc
d activities n es
Beginin .
GREETINGS Students Emoticon
Module Objectives respond to
g
greeting
5 min Read the title of the module The
Formative Slide
human brain and ask Ss to Ss answer the assessment (useful
suggest what they think the questions phrases)
module will be about (the Oral
module is about capabilities of Students
the human brain and stress and Pictures
answer
PPT
advice). Go through the
objectives list to-stimulate Ss'
interest in the module. Ss write Whiteboar
dictation on the following d
sentence: It’s the most complex
Writing
object in the known universe. Worksheet

Middle Ss are asked to tell the t Students Verbal

everything they know about the decide if evaluatio Whiteboar
30 min brain. All ideas and thoughts are the n d
written up on the board. These informatio
prompts are used to get the ideas n on the Emoticon
Writing
flowing: size, weight, colour, board is Worksheet
human brain versus animal definitely
Formative
brains true, assessment
Ss are given “Use your brain probably Student
Book
worksheet”. Ss do the quiz true or Oral
individually first. Then, they possibly
compare answers in small true 8
groups. The groups should try
and agree on one answer for
each question. Student
Emoticon Book
Ss check the answers with the
class. Which group got the most
correct answers? Do the answers Formative CD
assessment
to the quiz help to determine
whether the information on the Oral Writing
board is correct or not? Which Worksheet
information in the quiz did ss 8
find the most surprising?
Ss are told that the brain has a Emoticon
left side and a right side, and
Formative
that experiments suggest they assessment
control different thigs. is held
Ss look at the board and explain through
what those words mean and observation/
guess which things are monitoring
controlled by which side of the
brain
Ss are told that, in most people,
one side of the brain is
dominant. Ss read the 12
statements and guess if the
statements are true or false
Ss are pointed towards the
Phrasebook. Ss have discussion Students
on their results in small groups, follow the Mutual
using the language. instructions evaluatio
n
Pre-reading
Students look at the title “The
creative path” and say what the
text is going to be about.
Introduce unknown vocabulary
 from the text by explaining the
definitions.
Reading
Divide the class into 3 groups.
Each group gets its own piece of
passage of the text. Organize
jigsaw reading.
All Students read the text.
Post-reading
Students answer multiple choice
and open-ended questions.
Students work individually then
compare their answers in pairs.
Open class feedback and
discussion.
End REFLECTION Self-
assessmen
5 min At the end of the lesson, learners t
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work
on
Home task: to answer the
questions by the text
Saying goodbye
LESSON 55 School: Technical lyceum
Unit 6: Capabilities of Human
Date:
Brain 22.01.2024 / 10 A, В Teacher name: Aripbayev S
23.01.2024 / 10 б
Grade: 10 Number Number absent:
Theme of the The physical structure of the human brain
present:
lesson:

Learning 10.S2 ask and respond to complex questions to get

objectives information about a wide range of general and curricular
topics
10.R4 read a wide range of extended fiction and non-fiction
texts on familiar and unfamiliar general and curricular topics
10.W5 develop with support coherent arguments supported
when necessary by examples and reasons for a wide range of
written genres in familiar general and curricular topics
Lesson read the text for gist and specific details
objectives watch the video for specific details
 discuss the different ideas
Criteria Identify the main idea and specific details of the text
correctly
Identify specific details of the video correctly
Provide your argument on the topic and give reasons
Previous lesson Capabilities of Human Brain
Plan
Planne Planned activities Learners’ Evaluati Resourc
d activities on es
Beginin GREETINGS Students Emoticon
Lead-in: respond to
g
greeting
5 min T asks students the following
Formative Slide
questions: Ss answer the assessment (useful
what is CREATIVITY? questions phrases)
Students discuss what is Oral
CREATIVITY, give their own
definition, examples and non- Pictures
Students
PPT
examples, and characteristics in watch a
pairs or small groups, followed short film
by open class discussion. titled and Whiteboar
What is being creative? discussion d
Get feedback from your
Writing
students, ask them if they agree Worksheet
with what the film says about
creativity.
Middle Speaking Students Verbal
30 min Show learners a poster of a discuss the evaluatio Whiteboar
famous cartoon Wallace and d
question in n
Gromit and elicit what they know small
about them. groups. Emoticon Writing
Tell learners that they are going to Worksheet
watch an episode of this cartoon.
Tell that in the episode they will Formative
see an invention called assessment Student
“SNOOZATRON”, Book
Students should watch the video Oral
and discuss in groups what is that
invention (description, functions, 8
advantages and disadvantages)
Students brainstorm a list of
Student
possible new inventions with their Emoticon Book
group. List all ideas and make
notes about what they do.
As a group, students choose one of Formative CD
the inventions from their list then assessment
 draw a picture of the invention. Oral
Learners have to fill out the first Writing
column (what I know) of KWL 8 Worksheet
chart. They write what they
already know about the brain. Emoticon
Cut the text into 4 parts. Label the
Formative
first paragraph A, the second assessment
Students
paragraph B, the third paragraph C, is held
the fourth paragraph D. Put the follow the
through
students into groups and distribute instructions
observatio
the reading strips. n/monitori
Group learners with the same letter ng
text together so they can preview
and read the text together.
After reading learners in each
group fill in the 3-rd column of
(what I learnt) chart.
Regroup the class into three new
groups so that each new group has
a student who has read each
paragraph. So, group1 should have
an A, B, and a C, and D.
Learners elicit information from Mutual
each other and share ideas from Students evaluatio
each of the paragraphs. While design a n
discussing each learner fills out the new
3-d column (what I learnt) of KWL invention
chart. and
Check answers with the class complete the
Pre-project work “Create handout 3.
Your Own Invention”
Students individually think of
simple products, machines, or
devices in their life and make a
list of everyday inventions that
make life more convenient or
better than it was in the past.
End REFLECTION Self-
assessme
5 min At the end of the lesson, learners nt
reflect on their learning:
- What has been learned
- What remained unclear
- What is necessary to work
on
Hometask: Students present the
idea of their project to the class
Open class feedback
Saying goodbye