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11 grade ACTION 3rd term

Previous learning

Academic Language

Plan

Part of the lesson/Time

Teacher’s activity

Student’s activity

Assessment

Resources

Beginning the lesson
15 minutes

Rubric analysis
Writing Tip Ex.1 p.84
Aim: to analyse a rubric
• Ask Ss to read the Writing Tip box. Explain any points Ss are unsure about.
• Ask Ss to read the rubric, identify, and underline the key words.
• Give Ss time to answer the questions and then check Ss’ answers.

Answer Key
Key words: you work for, renewable energy company,
speech, students, storing energy in flow batteries,
Kazakhstan, 200-250 words
1 I will be giving my speech to students.
2 My speech will be about storing energy in flow batteries in Kazakhstan.
4 The purpose of the speech is to inform.

Feedback:
“The praise” method
“Good job!
Well done!”

Whiteboard

PPT (With words)


Pupils Book




Model Analysis
Ex. 2 p.84
Aim: to listen and read for gist
• Play the recording. Ss follow in their books and decide which paragraph (A-C) contains the ideas listed.
• Check Ss’ answers.

Answer Key 1 C 2 B 3 A

Feedback:
“The praise” method
“Good job!
Well done!”

Whiteboard

PPT (With words)


Pupils Book

Ending the lesson
15 minutes



Ex.3 p.83
Aim: to learn about emotional language
• Read the Study Skills box aloud and elicit how the speaker uses emotional language in the opening of the model.
• Elicit what emotions/reactions this technique triggers in the audience.



Suggested Answer Key
The speaker uses emotional language in the opening of the presentation by using negative adjectives such as ‘dark’ and ‘contaminated’. They also use imagery to make the audience picture pollution in the place where they live. This will draw the audience’s
attention to the issue and also make them feel concerned.

Feedback:
“The praise” method
“Good job!
Well done!”

Whiteboard

PPT (With words)


Pupils Book



Module 6 “STEM” 6 D


Module 4
Lesson 7 (67)



Public Speaking p.85

Date:

Class: 11

Teacher’s name:

Learning objectives that this lesson is contributing to

11.5.4- use style and register to achieve an appropriate degree of formality in a wide variety of written genres on general and curricular topics;
11.4.6 - recognize the attitude, opinion or tone of the writer in extended texts on a range of more complex and abstract general and curricular topics;
11.3.2 - ask and respond with appropriate syntax and vocabulary to open-ended higher-order thinking questions on a range of general and curricular topics, including some unfamiliar topics;
11.3.3 - explain and justify own and others’ point of view on a range of general and curricular topics, including some unfamiliar topics;
11.3.4 - evaluate and comment on the views of others in a growing variety of talk contexts on a wide range of general and curricular topics, including some unfamiliar topics;
11.3.5 - interact with peers to make hypotheses and evaluate alternative proposals on a range of familiar and some unfamiliar general and curricular topics;
11.5.2- use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
11.1.2 - use speaking and listening skills to provide sensitive feedback to peers;
11.5.1 - plan, write, edit and proofread work at text level independently on a wide range of general and curricular topics;
11.5.2 - use a wide range of vocabulary, which is appropriate to topic and genre, and which is spelt accurately;
11.5.3 - write with grammatical accuracy on a wide range of general and curricular topics;
11.5.6 - write coherently at text level using a variety of connectors on a wide range of familiar general and curricular topics;

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