Ашық сабақ 7- сынып «Elements, Compounds, Mixtures»

Date:

School: T.Zhanuzakov

Term 1 Unit 1

Separating substances

Teacher’s name: Zhanuzakova Moldir

Title of the lesson:

«Elements, Compounds, Mixtures»

Grade: 7

Number present:

Absent

Content objectives

-know of elements

-know of compounds

-know of mixturess

Lesson objectives

All learners will be able to:

• know the new words which connected with environmental problems

Most learners will be able to:

• ask and answer the questions according to the theme

Some learners will be able to:

• express their opinion about elements, compounds and mixtures using appropriate subject-specific

Assessment

• 100%- 90% 5

• 89-75% 4

• 74-50% 3

Language objective

New words about new

topic

Atom, element, compound, mixture, homogeneous, heterogeneous.

Communication

Physic, biology,IT

Use of ICT

Smart Board and projector to present the material, presentations

Materials

Exercises , short descriptions, quiz.

Planned timings

Planned activities

Resources

Start

(6 mins)

1 min

2 mins

3 mins

Organization moment

T.: Good morning dear children!

S.: Good morning teacher!

Good morning, Good morning!

Good morning to you!

Good morning, Good morning!

We are glad to see you!

T.: How are you today?

What day is it today?

What season is it now?

What like?

Warm-up activity

“Giving stikers” (W)

Students stand and teacher gives them stikers. They are divided into 3 groups of by written their names.

Introduction time

1 st group is- Elements

2^nd group is- Compounds

3^rd group is- Mixture

Very good! Now, read the words which written on the leaves and sit right seats, please.

Lead in: (W)

Strategy:

• Pay attention to the pictures and try to guess the topic please. Think critically, please!

Teacher gives questions about atoms and elements, substances to think critically. Students will answer the questions using pictures.

• What are they?

• Do you have at home or in life?

• Do you usually divide it into3 categories?

Well done!!! The theme of the lesson is about element, compound,mixture. We will talk about environmental problems. Today we are going to know the new words which connected with environmental problems and express our opinion about element, compound,mixture . Write topic related words correctly.

(F) “Thumb”.

Teacher explains lesson objectives in teacher modified language and display it.

Objectives:

Today we are going:

• to know the new words which and express our opinion about . element, compound,mixture

• to write topic related words correctly.

Orally

Smiles

Middle

2 min

3 mins

5 mins

2 mins

5 mins

3 mins

5 mins

5 mins

Teacher gives “An opening book. Before/After” strategy in order to know learners’ knowledge.

• This is an opening book. With the help of “An opening book. Before/After” strategy I want to know your knowledge connected with environmental problems before the lesson and after the lesson. Here you should write what words you know related to the environmental problems.

• 1-2 learners read their words.

Task 1 Reading

A paper of achievements

Pre-reading task (P)

Strategy: “Mind map”

Teacher gives the Pictures.

• Using the Mind map you should write connected problems with element, compound,mixture . This is a group work. You should write facts and their relationships of environment.

• The problem of environment is air pollution.

• ………

Introduction new words.(W)

Teacher demonstrates the new words and learners should find the definitions of the words.

• Please, pay your attention to the words and try to find their definitions or you may say in Kazakh if you want.

• Ok, well done. Now, Repeat after me, please!

Teacher is showing the board says the words and learners repeat the words.

Element/’Элемент

Сompound/ қосылыс

Mixture/қоспа

While-reading (I)

Strategy: “Scanning” reading subskills.

• Please read the text in order to get special information.

Post reading

Strategy: Process/ cause-effect diagram (G) (D)

-This is a group work. Using the Process/cause-effect diagram you should write correct form to in a group. Then one of you will describe .

1. ?

2. ?

(F) Group assessment

• Now, let’s check your answer. Look at the board.

Give your worksheets to another group, please. For one right answer you may give smiles. How many right answers do they have?

Good, now display them on the wall.

Descriptors

Learners:

• Write the words

• Describe the picture using words

(D) can read / can write / can describe

Task 2 Speaking

Pre-speaking

Teacher turns on the video.

• According to this text I want to show you video about element, compound, mixture

Do you have it at home?

Do you usually used in life?

• . Let’ s check.

• Now, let’s check your answer. Look at the board.

Give your worksheets to another peer, please. For one right answer you may give smiles. How many right answers do they have? Good, now display them on the wall.

(F) Peer assessment with smiles.

Writing (I)

Teacher explains

This is an individual work. You should your own project. 3-4 sentences. What are you going to do for mixture? What can you do?

(F) Peer assessment with thumb.

- Now let’s assess our friends writing with our thumb.

Descriptors

Learners:

• write topic related words correctly

• make a sentences correctly

(F) Group assessments

Strategy: “Travelling to the Gallery” (G)

After doing all the tasks teacher displays them on the wall and learners look through each other’s work. Then give their own opinions and assess.

Ex2,p15

Worksheets

End

3mins

Teacher gives “An opening book. Before / After” strategy in order to know learners’ knowledge.

Learners summarize what they have achieved at this lesson. Learners will be distributed stick and they need to put on the vall. (W)

Green stick- I totally understand

Yellow stick- I understand the lesson but I need some helps

Red stick- I don't understand

Additional information

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

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

Cross-curricular links

Science,
Critical thinking

Value links

Health and Safety

More support:

• Some questions are more difficult than others

• Allow thinking time.

More-able learners:

• Encourage students to use more complex words in a sentence.

• Language support

• by monitoring the spelling, pronunciation,

• Speaking

• Peer assessment

• Green stick- I totally understand

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