"A cosmopolitan city" 7 сынып сабақ жоспары

Unit of a long term plan:

Unit 2 Helping and heroes Lesson plan 14

School:

Date:

Teacher's name:

CLASS: 6

Number present:

absent:

Lesson title

A cosmopolitan city.

Learning objectives(s)

6.S3 give an opinion at sentence level on a limited range of general and curricular topics ( Ex.1 p.22)

6.R2 understand with little support specific information and detail in short, simple texts on a ( Ex.3.p.22)

6.S6 communicate meaning clearly at sentence level during, pair, group and whole class exchanges ( Ex.4)

6.S7 use appropriate subject-specific vocabulary and syntax to talk about a limited range of general topics. (My native city - Almaty) p.22

6.W1 plan, write, edit and proofread work at text level with support on a limited range of general and curricular topics ( Ex.5 p.22, Activate).

6.W6 link, with some support, sentences into a coherent paragraph using basic connectors on a limited range of familiar general topics.

Lesson objectives

All learners will be able to:

• Identify the theme, be able to speak about Almaty, languages spoken in Almaty, nationalities, give a short information about Almaty and use it as the basis for discussion.

• Transfer information from the reading passage "Almaty - home to many nationalities" into a graphic organizer.

• Offer constructive peer-feedback using rubric.

Most learners will be able to:

• Select, compile, and synthesize information from the reading passage " Almaty - home to many nationalities " for an oral presentation.

Some learners will be able to:

• Respond to and discuss the reading passage " Almaty - home to many nationalities " using interpretive, evaluative and creative thinking skills.

Level of thinking

Higher order thinking skills (according to the revised Bloom's taxonomy).

Assessment criteria

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Target language

distant, ancestor, population, scenery, places, culture, second language, food, sport, custom, films, music

Values links

Appreciating the love to a native city

Cross-curricular links

Geography, Social Science, History

Previous learning

Vocabulary related to describing a cosmopolitan city

Plan

Planned timings

Planned activities (replace the notes below with your planned activities)

Resources

Start

2 min

The lesson greeting.

The teacher sets the lesson objectives, letting students know what to anticipate from the lesson.

Warm up.

Then to create a positive learning environment the teachers asks students to start the lesson giving each other compliments about appearance, job performance, talent, etc. and also practice accepting compliments.

Dear ,children. Today we are going to have an extraordinary lesson about a beautiful city Almaty. During the lesson we'll speak about Almaty, its sights and make the excursion around the city.

Slide (objectives)

Slide (useful phrases)

Middle

3 min

4 min

Pre-listening stage.

Predicting and guessing.

Students listen a poem about Almaty and speak about this city. After that students call out words, phrases they remember from the poem, note them. Students work in pairs (1 minutes) discuss what the poem.is about or (create a text using some of the previous written words).

Students express their ideas (1 minutes).

Almaty

You know I live in paradise!

And I can give you one advice:

Go to Almaty and stay

You'll never want to go away!

Silver mountains, icy lakes,

Funny, fabulous snowflakes!

You always will remember it,

Almaty will make a hit.

Spring in Almaty - it's good!

Everything will raise your mood.

Flowers growing from the grass

Can happy everyone, I guess.

You can bathe in limpid streams,

Which you saw in your arms,

It's wonderful that summer comes!

You'll every day remember

Fallen golden leaves,

Autumn, bright September

Fresh and tender breeze

You'll nowhere find such beauty!

To spare Almaty - my duty

In Almaty you soar like dove. And you'll love it like I love.

(Ученики читают дословный перевод стихотворения, некоторые - литературный перевод, и самый лучший перевод будет прочитан в конце урока).

While-reading stage.

The teacher informs the class that they will be participating in reading the text, speaking about Almaty in 3 or 4 languages, watching and discussing a short film about Almaty:

1.Where is Kazakhstan situated?

2.What capitals of Kazakhstan do you know?

3.Is Almaty the largest cities in Kazakhstan?

4.What is the population of Almaty?

5.What were the names of the Almaty?

6. Can you name the sights of Almaty?

7. Have you been to the museums of Almaty?

b) Discussion of the topic "Almaty" in 3 or 4 languages

Алматы – Қaзaқcтaннын өңтүстік астанасы, әлемдегі әсем қалалардын бipi. Almaty is the southern capital of Kazakhstan. It's one of the beautiful cities of the world.

c) The Consolidation of Lexics.

Make up sentences about Almaty using the following words: former capital, to be situated, political, cultural and business center, many places of interest, monuments, to be founded, fortress, hospitable people

Next, the teacher and students review the criteria for this task.

After reviewing criteria, students are informed that they will be filling out a peer-evaluation.

Then the teacher asks visual and word learners to read the text (auditory learners - listen to the text) (5 min) to practice each of the roles as tourists and make notes in their graphic organizers (5 min).

The teacher monitors students' progress and offer support where necessary.

Pre - reading and listening: Is Almaty a multicultural city? What languages are spoken here? Listen and fill in a table:

Ex.3 p.22(choose the right answer).

In groups of 3 or 4 make a short survey about people from different countries in your class, nationalities, culture, food, countries pupils want to visit.

Before this task, give plural form to the following nouns:

person, nationality, child hero, family, culture.

Discussion of the text:

Almaty - home for many nationalities. p.22

Discussion Director (Interpersonal Intelligence).

Task: Lead the discussion. Prepare 5 open-ended and thought-provoking questions about this text. Help others talk about the multiculturalism, share their thoughts and feelings.

Descriptors:

1. Write 5 open-ended questions.

2. Write your responses to these questions.

3. Keep the discussion going.

Options

1. Write more than 5 questions.

2. Think of new way to present your work. (e.g. quiz).

Here are some ideas:

• Can you prove that ...

• Why did the character ...?

• Predict what would happen if ...

Passage Picker (Body-Kinesthetic Intelligence).

Task: Choose a paragraph that you think your group would like to re-read.

Descriptors:

1. Choose an interesting or important paragraph and write down its location.

2. Read passage aloud yourself (using body language), or ask someone else to read it, or ask the group to read it silently and then discuss.

Options

Write why you have chosen this paragraph.

Possible reasons for selecting the paragraph:

• important to text

• surprising

• makes you think

• interesting

Word Wizard (Verbal-linguistic Intelligence).

Task: Find in the text 5 words or phrases that you had difficulty reading or understand in the story.

Descriptors:

1. Write 5 unfamiliar or puzzling words in a full sentence. (You may also find familiar word repeated a lot).

2. Write the location of the word (e.g. Pg.58 § 4).

3. Try and guess the meaning from context.

3. Find a dictionary definition.

Options

1. Find more that 5 words or phrases.

2. Make a list of synonyms and antonyms.

3. Create new sentences with these words.

4. Use online dictionary to find out the pronunciation of the words.

Summariser (Intrapersonal Intelligence).

Task: Prepare a brief description of the key points in the story.

Descriptors:

1. Write at least 5 sentences.

2. Write in your own words.

3. Present the important events in a logical order.

Options

1. Include the moral and meaning of the story.

2. Give your opinion of the story so that other students can express theirs.

Illustrator (Visual-spatial Intelligence).

Task: Draw a diagram related to the story.

Descriptors:

1. Prepare an illustration.

2. Share your drawing and ask group members what he/she thinks you have drawn and how it is connected with the story.

3. Explain your illustration.

Options

You can draw a character, a moment or a setting.

Connector (Logical-mathematical Intelligence).

Task: Find a part of the story that reminds you of something you have seen, heard, done or read about before.

Descriptors:

1. Write at least 5 sentences. Make connections with your own experience, another text or the world.

2. Give an evidence from the book to support your connection.

Options

Use graphic organiser to record and compare your connections to what happened in the text.

Character Analyser (Logical-mathematical

Intelligence).

Task: Share observations about the main characters.

Descriptors:

1. Select 2 main characters and using adjectives describe their characteristics.

2. Write at least 5 sentences.

Consider:

• How the character is feeling and why?

• How the character interacts with other characters?

Options

Put yourself in the character's shoes and explain the story from his(her) point of view.

Post-reading stage.

Next, students complete peer-evaluation forms (Appendix 1).

A white board

Writing

Worksheets

Graphic organizers

Dictionaries Rubric

S

A white board

Writing

Worksheets

A table

Writing

Worksheets

Writing

Worksheets

Rubric

Writing

Worksheets

End

2 min

Home task.

W.B. p.20

Students express their attitude to the lesson and give self-assessment using the method: “Six thinking hats”:

• Green: How can you use today's learning in different subjects?

• Red: How do you feel about your work today?

• White: What have you leant today?

• Black: What were the weaknesses of your work?

• Blue: How much progress have you made in this lesson? (Now I can, I still need to work on, I've improved in, Today I learnt... )

• Yellow: What did you like about today's lesson?

Slide

Slide "Six thinking hats"

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?

Health and safety check

Differentiation can be achieved through content (Based on the theory of Multiple Intelligences different tasks are used with the same text).

By support:

Less able learners will be supported through step-be-step instructions, glossaries, thinking time.

By task:

For more able learners additional leveled tasks are offered.

Assessment criteria:

• Read the given passage and identify the general information.

• Demonstrate skills of organizing and expressing ideas accurately.

• Illustrate a viewpoint in a discussion.

Descriptors:

A learner

• reads the text for global understanding;

• selects meaningful information, constructs the answer;

• presents information in the group discussion.

• evaluates the peers’ answers.

Teacher's observation using observation checklist (Appendix 2 - reference to the resource and monitoring.

Self-assessment.

Peer-assessment using rubric (Appendix 1).

Constructive teacher and peer feedback.

Health saving technologies.