Theme: “Environmental problems”

Teacher/s full name/s Kurmashova A.A.

Grade: 7

Number present : all are present absent:----

Learning objectives that this lesson contributing to

L – understand the main points on the text “Environment”

S- give an opinion at discourse level on the topic and recount environmental problems using modal verbs

Lesson objectives

• All learners will be able to: understand the main points on the topic and answer the questions;

Most learners will be able to: ask questions and give an opinion at a sentence level;

Some learners will be able to: give an opinion at discourse level and recount.

Assessment criteria

• can understand the information

• can ask and answer the questions

• can give an opinion

Value links

Ls will work together as a group/pair showing respect and being polite with each other, respect to animals

PLAN

Planned timings

Planned activities

resources

Start

1m

3m

1. Organization moment.

Greeting: good morning, children! Let’s divide into four groups.

I’m glad to see you. Look at the blackboard. Let’s watch video.

Now can you guess the theme of our lesson? Yes, you are right. The theme of our lesson is “Environment”.

Learning objectives of the lesson are

L – understand the main points on the text “Environment”

S- give an opinion at discourse level on the topic and recount environmental problems using modal verbs

• Assessment criteria

• can understand the information

• can ask and answer the questions

- can give an opinion

Teacher uses the strategy “Benn Diagram” What do you think when you hear the word “Environment” How do you associate it? (all around us, It means water, air, human being, earth….) Today we’ll talk about nature, environment and ecological problems

Slide

Middle

2m

2m

2m

4m

3m

Look at the pictures. What’s happening?

1. Man is burning the trees.

2. Man is cutting the trees.

3. Oil is polluting the water and killing the birds.

4. Factories are polluting the air.

5. Man is polluting the water.

6. Man is dumping the rubbish.

We have such kind of problems nowadays.

Pre-listening:

Now, we are going to listen about “ The Aral Sea”

Key words:

Disappear-to pass from view

Prosperous- having continued success;

Irrigate- supply water

Create- found , produce

Extends-) to stretch out to fullest length

Dump- n. as a hole

Capacity- means volume

Local- particular place

Answer the questions:

1. Have you ever been to Aral Sea?

2. Where is it located?

3. What’s the problem of the Aral region?

4. Is the problem of the Aral Sea only the problem of Kazakhstan?

While listening

Complete the missing words while listening to the text

1. The town of Aral was the epicenter of the region’s ____ Industry.

2. There was a beautiful ____with ways coming up to the beach.

3. There were no fish in the Soviet Union like the fish in Aral.

4. The rivers that fed the Sea to ____the plantation ___during the Soviet Era.

5. In 1960’s the Sea was_____.

6. Sea bed____ 400 kilometers.

7. The government decided to build a ____in the northern part of the Sea.

8. The people of Aral are ____that one day the Sea will come back to their town.

9. Some people believe that the Sea will ____

10. Disappearances of Aral Sea was a tragedy for ____people.

After listening: Teacher uses strategy “ Find the continuation”. Teacher distributes handouts with the beginning of the sentence to the students, who continue the thought and complete the sentence. This method can be used to determine if they understand the text.

Let’s say what should we do and what shouldn’t we do for saving the nature?

pictures

End

3m

IV.Conclusion: Teacher uses the strategy “Fish bone”

Let’s fill fish bone.

- On the head of the fish you’ll write the problem.

- On the bone you’ll write solution on the other side you’ll

write result. On the tail you’ll write conclusion.

Reflection

Teacher: Now pupils at the end of our lesson let’s write your opinions for this lesson.

Children draw their mood on the poster with stickers.

Smile- “Excellent”. If the lesson was interesting for you, you should choose cheerful smiles and stick on .

Normal- “middle”. If the lesson was difficult for you and don’t understand anywhere, you should choose middle smiles and stick on the poster.

Sad-“bad”. If the lesson was not interesting and you don’t understand, you should choose sad smiles and stick on the sad person.

The EARTH is our home. Its very important to save it for ourselves. I’m sure you are real friends our planet. Our discussion is over thank you.

fish bone.

Pictures and smiles

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 learner’s leaning?

Cross-curricular links.

Health and safety check.

ICT links.

Values links

Were the lesson

objectives/learning

objectives realistic?

What did the learners learn today?

What was the learning atmosphere like?

Did my planned

differentiation work well?

Did I stick to timings? What changes did I make from my plan and why?