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Lesson
Plan
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Сellular biology. Water and organic
substances
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School: 222 by T.Riskulov
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Date:
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Teacher name: Baisarieva
Zhanat
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Grade: 7
v
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Number
present:
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absent:
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Theme of the lesson: Сell, Tissue, Organ, Organ
systems
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Learning objective(s) that
this lesson is contributing to
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To give definitions to the
notions cell, tissue, organ, organ
systems
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Lesson
objectives
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All learners will be able
to:
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To give definitions for
following words: cell, tissue,organ, organ
systems
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Most learners will be able
to:
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Describe the cells,
tissues and organs of animals and plants by compare them with each
other
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Some learners will be able
to:
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To explain the connection
between plants and animals on basis of cells, tissues, organs and
organ systems
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Assessment
criteria
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Identify adjectives
for describing people
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Value
links
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Respect for self and others.
Cooperation. Academic honesty. These values can be fostered through
pair work, when students do the listening task and discuss the
answers in pairs and then present their results to the whole
class.
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Cross curricular links
lin
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Chemistry
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Previous
learning
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External construction features
of invertebrate and vertebrate animals
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Plan
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Planned
timings
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Planned
activities
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Resources
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Beginning
5
min.
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Greetings with
pupils
Good morning,
pupils
Who is absent
today?
What date is
it?
What day of the
week?
What is the weather
like today?
Divide into four groups
(collect sheet of papers)
Cell
Tissue
Organ
Organ
systems 
Homework
Find true or false
information
Crocodiles are
livebearers. True
Crocodiles are the only
reptiles with three-chambered heart.True
The process of throwing
of eggs and sperm into the water is called- spawning.
False
Amphibians are the skin
is thin, bare wet, and rich in mucous
glands.False
Arm is not a component
of the mollusc’s body.True
From the drop-down
list select the terms according to their
definition
Need words: species,
division, genus, class, phylum, kingdom of nature
,family
______________the
highest taxonomic category in the classification of the organic
world.
______________ in the
taxonomy of animals is one of taxonomic groups uniting related
classes.
The division make up
the _________
______________ in the
taxonomic hierarchy a group of animals, which occupies an
intermediate position between family and class.
______________ a
taxonomic category uniting related genera having common
evolutionary origin.
______________
supra-specific taxonomic category uniting evolutionary closely
related species.
______________ a set of
biological units that are similar in a number of features,
interbreed freely and give fertile offspring; occupying a
particular areal in the nature and living in similar environmental
conditions.
Evaluation with smiles
 
Excellent
Good
Not
bad
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pictures
worksheet
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Middle
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Watching video about new
lesson.
Teacher shows the video and pupils will speak
about videos.
What about is this video?
What did you see?
What can you say about cell and
organ?
New
termins
Жасушалар-Сells-клетки
Ұлпалар - tissues-
ткани
Мүшелер - organs-
органы
Мүшелер жүйелері-organ
systems-системы органов
Жануар жасушалары- animal
cells -клетки животных
Жануар ұлпалары- animal
tissue-ткани животных
Дәнекер ұлпасы- connective
tissue –соединительная ткань
Бұлшықет ұлпасы -muscular
tissue –мышечная ткань
Эпителий ұлпасы- epithelial
tissue –эпителиальная ткань
Жүйке ұлпасы – nervous tissue
- нервная ткань
Өткізуші ұлпа-vascular
tissue-проводящая ткань
Бөлуші ұлпа-secretory
tissue-выделительная ткань
Негізгі ұлпа-ground
tissue-основная ткань
Түзуші ұлпа-meristematic
tissue-образовательная ткань
Жабын ұлпа-dermal
tissue-покровная ткань
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e-book
interactive board
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Group
work
“ Gallery ”
method.
Teacher gives the text.
Learners read the text with
groups. Then they make a poster. Learners put the posters to the
place where they want in the class. One guide from each group
describe the poster to other groups. Groups evaluate themselves
with money according descriptors.
Feedback: with
money
 
Descriptors
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For
decorating
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For
speaking
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For finding main
idea
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poster
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Pair
work
Complete the structure of the
plant cell and animal cells
Feedback:
“Thumbs up and
down
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worksheet
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Individual work
Method “Lost letters”
Pupils will
1.sceII -
Сells
2.suestis -
Tissues
3.ornsga-
Organs
4.oremstgansys- Organ
systems
5.anilmal llsce- Animal
cells
6.malani suetis- Animal
tissue
7.nctiveneco-
Connective
8.sclemu-
Muscle
9.helialepit-
Epithelial
10.ruvoens
–Nervous
Feedback: with clock
wise
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End
5
min.
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Plenary
«Text
message»
To Zhanat teacher8 (777)
3340318
From
Text
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worksheet
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Additional
information
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Differentiation – how do
you plan to give more support? How do you plan
to
challenge the more able
learners?
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Assessment – how are you
planning to check learners’ learning?
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Health and safety check
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Differentiation – how do you plan to give more
support? How do you plan to challenge the more able
learners?
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Pair, Group Work: Students collaborate in pairs
whose membership changes as needed.
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Differentiation by individual support, taking
into account individual abilities of learners
The purpose of writing and
speaking activities is to address the holistic approach to
teaching. The focus concentrates on blending the affective,
conative, and cognitive domains in an integrative and cohesive
manner.
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Monitor learners to check
vocabulary introduction.
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Observe learners when
participating in use of English
activities.
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Record what they considered
they had learned from the lesson. Could they express what they had
learned about content and language? Could they express which skills
they had developed?
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On-going
assessment
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Choice
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Formative assessment is held
through observation/monitoring.
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Reflection
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?
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Use the space below to
reflect on your lesson. Answer the most relevant questions from the
box on the left about your lesson.
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Summary
evaluation
What two things went really
well (consider both teaching and
learning)?
1:
2:
What two things would have
improved the lesson (consider both teaching and
learning)?
1:
2:
What have I learned from this
lesson about the class or individuals that will inform my next
lesson?
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06 Қараша 2018
905
0 рет жүктелген
