Ашық сабақ "The Solar System"

Unit of a long term plan: 7.2B Space and Earth (Language with content)

School: №28

Date:

Teacher name: Bagybay A.

CLASS: 7

Number present:

absent:

Lesson title

The Solar System.

Learning objectives(s) that this lesson is contributing to (link to the Subject programme)

7.C2 use speaking and listening skills to provide sensitive feedback to peers 7.S3 give an opinion at sentence and discourse level on an increasing range of general and curricular topics

7.R1 understand the main points in a growing range of short, simple texts on general and curricular topics

7.C9 use imagination to express thoughts, ideas, experiences and feelings

Lesson objectives

-To review vocabulary related to space and the Solar System

• To highlight the main information from the text

• To discuss and justify their opinion

Assessment criteria

Ss will meet the objectives if they can:

• Identify and use target vocabulary correctly

• Be able to answer the questions about the planets

• Find key points while reading

Values links

Lifelong learning, respect, cooperation, transparency

Working collaboratively

Cross-curricular links

Science, Geography, Physics

Previous learning

Learners can be familiar with some of the vocabulary associated with Space and Earth.

Plan

Planned timings

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

Resources

Start

5 min

Greetings.

[W] “Brainstorming” T asks Ss to complete the cards, and ask the questions given in the cards:

1. What is the Sun? (big star)

2. How many planets are there in the Solar System? Can you name them. (8, Mercury, Neptune, Earth, Saturn, Uranus, Mars, Venus, Jupiter)

3. What is the other name of our planet? (the blue planet)

4. Why do we call the Earth a blue planet? (The Earth is referred to as "the blue planet" because of the abundance of water on the planet. Over 70 percent of the Earth's surface is comprised of water, producing a vivid blue color when viewed from space.)

5. What is the Solar System? (The Solar System is made up of the planets that orbit our Sun)

 T asks Ss question for whole class: Can you put the planet in the correct order in the Solar System?

flashcards

Middle

15 min

15 min

[P] “Jigsaw reading” T asks Ss to read the different text about the planets. While the reading Ss should write out the keywords that will help Ss to extract the main information from the text, draw the planet. After that they should put the planet in the correct order on the board and try to allow as more information about this planet to other Ss. By the end of the task Ss should line up the Solar System.

Descriptor: Ss can:

- write out the keywords;

- allow the main information from

the text.

[G] “KUD” T gives Ss the cards with different tasks:

Group1 should answer the question and write a short summary. When do you think people will visit Mars? What do you think they will find there? –

Group 2 should answer the question and make 5 questions to aliens. Do you think we will ever communicate with intelligent aliens?

Group 3should answer the questions and draw a picture.

Do you think there is other life in universe? What kind of life? What would aliens look like?

Group 4 should answer the questions make a diagram.

What is a satellite? What are they used for?

Group 5 should answer the question and write a cinquain. Would you like to be an astronaut?

Descriptor: Students can:

-can write a short summary;

-can make 5 questions to aliens;

-can answer the question and draw;

-can make a diagram;

-can write a cinquain.

Appendix 1

Text worksheet

www.busyteacher.com

Appendix 3

Flashcards

End

5 min

T asks Ss to finish the statements:

Appendix 2

Video: Planets Song

www.havefunteaching.com

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

Teacher monitoring: teacher can help learners with content and language if need be, and challenge learners on language, and use of learning skills throughout the lesson as necessary.

*more support can be given during elicitation, instruction and questioning phases of the lesson by nominating learners to answer items relating to more high frequency vocabulary to build confidence through participation.

Self-assessment. Peer assessment. Teacher’s oral feedbacks.

Health saving technologies.

Using physical exercises and active activities.

Rules from the Safety Rules book which can be applied in this lesson.

Reflection

Were the lesson objectives/learning objectives realistic?

Did all the learners achieve thelesson objectives/ learning objectives? If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

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 orindividuals that will inform my next lesson?