CLIL Geography. An environmental problem.

Term 1

Unit 1 "Our world"

School:

Date:______.09.2018

Teacher’s name:

Grade 8 __

Number present:

Number absent:

Theme of the lesson:

CLIL: Geography. An environmental problem.

Learning objectives(s) that this lesson is contributing to

8.C10 use talk or writing as a means of reflecting on and exploring a range of perspectives on the world

8.S7 use appropriate subject-specific vocabulary and syntax to talk about a range of general topics, and some curricular topics

8.R1 understand the main points in texts on a growing range of unfamiliar general and curricular topics, including some extended texts

8.W5 develop with support coherent arguments supported when necessary by examples and reasons for a growing range of written genres in familiar general and curricular topics

Lesson objectives

All learners will be able to:

• Recognize and use vocabulary to do with sustainable development.

• Identify the meaning of the text about sustainable development.

• Understand the general writing structure.

Most learners will be able to:

• Write a letter about an environmental problem in accordance with the structure.

Some learners will be able to:

• Express their ideas about environmental problems and solutions in writing task.

Value links

Being environmentally conscious/friendly, actively providing solutions to global problems.

Cross curricular links

Ecology.

Previous learning

Reading an article about an environmental problem in Kazakhstan.

Use of ICT

Smart board for showing a presentation, getting additional information, playing the audio files.

Intercultural awareness

Be aware of global problems as global citizens.

Health and Safety

Breaks and physical activities used.

Plan

Planned timings

Planned activities

Resources

Beginning the lesson

The lesson greeting.

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

Warm up.

Cluster - Sustainable development.

Main Activities

Ex.1 p.17. Conveying the meaning of new words. Use of dictionaries.

Ex.2 p.17. Skimming.

Text completion.

Answers:

1) environment

2) solutions

3) recycles

4) community

5) facilities

6) save

Ex.3 p.17. Justifying true/false statements with reference to the text.

Answers:

1) False. The leaders of more than 100 countries met at the Earth Summit.

2) True.

3) True.

4) False. It is easy for individuals to do something small every day to contribute to Local Agenda 21.

5) True.

6) False. People need their local councils to provide good facilities, such as recycling and public transport.

Ex.4 p.17. Problem-solving task.

Ex.5 p.17. Writing practice.

CD

Ending the lesson

Giving the hometask. SB ex.5 p.17

Self-assessment.

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?

End

1min

Feedback: Teacher asks students what task was difficult to them and which pair worked well.

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?

Critical thinking

Differentiation can be achieved through the selection of activities, identification of learning outcomes for a certain student, provision of individual support to learners, selection of learning materials and resources based on the individual abilities of learners.

Assessment criteria:

1. Consider different perspectives on the world in a written form.

2. Apply topic related vocabulary in speech appropriately arranging words and phrases into well-formed sentences.

3. Identify the main idea of text on unfamiliar and curricular topics

4. Evolve arguments, reasons, and evidence for a limited range of written genres.

Descriptor:

A learner:

• uses appropriate subject-specific vocabulary.

• chooses the right answer.

• writes a letter with introduction, main body and conclusion.

• includes examples and reasons where necessary.

• Observation

• Feedback on the work

• Self-assessment

Students think critically, exploring, developing, evaluating and making choices about their own and others’ ideas