Keep it green!

Long-term plan unit:

7.2B Space and Earth –Language with content

School: 43

Date: 20.12.2019

Teacher name: Abduova M

Grade: 7A(1/2), 7B(1/2), 7C(1/2), 7D(1/2)

Numberpresent:

absent:

Theme of the lesson: Keep it green!

Learning objectives(s) that this lesson is contributing to

7.C4 evaluate and respond constructively to feedback from others  

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

7.R4 read independently a limited range of short simple fiction and non-fiction texts 

7.S6 communicate meaning clearly at sentence and discourse level during, pair, group and whole class exchanges 

Lessonobjectives

All learners will be able to:

• understand details of the text and guess the meaning of 3-4 phrases

• correctly fill in the gaps 4 out of 8 sentences

• Name 3 renewable energy sources

• Read and understand main and specific information in the text

Most students will be able to

• Answer to 3 questions

• Prepare a well-structured speech on one of 3 questions

• Suggest a renewable source of energy, which can be used in KZ

Some learners will be able to:

• Tell additional information while presenting a renewable energy source

Value links

The values:

• Respect for self and others

• Cooperation

• Social responsibility

• Caring about our planet

Cross curricular links

Geography/Biology/Physics

ICT skills

Previouslearning

Make a difference (Environment- related vocabulary)

Plan

Plannedtimings

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

Resources

Beginning

3min

(W) Organisation moment: Greetings

(W) Introduction of Lesson objectives

(W) Warm up: Is it true or false?

Sts are asked to think and decide on the following information:

The Earth gets enough sunlight in one hour to give energy to the whole world for the whole year. (True)

PPT slides 1-2

Slide 3

2 min

10 min

23 min

(W) Pre-reading:

Sts are shown the slide with pictures, they have to come up with the names of things presented on the board.

(G) While reading:

Sts read the text in their group and give answers to 3 questions:

1. What is your type of energy?

2. How is it used?

3. What are benefits and drawbacks of using your type of energy?

They also have to decide who will present the answer to each question.

(I,G) Post-reading: Ecological conference

Each group is given 4-5 minutes to present their source of renewable energy. Other stsshould make notes in their copybooks while listening to the group.

When all groups present their sources, ask sts what renewable energy source can be used in Kazakhstan, encourage sts specify the region, and what needs for its implementation.

Slide 4

HO 1

Slide 5

Slide 6

Slide 7

2 min

(W,I) Plenary:Evaluate your learning

Sts are asked to reflect on their learning and tell what they have succeeded to do.

Slide 8

Additionalinformation

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
ICT links

Differentiation can be by task, by outcome, by individual support, by selection of teaching materials and resources taking into account individual abilities of learners (Theory of Multiple Intelligences by Gardner).

Differentiation can be used at any stage of the lesson keeping time management in mind

Use this section to record the methods you will use to assess what students have learned during the lesson

Health promoting techniques

Breaks and physical activities used.

Points from Safety rules used at this lesson.

Challenge and support for different learners are built in though teacher monitoring, the interaction patterns and task format of the lesson.

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.

Task format: Learners can contribute at their own language level for this activity, as it is relatively open-ended. This gives each learner a chance to be successful.

Reflection at the end of the lesson and teacher summary provides support for progress and achievement, and challenge to thinking and setting future objectives.

Opportunities for formative assessment are embedded in this lesson. Learners and teacher gain feedback on learners’ abilities to plan, organise, cooperate, respect different opinions and solve problems as they work in groups. The designing and solving of definitions provides evidence of learners’ understanding of content and their ability to use language to explain it.

Learners work in groups, apply skills and knowledge to a practical and cooperative task, and produce their own materials. All of these lesson features reflect NIS values as suggested in the NIS Trilingual Implementation Strategy, and correlate with the aims of critical and creative thinking, and effective communicationset out in the Subject Programme for G7 English.

Reflection

Were the lesson objectives/learning objectives realistic? Did all learners achieve the LO?

If not, why?

Did my planned differentiation work well?

Did I stick to timings?

What changes did I make from my plan and why?

Use the space below to reflect on your lesson. Answer the most relevant questions from the box on the left about your lesson.

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:

What have I learned from this lesson about the class orachievements/difficulties of individuals that will inform my next lesson?